Bridgewater College

Education Department Lesson Plan

Name__Niki Berrington____________

Date: 4/14/14

Title of Lesson: Pancake Flippin Compound Words!

Subject Area(s): Reading

Grade Level(s)/Course:
First

VA: SOL(s)
1.6 g

g. The student will apply phonetic principles to read and spell simple two-syllable
compound words.

Teaching/Content Objective(s)
1. The student will be able to demonstrate the ability to read and identify simple compound words
2. The student will be able to correctly spell simple two syllable words
Accommodations/Differ
entiation

Summative Assessment (based on objectives)

In order to achieve the objectives, each student will be able to.
1. Identify at least four compound words in the book If You Give a Pig a Pancake
2. Correctly write/spell the compound words identified in the story
3. Illustrate and/or use the compound words identified in the story in a sentence correctly
Materials:
Numeroff, F. (1998). If You Give a Pig a Pancake. New York: Harper Collins
Publishers. (BL: 2.5)
Poster Board
Scissors
Construction Paper (5 Brown pieces and 5 Black pieces)
Markers
Spatulas
A Plastic Fork
Pencils
Stapler
Preparation:
Cut five (large) skillet shapes out of black construction paper
Create poster with Flippin the Flapjacks poem on it
Create pancake stack poster with various compound words to separate with the plastic
fork
Have one pancake shape cut out and ready to use as a model for the activity
Integration of Technology
N/A
Accommo
dations/
Differentia
tion

Anticipatory Set (Focus)

N/A

Time
Planned

Review/Prior Knowledge
N/A

Instructional Plan - Consider the following:

Topic Presentation:
1. Today we are going to learn all about compound words. (I will ask the students if any of
them have ever heard of a compound word or if they know what it might mean.)
2. I will then explain that a compound word is two words that get smashed together to
create one new word. (Then ask students if they can give an example of a compound
word)
3. We are going to read the book, If You Give a Pig a Pancake. I want you to keep your
eyes peeled for compound words in this story, BUT I do NOT want you to tell anyone if
you see one. You are going to keep them to yourselves and we will use them for our
activity later.
4. Have students read the book aloud by having each student read a page. (Once all students
have read one page start at the first student and keep reading until the whole book has
been read.)
Guided Practice/Checking for Understanding:
1. Tell students to put the books down for now and direct their attention to the pancake
stack poster full of compound words.
2. Explain to students once again that compound words are just two words that have been
smashed together to form a new word.
3. Bring out the magic fork that we will use to separate the compound words on the
pancake stack poster. (Explaining that since two word have just been put together we can
separate them with our magic fork!)
4. Have students come up one at a time to separate one compound word on the poster
using the magic fork. (So you can be sure they understand fully what a compound word
is)
Modeling:
1. Now direct the students attention to the Flippin the Flapjacks poem poster.
2. Read the poem aloud to the students and ask if they notice anything about a lot of the
words in the poem. (all the words for pancake are compound words)
3. Now explain that the poem says the activity that we are going to be doing.
4. Tell the students that they are going to cut out pancake shapes out of the brown
construction paper and go back to the If You Give a Pig a Pancake book and find the
compound words.
5. Then explain to the students that on one side of the pancake cut-outs write the compound
word found separated out into its two original words (have a model prepared with the
word pancake)
6. Then tell students that they are going to practice their chef skills and flip their pancakes
using the spatulas (demonstrate how to flip the pancake on the model you have prepared)
onto their skillet cut-outs.
7. Then on the blank side write the actual compound word (Squished together) found in the
story.
Independent Practice:
1. Once students have cut out all their pancake shapes, written the separated out words on
one side, flipped them using the spatulas (practicing their chef skills), and then written
the actual compound word (All form the story) on the other have them bring all of their
pancakes and skillet cut outs to you. (They must have at least 5 words from the story on
5 pancake shapes)
2. Check both sides to make sure they have been completed correctly (check spelling and
make sure they are compound words that are actually found in the story)
3. Once you have checked all pancake shapes for correctness, staple them compound word
side up to their skillet shape for them.
4. If the student is finished early have them illustrate and/or write sentences showing each
compound word.

Closure
N/A