GENEVA COLLEGE

BEAVER FALLS, PA
LESSON PLAN FORMAT

NAME: Shila_Tozier___________________________________ DATE: _4/1/2021____________

SUBJECT: _Phonics_________________________________ GRADE LEVEL: 1____________

I. TOPIC AND GENERAL GOAL

Phonics: Students will work with y as /e/ sounds
II. REFERENCE TO PA OR COMMON CORE STANDARDS
Standard - CC.1.1.1.D
Know and apply grade-level phonics and word analysis skills in decoding words. • Identify
common consonant diagraphs, final-e, and common vowel teams. • Decode one and two-
syllable words with common patterns. • Read grade-level words with inflectional endings. •
Read grade-appropriate irregularly spelled words.

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT complete a phonics activity about y as long /e/ sound spelling 4/8 of their words
correctly.

IV. MATERIALS
HTTPS://WWW.YOUTUBE.COM/WATCH?V=FQGKDWRSPTC
BLACKBOARD AND CHALK
TEACHER AGENDA

V. A. INTRODUCTION
PULL OUT THE TEACHER AGENDA AS A REFERENCE FOR THE SPELLING WORDS FOR THE WEEK. TELL STUDENTS
THAT THEY WILL BE LEARNING ABOUT Y AS AN /E/ SOUND. FIRST, THEY WILL WATCH A VIDEO ABOUT Y AS AN
E SOUND (WHICH ALSO CONTAINS REVIEW OF THE PREVIOUS PHONICS SOUND).
B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)
AT THE END OF THE VIDEO, WRITE SOME OF THE WORDS WITH A Y SOUND ON THE BOARD:
 VERY
 KITTY
 PRETTY
 DIRTY
TELL STUDENTS THAT THESE WORDS HAVE TWO SYLLABLES. ASK STUDENTS WHAT A SYLLABLE IS AND TAKE SOME
ANSWERS. TELL THAT A SYLLABLE IS THE AMOUNT OF SOUNDS IT TAKES TO MAKE A FULL WORD. WE OFTEN CLAP
WITH SYLLABLES. PRACTICE WITH:
 I
 MAY
 AM
HAVE STUDENTS CLAP THESE WORDS WITH YOU. NOTE THAT THESE ARE 1 SYLLABLE SINCE IT ONLY TOOK ONE
CLAP. NOW, PRACTICE ON THE WORDS ON THE BOARD. HAVE STUDENTS SAY THEM SLOWLY FIRST (IN UNISON),
THEN SAY THEM SLOWLY AND CLAP THE WORDS VERY, PRETTY, KITTY, DIRTY. WHERE DO THEY HEAR THE EE
SOUND? HAVE THEM LISTEN ONE MORE TIME. WHERE IS THE SOUND? (AT THE END). TELL STUDENTS THAT THESE
WORDS WILL COME UP IN READINGS AND IT’S IMPORTANT TO LISTEN FOR THEM.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

ENVIRONMENT)
PROCESS: STUDENTS CAN WRITE THESE WORDS ON THE BOARD INSTEAD OF ME (JUST BE WARY OF TIME).
D. CLOSURE (SUMMARY)
STUDENTS WILL WORK MORE WITH THIS SOUND. TELL THEM THAT IN THEIR READINGS AT HOME, THEY
SHOULD TRY TO FIND THESE WORDS.
VI. ASSESSMENT/EVALUATION
Students should remember at least two words from the video and at least two spelling
words from their list (note, ask them about these words before the lesson begins).

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

IF STUDENTS NEED MORE HELP WORKING WITH THESE WORDS, GIVE THEM THE MAGNETIC LETTERS TO USE AT
THEIR DESK.

VIII. SELF-EVALUATION

Cooperating Teacher Approval _________________________________________________