Simplified HSU Lesson Plan Template for LSEE 212 Mini Lessons

Lesson Title Breaking Down Open and Closed Syllables

Class Grade 4
Instructor (that’s you) Ramonee Bravo, Halle Root, Jack Hart, Iya Ortiz-Beck

Learning Objective Students will be able to define the difference between closed and open
syllables and be able to decode the different phonics.
Standard ● CCSS.ELA-LITERACY.RF.4.3
Know and apply grade-level phonics and word analysis skills in
decoding words.

Assessment of Prior Prior knowledge will be assessed by a whole class activity. We will
Learning present images of short versus long vowel sounds and one syllable
words to review their background knowledge on phonics.

Task Description/Teacher Does Students Do

Introduction
Tasks
*add rows as needed for each
task related to how students
will develop, practice and
apply skills and knowledge
related to the learning task
Informal Assessment
Estimated Time
Explain to the students what a
closed and open syllable is.
Create an anchor chart as a class
distinguishing the differences,
while providing examples of open
and closed syllables.
Closed: a syllable with a short
vowel sound (ex: cat)
Open: a syllable that ends with a
long vowel sound (ex: table)
(Est. time: 7-10 minutes)
Facilitate syllabic activity: show
words on the front whiteboard
and ask the students in groups of
3 to break the word into its
syllables on their own small
whiteboards.
(est. time: 10-15 minutes)
Introduction Activity: Ask review
questions pertaining to
open/closed syllables, making
● Students will work together
to create an anchor chart
and discuss what open and
closed syllables are.
● Students will review the
anchor chart they make so
they can later use it as a
reference tool.
● Students will investigate
how many syllables are in
each word. They will write
the words the teacher gives
them on their whiteboards
and work together in their
groups to divide the words
based on their respective
syllables.
● Students will then discuss
what kind of syllables the
word consists of using the
anchor chart they made as
a class (i.e. open or closed
syllables).
● Introduction Activity:
Students will each confirm
an example of open/closed
 sure to emphasize the anchor
chart as a reference tool.
Central Task: Provide students
with a small chart to fill out for
each word. This includes the
word, the word separated into its
syllables, and if the syllables are
open or closed.
Closure The Learning Objective will be
reviewed in this final activity. The
teacher will call out a word for
the students to write on their
whiteboards. This will be to
review their knowledge on
open/closed syllables. When this
is done, The teacher will collect
their exit slips.
(est. time: 5-7 minutes)
syllables using the anchor
chart.
● Central Task: Students will
fill out their syllable charts
and turn them in as an exit
ticket.
● Students will individually
write the word, the
syllables, and the type of
syllables of the word the
teacher calls out. They will
raise their boards so that
the teacher can see their
responses. The students will
then turn in their exit slips.