Lesson Plan Form

Candidate: Subject: English Grade level: 1st Date: April 24th, 2018
Stacy Holmes Language Arts
Standard:
CCSS.ELA-LITERACY.RF.1.3.E
Decode two-syllable words following basic patterns by breaking the words into syllables.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning?
 Student are learning about one and two syllable words.

II. LEARNING OUTCOME (Objective):

Students will apply their understanding of decoding two syllable words by reading and writing as many
two-syllable words as they can. Students will show their understanding by creating a story book that will
include two-syllable words students came up with.
DOK/Cognitive Rigor Level: Level 3

Purpose: Why are students learning this? Why is it important?

Students are learning to decode syllables because this will help students break down words they do not
recognize to be able to understand the text and/or sentences they are reading.

Language Demands:
What vocabulary will be learned throughout this lesson?
 Syllable
 Long vowel
 Short vowel
 Prefixes
 Suffixes
 Root words

III. CURRICULUM CONNECTION:

What lesson would come before this lesson? What lesson would come after this lesson?
 Before this lesson, students should have learned about blending sounds (phonemes) together and
consonant blends.
 Also, students should have been introduced to single syllable words.
 After this lesson, according to the Common Core State Standards, students should be able to read
words with inflectional endings and recognize and read grade-appropriate irregularly spelled words.

IV. INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested? Teacher will ask 3-5 students for their
first name and clap out the number of syllables in that students’ name.
 Ex. Stacy
 Clap one “Stay”
 Clap two “Cee”
B. INSTRUCTIONAL SEQUENCE:
Step #1: Pick a book to read to the class or small group of students
a. What will teacher do?
Teacher will bring a book to class
Teacher will allow the students to examine the book before reading it
Teacher will have students talk to each other about the book
Teacher will read the book to students
b. What will the students do?
Students will come up with a prediction about the book
Students will identify single syllable words in the book and write them down on notebook
paper

Step #2: Create a poster of single and two syllable words to hung up in the classroom
a. What will the teacher do?
Teacher will call on students to share their single syllable words to the class to add to the
poster board
Teacher will write the words on the poster board and/or have the student write their word(s)
on the poster board
b. What will the students do?
Students will share their list of words to the class
Students will write a few of their words on the poster board

Step #3: Complete syllable worksheet

a. What will the teacher do?
Teacher will assist students with the worksheet
Teacher will answer questions for clarity
b. What will the students do?
Students will work on the worksheet individually to show their understanding
Students will clap out the syllables to help identify rather it’s has one, two, or three syllables

Step #4: Create story book

a. What will the teacher do?
Teacher will come up with sentences together with the class to add in the class book
Teacher will add one-three syllable words throughout the sentences
Teacher will continue this process until the class is able to work on their own
Teacher will then assist students individually with the assignment
b. What will the students do?
Students will come up with sentences together to share with teacher
Students will add drawings to each page that will go in the class book
Students will work individually and create sentences for their own story book using one-
three syllable words
Students will complete this process until they have a complete book
Students will create as many pages as they like to the book

C. APPLICATION ACTIVITY:
How will students apply what they learned?
 Students will apply what they have learned by completing a syllable worksheet and then creating a
story book using some the syllable words learned from the book read to the class. Students will then
get into pairs and read their books to a classmate. The classmate will identify one-three syllable
 words from their classmate’s story book by writing them down on notebook paper. Students will
then switch roles.

D. MATERIALS & RESOURCES:

What do you need for the lesson?
o Reading book
o Syllable worksheet
o Construction paper
o Scissors
o Glue
o Yarn or ribbon

V. ASSESSMENT STRATEGIES:

Formative:
How will you check for understanding throughout the lesson and monitor progress?
 Students will clap out the syllables
 Teacher will pay close attention to the students clapping to make sure they understand and
assist the students who are not clapping the right amount of syllables
 Teacher will check for students understanding by writing words on the board
 Students will hold up 1-3 fingers to represent the amount of syllables in the word on the
board
Summative:
How will you know if they mastered the standard?
 Students will turn in the list of words they wrote down from their classmate’s story to the teacher.
The teacher will use the list to identify which students are struggling with the concept and to see
which students have mastered the concept. Teacher will provide more challenging words to the
students who have mastered the concept and provide less challenging words to the students who
need a little more assistance.

 VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
 How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation)
 How will differentiate for struggling students and high achievers? (Modification)
1. ATTENTION WILL BE FOCUSED ON STRUGGLING STUDNETS AND GIVEN IMMEDIATE
FEEDBACK
2. HANDS ON ACTIVITES AND VISUAL DEMONSTRATIONS WILL BE AVAILABLE FOR
STRUGGLING STUDENTS AND ELL STUDENTS

 VII. CLOSURE:
 How will you conclude the lesson?
 Teacher can conclude the lesson by allowing the students to read their book out loud to a family
member at home. Family member will write down one-three syllable words and allow the student to
turn the paper in to the teacher the next class day as proof of completion.