Lesson Plan Task Force

6/21/17, 8/16/18 (revised)

University of Nebraska Kearney Teacher Education

Lesson Plan Template Fall 2016

Name: Elizabeth Revelo Date/Time: 11/8/2019 12:35 – 1:05 PM

Subject: Word Work

Unit: 3
Lesson: Week 1: Day 1

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources

Learning Goals A (1f-2) LA 2.1.3.a: Know and apply letter/sound correspondence and spelling patterns (e.g.,
NE Standards and/or Developmental Indicators consonant and vowels, diphthongs) when reading, writing, and spelling grade-level text.

Learning Goals B (ISTE Standards) N/A

Choose the ISTE Standard(s) (technology) used.
https://www.iste.org/standards/standard
s/for-students
Learning Objectives: Content A (1c-2) The student will be able to identify and generate a rhyme with grade-level words.
What do you want your students to know and do
in content areas? (Remember, these must be
observable and measureable and contain the
conditions, behavior, and criteria required for
success)

Learning Objectives: Content B (1c-1) Previous learning:

How does the learning objective connect to LA 1.1.3.a: Know and apply common letter-sound correspondences (e.g., consonant
previous and future learning experiences? blends, long and short vowel patterns, digraphs, inflectional endings) when reading, writing,
and spelling grade-level text.
LA 1.1.2.a: Blend, segment and manipulate phonemes orally.

Future learning:
LA 3.1.3.a: Know and apply advanced sound/spelling patterns (e.g., Anglo-Saxon common
roots and affixes, special vowel spellings [ough, ion], multi-syllable words) when reading,
writing, and spelling grade-level text.

Essential Question (1a-1) Can I identify and generate a rhyme with a grade-level word?
 Question for students to answer or demonstrate by
end of lesson.
What vocabulary do the students need to learn
in order to meet the learning objective?
Learner Characteristics A (1b-1) (1b-4)
Describe the relevant student characteristics (e.g.,
races, ethnicities, nationalities, languages, gender
identities/expressions, religions, political affiliations,
socio-economic backgrounds, and disclosed sexual
orientations), interests, and any other relevant
information regarding the students you will be
teaching.
Learner Characteristics B (1b-5) (1c-4)
Describe any students’ special learning and/or
medical needs (e.g., IEP/IFSP, 504)
Students’ Prior Knowledge (1a-2)
How will you know what prior knowledge your
students have in relation to these learning
objectives (e.g., data from previous lessons or
conducting pre-assessment as part of current
lesson)?
On-going (formative) Assessment (1f-3)
What will you do during the lesson to monitor
student understanding?
Post (summative) Assessment (1f-1)
How is the assessment congruent to the
learning objective(s)?
Rhyme
Rhythm
Physical Developmental Characteristics:
1. Stature is similar to classmates.
2. Loss and replacement of primary teeth
3. Refinement and consolidation of gross motor skills and integration of such skills into structured play activities or
organized sports
4. Increasing fluency in fine motor skills, such as handwriting and drawing
Emotional Developmental Characteristics:
1. Wide variety of emotions such as happiness, sadness, fear, anger, frustration, disgust
2. Increasing number of bonds with people outside the family, including peers, teachers, and other adults
3. Increasing ability to regulate emotions
Social Developmental Characteristics:
1. Recognition that people’s actions do not always reflect their true thoughts and feelings
2. Decrease in rigid stereotypes of particular groups of people
3. Growing repertoire of conflict resolution
skills with others
4. Increasing empathy for unknown individuals who are suffering or needy.
5. Increasing desire to help others as an objective in and of itself
6. Decrease in overt physical aggression, but with an increase in relational aggression and more covert antisocial
behaviors
Asyah: Has ADHD, is also a CICO student. Behavior needs to measured according to personal goals on a
periodtoperiod
basis.
Aden: Has ADHD, is also a CICO student. Behavior needs to measured according to personal goals on a period to
period
basis.
We will have background knowledge from doing work work previously, reading the
Thumbs up, thumbs down.
Choral responses.
White board responses.
Spelling Test on Thursday, 11/14.
 How will you know that your students have I will know students have achieved the learning objective when they have successfully added contractions to the
achieved the learning objective(s)? end of words on the spelling test at a 70% success rate.

Materials A (1e-2) Spelling Test Paper

List materials (including technology) and attach any Spelling Test Words
activity and assessment sheet(s) used in the White Board
lesson. Also include a reference for where you
found the idea.
Eraser
Marker
Chromebook
Projector

Materials B Spelling Test Paper is necessary for the pretest to assess student’s growth at the end with the summative
Justify the use of the materials used to engage P-12 assessment.
students in meaningful learning. Whiteboards, erasers, and markers are necessary to write down words, break up and decode, etc.
Chromebook and Projector to project the Word Work slides to look at and follow along.

Lesson Sequence and Delivery:

Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the lesson in its entirety and/or another teacher
could step in and use the plan with minimal assistance.
Lesson Differentiation (1e-1) Student Engagement (1e-1, 3c-1*)
Time

Components 1. Within Core Instruction (minimum), 1. Within in the Lesson Sequence and Delivery
list instructional tools, methods, label examples for fostering Student
and/or strategies to meet differing Engagement (SCOR) with S for Success, C for
Time

student needs/interests. Curiosity, O for Originality, and R for

Introduction (1e-4) “Today, we are going to do a quick spelling pretest and word I can have them do motions as S for Success because I want my
1 Describe how you will work today. When I say, “Oreo,” quickly and calmly move to I say why we are doing word students to be informed and ready to
min inform students as to your testing spot. Remember our testing expectations: no work, such as read, (open a be successful to take on contractions
what they will be doing talking, six on the floor, and eyes on our own paper. We are
ute book with their palms) and and the long a words. This will help
and why it is important
doing word work today so we can learn how to rhyme and to write (pretend to write with a them be more successful down the line
(e.g.
statements/questions/oth
learn new skills to help us read and write.” pencil in hand) to engage with phoneme awareness and
er to present student- kinesthetic learners. structural analysis.
friendly objective)
Develop background,
foster connections,
and facilitate
motivation for learning
activity.
 20 Core Instruction (1e-4) If they cannot read and R for Relationships because
min Include appropriate decode words with long a, I students will be able to work
utes lesson content, clear Work Work Slides: will reteach and develop
sequence, opportunities together as a partner or as a class
Trace and Say phoneme blending. to put together words or choraly
for practice and
application. 1. Everyone - Say the word. - Explain to children
decode. Relationships will be easier
2. Teacher - Model using the word in a sentence.  that they will be
to build through the decoding and
These markers belong to my sister.  blending sounds to
3. Students - Tell your partner a sentence with form words. blending of words.
the word. If needed, provide the sentence - “Listen as I say three
stem - “I moved these _______.” sounds: /mm/ /uuu/
4. Students - Spell the word.  Then write the /llll/. Say the sound
word with 2 fingers on the carpet while saying with me: /m/ /u/ /l/.
the letter names.  Teacher - Monitors. Blend the sounds with
5. Students - Close your eyes and visualize the me: /mul/, mule. The
word.  Arm write the word as you spell it. word is mule.
(Write the word large in the air, using the - We Do: “Listen as I
whole arm and pointing 2 fingers.) say three sounds:
Teacher - Remove the word.  Students - Write the /hhh/ /uuu/ /g/.
word on your whiteboard.  Teacher - Monitors. Repeat the sounds:
/hhh/ /uuu/ /g/. Let’s
Think, Say blend the sounds:
/hhhuug/, hug. We
Teacher - With a pointer, touch next to the word, “Think”.  made one word: hug.
Wait 2 seconds then slide your pointer under the word to Repeat this routine
signal the students to respond in unison, “Say”. Only the with the remainder of
students are saying the word. The teacher is not talking or the words.
mouthing the word. - You Do: It’s your turn.
I want you to blend
Corrective Feedback - When errors are made.  Teacher the sounds I say to
- 1. Say the missed word.  Spell-it. Say-it. Student - 1. form words.
Say the missed word.  Spell-it. Say-it.
2. Back up two words and use the signal (think, say) for
each word to continue presenting the words on the
chart.

At the end, check for understanding by calling on two

to three students for individual turns. Present more
individual turns to struggling students but also present
turns to higher performing students. Choose two to
three different words to present for individual turns
that students have struggled with during the practice.
“Let’s do some individual turns. I will touch next to a
word; everyone will say the word in their head. I will
call one student’s name and only that student will say
the word out loud.” If an individual student makes an
error, the teacher will use the Corrective Feedback
Procedure.

Phonics:
- Sound Spelling Card
o Long a says /way/
- Blend Words:
o Blend Words
o First Reading of Slide – 
o Teacher - Point to the words. 
Students - Blend the words. Use
Continuous Blending.  The teacher
should direct student’s eyes to see
larger chunks as their skills progress. 
If students are struggling, blend after
the vowel.
o 2 Types of Blending:
o Continuous - sat: s-aaa-t→ sat        
brown: br-ow-n→ brown  (chunks as
skills progress)
o Blending after the Vowel - sat: s-a-
saaa   saaat→ sat

Phonemic Awareness:
- Identify and Generate Rhyme
o Model how to identify and then
generate rhyming words.
o “I am going to say two words:
scrap, strap. The words scrap and
strap rhyme because they both end
in the same sounds: /ap/. Listen:
/skr/ /ap/, scrap; /str/ /ap/, strap.
Rhyming words end in the same
sounds. Now I wil say another word
 that rhymes with scrap and strap.
Listen: /m/ /ap/, map. The word
map also ends with /ap/, so map
rhymes with scrap and strap.”
o “Listen to each pair of words. If the
words rhyme, repeat the words. If
the words do not rhyme, remain
silent.”
o Example:
 T: “Scrap, strap.”
 S: “Scrap, strap.”
 T: “Throne, throat.”
 S: Silence.

Spelling Pre-Test:
TRANSITION: “Quickly, put away your ‘offices’ if you
have one. When you have put away your office, come
back to your desk, take out your whiteboard with your
marker and eraser and wait with your hands on your
shoulders.”

High Frequency Words (HFW):

- Read it, Spell it, Hide it, Write it

- Students have whiteboards.  Practice all 5
high frequency words with this routine. 
(Use HFW slides 3-7.)
- Read it!  Students - Read the word.  
- Spell it!  Students - Spell the word.
- Hide it!   Teacher - Hide the word.
- Write it!  Teacher - I will set the timer and you
have 30 seconds to challenge yourself to write
the word as many times as you can in readable
writing.  Don’t let the backwards fairy get you
and keep your tall letters tall and your short
letters short. Students - Say the word as they
write the word on a whiteboard.

-
2 Closure (1e-4) “Thank you so much for all your effort today! Quickly I can ask students to touch S for Success because it is important
min Include what you and quietly put away your whiteboards, markers, and their toes to stretch out their for students to know how and what I
utes will ask or say to erasers and then go to TAPS. I will use Classroom Dojo body during a transition expect from them to be successful.
students to
to select a quiet student in TAPS to select the instead of TAPS. This still They will be successful if they can
refocus students
on learning GoNoodle!” calms down the body but it follow transitions quietly, quickly, and
objective. provides an option for a little smoothly.
wiggle.
Clinical Practice Only *

Post Lesson Reflection

What contributed to students meeting the instructional
objective(s)? Provide specific examples. (4a-1)

Given another opportunity to teach your lesson, what specific

suggestions for improving the lesson would you make? (4a-2)

Teacher candidate comments regarding feedback (4e-2):