LESSON PLAN

Name: Casey Gressmen

Date: 11/25/2014

Grade Level: 2nd Grade

1.Lesson Objective/ State Standard(s) :

Reading: Foundational Skills Standard 3- know and apply grade-level phonics and word
analysis skills in decoding words.
o Recognize and read grade-appropriate irregularly spelled words

2. Reading Instruction Focus: (phonemic awareness, phonics, spelling, fluency, comprehension, vocab,
writing, shared reading, read aloud.)

Spelling

3. Interesting Text/Materials for Instruction:

What text(s)/materials are you using for your lesson?

Whiteboard
Markers
Spelling List

4. Student Engagement: What engagement principle(s) are you choosing for this lesson?
________choice, ____X___collaboration, ________building concepts, ________relevancereal world
interaction
I will engage students in this lesson by: Students will be placed in a competition where they will have to
go against one another to see who can find the misspelled word the quickest.
5. Student Activity/Differentiation. What will your students be doing to meet the purpose of your
lesson? (listening, reading, searching, writing, strategy instruction, group work, etc.)
What my students are actually DOING: Before, During, and After Reading

Write the weeks spelling words, or any ten words, on a chalkboard or whiteboard. Go
over the list of words with students.
Instruct students to put their heads on their desks. When all heads are down, erase one of
the words and write it with a spelling error in it.
Announce "Go to work, detectives! At that announcement, students raise their heads. See
how long it takes students to figure out which word is misspelled. Students can raise their
hands as soon as they know which word has been changed, or you might have them write
the word -- correctly spelled, of course -- on a piece of paper.
To make it more of a competition you can split the group up into tables and have one
representative from each table go at a time and have them go against one another.

How will you differentiate your instruction for struggling/gifted readers?

When you split up the students into groups you can make sure that they are with different
levels. That way every time that the students go up against each other they will go up
against their peers who are on their same level. The words that are chosen for
misspellings will be easier or harder to find depending on the need.

6. Writing/Communicating/Assessment: How will you know students have met the purpose of the
lesson? What will students do to record their understanding?

Play the game again. Have students write the incorrectly spelled word correctly on a
sheet of paper. Students should spell 90 percent of the words correctly.

7. Reflection: Strengths? Improvements? Be specific.?