Lesson Plan for Ms.

Earharts 1st grade classroom

Objectives/Standards
LA 2.1.2 Phonological Awareness: Students will demonstrate phonological awareness
through oral activities
LA 2.1.3b Use word structure to read text (e.g., prefixes/suffixes, compound words,
contractions, syllabication, derivation.)
NETS*T standards
Deign and develop digital age learning experiences and assessments
a. Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
The learner will correctly demonstrate phonological awareness, and identify word
structure with the story Chinatown.
Duration of lesson: 35 minutes
Materials/ Equipment/ Resources needed: Story: Chinatown, paper, three-hole punch,
colored pencils/crayons, pencils, sheets to incorporate Plickers
Anticipatory Set: I will supply each student with a bowl of rice and their own personal
pair of chopsticks. The students are to try and eat the rice using the chopsticks as I start to
reread the story.
(VE) Teaching: Input: Reread Chinatown. Have students point to words as I am reading
and have them decode words and use context clues to figure out the meaning.
(VE) Teaching: Modeling: Ask tiered questions concerning formation of words parts.
Discuss compound words and what they are; how can it alter an original word. Ex: China
and town make Chinatown
(Inter) Teaching: Checking for Understanding: Use Plickers to check for
understanding concerning compound words-technology integration.
(VI) Guided Practice: As in pg. T63, students will construct a map of Chinatown. They
will write the word Chinatown (compound word) on the top of the page and below draw
places/people/and features they might see in Chinatown. Advanced students can write a
paragraph (5-8 sentences) discussing Chinatown and include what a person may see
*must be grammatically correct and free of spelling and punctuation errors.
(VE) Closure: At the end, I will hang up the pictures on the wall and reinforce the
importance of compound words.
(VI) (Intra) Independent Practice: Students are to construct a compound word book.
Each page in the book will contain a compound, followed by a definition and a picture.
Ex. Compound Word- Birdhouse. Followed by definition of birdhouse and picture.
Assessment-Formative
Compound wordbook
Map of Chinatown
Paragraph (writing) for advanced students
Tiered questions

Plickers

Differentiation: Different strategies to better meet the needs of all students.

Differentiation Key:
(L) Logical
(M) - Musical
(N) - Naturalistic
(Intra) - Intrapersonal
(E) Existentialist
(VI) - Visual
(VE) - Verbal
(K) Kinesthetic
(Inter) Interpersonal