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: 11/12/2019 12:35 – 1:05 PM

Subject: Word Work

Unit: 3
Lesson: Week 1: Day 3

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) Physical Developmental Characteristics:

Describe the relevant student characteristics (e.g., 1. Stature is similar to classmates.
races, ethnicities, nationalities, languages, gender 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
identities/expressions, religions, political affiliations,
organized sports
socio-economic backgrounds, and disclosed sexual 4. Increasing fluency in fine motor skills, such as handwriting and drawing
orientations), interests, and any other relevant Emotional Developmental Characteristics:
information regarding the students you will be 1. Wide variety of emotions such as happiness, sadness, fear, anger, frustration, disgust
teaching. 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
Learner Characteristics B (1b-5) (1c-4) Asyah: Has ADHD, is also a CICO student. Behavior needs to measured according to personal goals on a
Describe any students’ special learning and/or periodtoperiod
medical needs (e.g., IEP/IFSP, 504) basis.
Aden: Has ADHD, is also a CICO student. Behavior needs to measured according to personal goals on a period to
period
basis.
Students’ Prior Knowledge (1a-2) We will have background knowledge from doing work work previously, reading the
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) Thumbs up, thumbs down.

What will you do during the lesson to monitor Choral responses.
student understanding? White board responses.

Post (summative) Assessment (1f-1) Spelling Test on Thursday, 11/14.

How is the assessment congruent to the
learning objective(s)?
 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 phoneme blending and a S for Success because I want my
Describe how you will structural analysis.” 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  Read, Spell, Hide, Write decode words with long a, I students will be able to work
lesson content, clear  Students have whiteboards.  Practice all 5 will reteach and develop
sequence, opportunities together as a partner or as a class
high frequency words with this routine.  phoneme blending.
for practice and (Use HFW slides 3-7.) - Explain to children to put together words or choraly
application.  Read it!  Students - Read the word.  that they will be decode. Relationships will be easier
 Spell it!  Students - Spell the word. blending sounds to to build through the decoding and
 Hide it!   Teacher - Hide the word. form words. blending of words.
 Write it!  Teacher - I will set the timer and you - “Listen as I say three
have 30 seconds to challenge yourself to write sounds: /mm/ /uuu/
the word as many times as you can in readable /llll/. Say the sound
writing.  Don’t let the backwards fairy get you with me: /m/ /u/ /l/.
and keep your tall letters tall and your short Blend the sounds with
letters short. Students - Say the word as they me: /mul/, mule. The
write the word on a whiteboard. word is mule.
- We Do: “Listen as I
 Review and Blend say three sounds:
o Think, Say – /hhh/ /uuu/ /g/.
o -Teacher - With a pointer, touch next Repeat the sounds:
to the word.  Wait 2 seconds then slide /hhh/ /uuu/ /g/. Let’s
your pointer under the word to signal
blend the sounds:
the students to respond in unison. Only
/hhhuug/, hug. We
the students are saying the word. The
teacher is not talking or mouthing the made one word: hug.
word. Repeat this routine
o Corrective Feedback (Correcting with the remainder of
Student Errors) -  the words.
You Do: It’s your turn. I want
1. Say, My Turn.  Go back and model blending
the word.  Say the whole word. you to blend the sounds I say
2. Say, Your Turn.  Students blend the word and
say the whole word.
3. Back up two words and then continue reading
the words on the chart.  
4. 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.

Phonemic Awareness:
 Phoneme Blending:
o “I’m going to put one
marker in each box as I say
each sound. Then I will
blend the sounds to form a
word. /b/ /a/ /ch/ This word
has three sounds. /b/ /a/
/ch/. Listen as I blend these
sounds to form a word:
/bach/, batch. The word is
batch.”
o Let’s do some together.
Using your fingers, put up a
finger for each sound you
hear. Listen as I say one
sound at a time. Then let’s
blend the sounds to say
each word.”

Phonics:
 Blend Words
 Decodeable Text

Structural Analysis:
 Something

Spelling Sort
 Something

Reinforce Vocabulary
 Have children chorally respond
 each sentence step using the
week’s vocabulary words.
 Example: The dog dug a hole in
the yard and ___ the stick in it.
(buried).
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):