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: 11/13/2019 12:35 – 1:05 PM

Subject: Word Work

Unit: 3
Lesson: Week 1: Day 4

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)

 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)?
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) 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 are going to do some phoneme S for Success because I want my
Describe how you will categorization before we do some spelling!” students to be informed and ready to
inform students as to be successful to take on contractions
what they will be doing
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) Word Work Slides If they cannot read and R for Relationships because
Include appropriate decode words with long a, I students will be able to work
lesson content, clear Fill in the Blank: will reteach and develop
sequence, opportunities together as a partner or as a class
phoneme blending.
for practice and  Teacher - Use a pointer to point to the words.  - Explain to children to put together words or choraly
application. Students - Read the words. that they will be decode. Relationships will be easier
 Students - Read the sentence.  Then write the blending sounds to to build through the decoding and
missing word that fits in the blank on your form words. blending of words.
whiteboard.    - “Listen as I say three
 Teacher - 1,2,3 Show your board to me.  sounds: /mm/ /uuu/
Silly Sentences: /llll/. Say the sound
 Teacher - Use a pointer to point to the words.  with me: /m/ /u/ /l/.
Students - Read the words. Blend the sounds with
 Students - Use as many words as you can to me: /mul/, mule. The
write a silly sentence or two.  Circle the words word is mule.
you used in your sentence and check spelling - We Do: “Listen as I
closely.  say three sounds:
 Teacher - Read your sentence to your partner. /hhh/ /uuu/ /g/.
Repeat the sounds:
Phoneme Categorization: /hhh/ /uuu/ /g/. Let’s
blend the sounds:
Phonics: /hhhuug/, hug. We
 Build Words made one word: hug.
Repeat this routine
 Dictation
with the remainder of
the words.
Structural Analysis:
You Do: It’s your turn. I want
 Write the words on the board. Remind you to blend the sounds I say
children that the word endings or
contractions are added to the end of a word,
they change the meaning of the word. They
also add an extra syllable to the end of a
word. Remind children what the meaning
of the words are.
 Write the words up on the board. Have
children work in pairs to construct the
words with the contractions to the end of
the word. If partners do not work, try a
choral response. Then have them use each
of the new words in a sentence.

Spelling:

*Decodable Text:
 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.

Closure (1e-4) “Quickly and quietly put away your whiteboards,

Include what you markers, and erasers and then go to TAPS. I will use
will ask or say to Classroom Dojo to select a quiet student in TAPS to
students to
refocus students
select the GoNoodle!”
on learning
objective.

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):