USF Elementary Education Lesson Plan Template (S 2014)

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Name:

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.2.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a
Distinguish long and short vowels when reading regularly spelled one-syllable words.
b
Know spelling-sound correspondences for additional common vowel teams.
c
Decode regularly spelled two-syllable words with long vowels.
d
Decode words with common prefixes and suffixes.
e
Identify words with inconsistent but common spelling-sound correspondences.
f
Recognize and read grade-appropriate irregularly spelled words
LAFS.K12.L.3.5
Demonstrate understanding of word relationships and nuances in word meanings

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

-Why do we read for meaning?

- Why do we need to know how to spell and identify closed syllable words (with double
letters)?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,

-They will know if they are reading with meaning.

-Students will be able to find patterns in regards to closed syllable words (with double
letters)

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

and degree of mastery, i.e.,

"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives? Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either

The student are working on the same skills to move up in an IRLA level and they must
master double syllable words to do so.
The lesson fits with larger plans because they will be reading a new book in class that has
more complex words than they are used to.
I am teaching the lesson this way because they are very receptive to the whiteboard
game.

-To check comprehension I will ask the students a couple of questions about the reading after I listened to them
read out loud. Based on their questions I will be able to understand if they are using comprehension skills.
After I read each word the students will show me how they spelled each word. I will be able to see if they
understand the pattern.
- Based on their responses I will collect data and make the appropriate judgment regarding if I need to review
again or move on to the next skill.

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

during this lesson or in

upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

Understanding the word pattern completely is important. For example, it is important to know if the sound is in
a specific place of the word or if the spelling of the sound changes.

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Every student in the intervention group is on the same IRLA level, so they are working on mastering the same
skills. In order to do this lesson, I needed to make sure each student had mastered the same skills and that the
new skills that they will be learning are not repetitive. The students have played this game many times and are
very present during the game. Therefore, I know while learning this new content that they should be excited to
use it during the game.

What misconceptions
might students have about
this content?

Students often have misconceptions about the spelling of the sound we are working on. If the students show the
spelling right away I am able to defeat these misconceptions.

Teaching Methods
(What teaching method(s) will

Lesson Implementation
I will be using guided release as my teaching method. We will go over the sounds and spelling patterns and they
will practice the patterns by writing words on the while board.

USF Elementary Education Lesson Plan Template (S 2014)

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you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?

Time

Who is
responsibl
e (Teacher
or
Students)?

Name:

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Id`ea; Extend/Applying the Idea;
Evaluation).
1- Students will pick multiple books from their level and come to the table.
2- They will read each book silently until I ask them to read out loud.
3- I will ask each student to read out loud for a couple of pages and ask them some
prompt questions.
4. Once the students finish reading and have read out loud to me they will each grab
whiteboards, erasers, and markers.
5. I will state that we will be working on closed syllable words with double letters.
6. I will ask the students if they know any off the top of their head or if they can
explain what closed syllable words are.
7. I will explain that a closed syllable ends with a consonant and that if the word is a
double syllable, the pattern often goes vowel-consonant- consonant.
8. I will show them the word lesson and ask them to identify if it is a closed syllable.
9. Based off their answer I will give them another example or show a non-example.
10. If they were correct about lesson, I will move on to the lesson.
11. I will start by having them write the word planned. I will count down, 3-2-1,
and they will show me their answers.
12. Identify any mistakes that were being made.
13. I have to change one sound for the next word either the beginning, middle, or end.
Therefore, the next word will be banned.
14. 3-2-1 show their work and identify any mistakes.
15. Next word banning, 3-2-1 show their work and identify any mistakes.
16. Next word tanning, 3-2-1 show their work and identify any mistakes.
17. Next word tapping, 3-2-1 show their work and identify any mistakes.

USF Elementary Education Lesson Plan Template (S 2014)

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What model of co-teaching
are you using?

What will you do if

Name:

18. Once we do 5 words, we pick a new word.

19. Have the students erase their work.
20. The new word will be shopping.
21. 3-2-1 show their work and identify any mistakes.
22. We ask them to also write non-sense words so the next word will be snopping.
23. Ask them if this is a non-sense word or not.
24. 3-2-1 show their word, identify any mistakes.
25. Next word is snotting, 3-2-1 show their work and identify any mistakes.
26. Next word is snotted, 3-2-1 show their work, and identify any mistakes.
27. The final word is plotted, 3-2-1 show their work and identify any mistakes.
28. Once that round is over, give them all a high five and dismiss them to their class.

a student struggles with the content?

a student masters the content quickly?

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
There are no cultural connections during this lesson.

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

If applicable, how does this lesson connect to/reflect the local community?
There are no connections to the local community.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
-If the students are not being challenged enough, I will ask them to spell more nonsense words and to compare
them to real words.

How will you differentiate instruction for students who need additional
language support?
-If one student is struggling then I will explain the material again, and use more examples so that he/she can
make the connections.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

I will repeat myself as many times as needed if anyone is hard of hearing.

If the students are more visual, I will show the examples we have already went over.

Materials
-Leveled text for each student
(What materials will you use? - Whiteboards
- Dry erase markers
Why did you choose these
-Erasers
materials? Include any
resources you used. This can
also include people!)

USF Elementary Education Lesson Plan Template (S 2014)

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Name: