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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Makenzie Bilodeau
Spelling
4th Grade
Friday April 1, 2016; 25 Minutes
Phonological Awareness
Phonemic Awareness
Phonics
Vocabulary
Handwriting
Convections
Parts of Speech
How can I recognize beginning and ending sounds?
Can I blend sounds together?
Can I segment words into multiple syllables?
Can I substitute sounds in words to create new words?
What do I need to add to a sentence to make it correct?
What are the different parts of speech?
Can I edit a sentence for proper spelling, capitalization,
and punctuation?
CCSS.ELALiteracy.RF.2.3 Know and apply gradelevel
phonics and word analysis skills in decoding words.
CCSS.ELALiteracy.RF.2.3.a. Distinguish long and short
vowels when reading regularly spelled onesyllable
words (e.g., hop vs. hope, men vs. mean, fell vs. feel,
bend vs. bead).

CCSS.ELALiteracy.RF.2.3.b. Know spellingsound


correspondences for additional common vowel teams
(e.g., loud, cow, look, loop, boy, boil).

CCSS.ELALiteracy.RF.2.3.c. Decode regularly spelled


two syllable words with long vowels (e.g., surprise,
remain, needle, baby, paper).

CCSS.ELALiteracy.RF.2.3.d. Decode words with


common prefixes and suffixes (e.g., unhappy, carefully,
goodness, unbutton).

CCSS.ELALiteracy.RF.2.4 Read with sufficient accuracy


and fluency to support comprehension.
Students will be able to define the words talent and
unique.
Students will be able to identify possessives.
Students will be able to break words down into their
syllables.

Objective

Bloom's
Taxonomy

CK

Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

Students will be able to substitute letters in words to


create a new word.
Students will be able to write a sentence that is
dictated to them.

Blooms: Understanding and Applying

Webbs DOK: Level 2 Skill/Concept

Unscramble
Unit 21 Activity Book pg. 2

Communication and Collaboration


Critical Thinking, Decision Making, and Problem Solving

Adapted Reading Curriculum (Read Well) level 2 (2nd


grade) for 4th grade students. Presented in the form of
direct instruction.
Everything is read aloud to the students and then
repeated by the students.
Small group instruction based on students ability.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Poem
The Talent Show
o Use the Unit 21 Poem to review /ooo/ as in snow,
/j/ as in page, and /sss/ as in circle
o Have students stay the name of the poem, and
echo each line of the poem.
o Review the vocabulary talent and unique.
Big Idea Statement
It is essential to be able to manipulate words and their
sounds.
Essential Questions Statement
Can I manipulate words and sounds?
Objective Statement
Students will be able to define the words talent and

Lesson
Procedure

unique.
Students will be able to identify possessives.
Students will be able to break words down into their
syllables.
Students will be able to substitute letters in words to
create a new word.
Students will be able to write a sentence that is dictated
to them.
Transition
As we move on to each step, students are told exactly
where they need to be on the page by pointing to
different shapes and pictures. During this time, students
are called on randomly so they need to be fully engaged
in what they are doing. We are all sitting as a small
group throughout this entire process. Before we begin
spelling students have the opportunity to get up and go
to the bathroom while the transition from math to
reading.
Key Vocabulary
Talent
Unique
Editing
Airplane Box: Guide who to edit the Day 2 sentences.
Have students read the incorrect sentences and identify
the number of errors.
Have students reread the first sentence. Then have the
students identify that the gerbil is Georges.
Have students read the second sentence and identify
and correct the misspelled word wuz.
Have students identify that Cindy is Georges friend.
Have students read the corrected sentences.
Dictation
Sounds: ge, ce, ai, igh, ci
o Say the first sound and the associated word. Have
students say and write the sound. Have them say
the sound as they write.
Pattern words that rhyme: dance-France; find-kind
o Turtle Column: Say dance and use it in a
sentence. Have students say the word, then
segment and write the word. Have them say each
sound as they write.
o Have students identify what is the same about the
words.
Multiple syllabic words: Children, puppet, funny, teacher.
o Elephant Column: for each word, say the word and
use it in a sentence. Have students say the word,
then segment and write the word as they say each
sound or syllable.
Tricky Words

o Ice Cream Cone Column: say each word and use it


in a sentence. Have students say the word and
spell it with letter names. Then have students
write the word as they repeat the letter names.
Sentence: First, the children made a stage.
o Car Row: write the sentence on the board without
a comma. Demonstrate and explain why you add a
comma after transitional words at the beginning of
a sentence, such as first, next, and finally.
o Cover the sentence, then dictate and have
students write the sentence.
o Have students identify the subject and predicate.
o Have students check and correct capitalization,
spelling, and punctuation. Then have students
read the sentence.
Just for Fun, Best Guess Spelling: wonderful
o Gorilla Box: Say the word wonderful and use it in a
sentence. Have students segment while you write
each syllable. Correct the best guess spelling then
have students add wonderful to their sentence.
Sound, Rime, and Word Fluency: -id, ow (snow)
o Say the first rime and the associated word. Have
students trace and say the rime, then read the
word. For the next word, have students touch and
say the sound, write the rime, then read the word.
Unit 21 Activity Book pg, 2

Reading

Materials

Technology
Equipment
Supplies
Evaluation of
Formal Evaluation
the
N/A
Learning/Master Informal Evaluation
y of the
Unscramble
Concept
Unit 21 Activity Book pg, 2
Closure
Summary & Review of the Learning
Between each step in the process, we will review what
the answers are and continue once everyone has
checked their work.
Homework/Assignments
Unscramble
Teacher

Self-reflection

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