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: 11/14/2019 12:35 – 1:05 PM

Subject: Word Work

Unit: 3
Lesson: Week 1: Day 5

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 & hand signals.
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 Pencil
lesson. Also include a reference for where you
found the idea.
Spelling Test Paper

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 Pencil and Spelling Test paper to take their spelling test.
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 be taking our spelling test and
Describe how you will
inform students as to
what they will be doing
and why it is important
(e.g.
statements/questions/oth
er to present student-
friendly objective)
S for Success because I want my
vocabulary test. Remember our testing expectations: students to be informed and ready to
six on the floor, eyes on your own paper and test. be successful to take on contractions
When I say, “Dragon,” you will move to your testing and the long a words. This will help
spot.. I will dismiss certain friends first to take their them be more successful down the line
Chromebooks to their testing spots. When you get with phoneme awareness and
your Chromebook, you will go to Google Classroom structural analysis.
and click on Vocabulary .. Dragon.”

“Girls, go ahead and take your Chromebooks to your

testing spot.”
“Boys, (in halves on each side of the classroom) you
may go grab your Chromebooks.”

Develop background,
foster connections,
and facilitate
 motivation for learning
activity.

Core Instruction (1e-4) Vocabulary Test:

Include appropriate  Read questions aloud to the class, project the
lesson content, clear test on the board, and show the options the
sequence, opportunities
for practice and
students may click on.
application.
Spelling Test:

Weekly Formative Check:

Closure (1e-4) S for Success because it is important

Include what you for students to know how and what I
will ask or say to expect from them to be successful.
students to
refocus students
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):