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 2

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
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 you add the contraction –‘s to the end of the correct vocabulary word and explain its meaning?
 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)?
Contraction
Meaning
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 objectives when they can ----
achieved the learning objective(s)?

Materials A (1e-2) Chromebook

List materials (including technology) and attach any Projector
activity and assessment sheet(s) used in the Whiteboard
lesson. Also include a reference for where you
found the idea.
Marker
Eraser
Materials B Chromebook and Projector to project the Word Work slides to look at and follow along.
Justify the use of the materials used to engage P-12 Whiteboards, erasers, and markers are necessary to write down words, break up and decode, etc.
students in meaningful learning.

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 will be working on phonemic awareness S for Success because I want my
1 Describe how you will and spelling!” students to be informed and ready to
min inform students as to be successful to take on contractions
what they will be doing
ute and the long a words. This will help
and why it is important
(e.g. them be more successful down the line
statements/questions/oth with phoneme awareness and
er to present student- structural analysis.
friendly objective)
Develop background,
foster connections,
and facilitate
motivation for learning
activity.

Core Instruction (1e-4) Trace and Say If they cannot read and R for Relationships because
Include appropriate  Everyone - Say the word. decode words with long a, I students will be able to work
lesson content, clear  Teacher - Model using the word in a sentence.  will reteach and develop
sequence, opportunities together as a partner or as a class
phoneme blending.
for practice and These markers belong to my sister.  - Explain to children to put together words or choraly
application.  Students - Tell your partner a sentence with that they will be decode. Relationships will be easier
the word. If needed, provide the sentence blending sounds to to build through the decoding and
stem - “I moved these _______.” form words. blending of words.
 Students - Spell the word.  Then write the - “Listen as I say three
word with 2 fingers on the carpet while saying sounds: /mm/ /uuu/
the letter names.  Teacher - Monitors. /llll/. Say the sound
 Students - Close your eyes and visualize the with me: /m/ /u/ /l/.
word.  Arm write the word as you spell it. Blend the sounds with
(Write the word large in the air, using the me: /mul/, mule. The
whole arm and pointing 2 fingers.) word is mule.
Teacher - Remove the word.  Students - Write the - We Do: “Listen as I
word on your whiteboard.  Teacher - Monitors. say three sounds:
/hhh/ /uuu/ /g/.
Think, Say Repeat the sounds:
/hhh/ /uuu/ /g/. Let’s
Teacher - With a pointer, touch next to the word, “Think”.  blend the sounds:
Wait 2 seconds then slide your pointer under the word to /hhhuug/, hug. We
signal the students to respond in unison, “Say”. Only the made one word: hug.
students are saying the word. The teacher is not talking or Repeat this routine
mouthing the word. with the remainder of
the words.
Corrective Feedback - When errors are made.  Teacher You Do: It’s your turn. I want
- 1. Say the missed word.  Spell-it. Say-it. Student - 1. you to blend the sounds I say
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.
Passage
 Teacher reads the passage aloud.
 Students chorally read the passage. Teacher
provides corrective feedback when errors are
heard. (“Pause, my turn. Repeat after me…”)
 Students identify words with target spelling
pattern. Teacher circles or underlines words. 
 Students chorally read the passage again.

Phonemic Awareness:
 Phoneme Categorization:

Phonics:
 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
 Build Words
o Have children read and say the words.
Then have children follow the word
building routine with contractions to
build her’s, etc.
o Display decodeable words and point to
each words as children chorally read
it. Test how many words children can
read in one minute.
o Model blending words children miss.
 o OR:
o Display word building:
o They -> add ‘re -> they’re
o “Replace ‘re with ‘ll. What’s the new
word?” (they’ll)
o Continue with words.

Structural Analysis:
 Model: Write and read aloud the words.
Underline or circle the contraction. Tell
children that –‘s, ‘re, ‘ll, and ‘ve are a word
part called a contraction. A contraction is
added to the end of a word to change the
meaning of the word.
 Say the word and the word with a contraction
again and point out the contraction adds a
syllable. Then repeat the routine with a
different word and it’s added contraction.
Explain that the contraction changes the
meaning. Ask children what the word means.
Ask how many syllables the word has.

Spelling Sort:
 Say each word and pronounce the words. Say
each word again. Ask children to chorally spell
each word.
 When completed, have children chorally read
the words in each column with the same
vowel sound.
 When completed, have children chorally read
the words in each column.
 Have children chorally read words to build
fluency.
High Frequency Words (HFW):
- 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.

Expand Vocabulary:
 Explain to children that words have different
forms. Help children generate different forms
of this week’s words by adding ‘s, ‘re, ‘ll, and
‘ve. Review the meaning of each word.
 Model how to add contraction endings to the
words. Write the word and its different forms
next to it. Read the words aloud to the
children.
 Point out how the different endings change
the meaning of the word.
 Share aloud sentences using the word with
different endings.
 Do the same with the rest of the words.
Closure (1e-4) “Quickly and quietly put away your whiteboards, S for Success because it is important
Include what you markers, and erasers and then go to TAPS. I will use for students to know how and what I
will ask or say to Classroom Dojo to select a quiet student in TAPS to expect from them to be successful.
students to
refocus students
select the GoNoodle!” They will be successful if they can
on learning follow transitions quietly, quickly, and
objective. smoothly.

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):