Lesson Plan Courtney Donnelly

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2012 Instructor: Karen Powell

Lesson Title: Trophies Teacher Edition: Trophies Story: T Ed Pages:

Submitted By: CCSS:

A. Summary of the Lesson Plan (1 sentence) Students will learn to generate the short vowel sound of u. B. Student Population (3 bullet points) 1st grade All Levels Whole group and Small groups C. Materials (bullet points) Dry erase board Dry erase markers Paper Pencil Trophies book Short U worksheet. (T26) Scissors Glue/tape D. Objectives Common Core State Standard RF.1.2d - Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Learning Targets

Knowledge Targets: Students must know how individual sounds work together to form spoken words.

Performance Targets: Students must orally segment individual sounds of single-syllable words (e.g., Teacher says, "cat," student says, "/c/ /a/ /t/").

E. Procedure (numbered steps) 1. Start off with having the children identify middle phonemes from a pair of words. (hum, dog. Hop, duck. Luck, rug. Jungle, hut. Bug, bag. Jug, bus). The children will decide which pairs both have the sound /u/ in the middle. 2. Place letters card u and s in a pocket chart. 3. Ask children to say the sound of each letter as I place it on the chart. 4. Slide my hand under the letters as I blend the sounds /uusss/. 5. Read the word naturally us, and have the students do the same. 6. Build the spelling word list us, bus, bug, rug, mug, must, with, then, she, use. 7. I will then do the same thing with the words I have listed above.
Lesson Plan - EDRL 442 Fall 2012 Page 2

Lesson Title: Trophies Teacher Edition: Trophies Story: T Ed Pages:

Submitted By: CCSS:

8. Have the children work on the Short U worksheet (T26) in groups of four where each student will be working on their own worksheet for the last 10 minutes. 9. The children will turn in the worksheet as their final assessment. F. Assessment I will assess the students throughout the lesson as I ask questions out aloud and see if they answer the questions correctly. Their final assessment will be the Short U worksheet that they are completing as a small group. Once they finish the worksheet they will have to get up and pronounce one of the words they chose for the worksheet. They will also turn that in at the end of the lesson. G. Reflection (answer all questions) Which part of the lesson do you think will be the easiest to teach? I think the easiest part of the lesson will be having the children tell me if the pair of words have the short u sound since it will be easier to hear rather than see. Which part of the lesson do you think will be the most challenging to teach? I think the hardest part of the lesson will be having the students fill out the worksheet in a timely fashion. I feel that maybe having them work together on it in groups will ease the lesson since they all can help one another. What lesson or concept should be taught prior to this lesson? I feel like I need to ease the students into the idea of short Us since at first it might be hard to understand for them. Weeks prior I need to add a couple words with the short U sound here and there into their spelling words. How will you follow up or extend this lesson? I feel like every week I will bring up the idea of Short Us as much as I can since there are so many words that they will hear that will have the sound. I never want them to forget what they learned. What will you do for students who dont grasp the concepts? For students that arent grasping the information Ill give them extra worksheets that will have them look at more pictures of what they think has a short U sound. Which part of the lesson, if any, do you think might need to change? I might need to change the part of the worksheet just because I might not have time for it. I still want to use a worksheet, but maybe the one Im thinking of will be too involved for the students. When you were writing this lesson plan, what was the most difficult part? The most difficult part of the lesson was first finding a standard to base my lesson around, then having to write what each part of the lesson is step by step. I still dont think I completely got that part, but it was a good start and I always have time to learn more.

Lesson Plan - EDRL 442

Fall 2012

Page 3

Lesson Title: Trophies Teacher Edition: Trophies Story: T Ed Pages:

Submitted By: CCSS:

Lesson Plan - EDRL 442

Fall 2012

Page 4

Lesson Title: Trophies Teacher Edition: Trophies Story: T Ed Pages:

Submitted By: CCSS:

Lesson Plan - EDRL 442

Fall 2012

Page 5

Lesson Title: Trophies Teacher Edition: Trophies Story: T Ed Pages:

Submitted By: CCSS:

Lesson Plan - EDRL 442

Fall 2012

Page 6

Lesson Title: Trophies Teacher Edition: Trophies Story: T Ed Pages:

Submitted By: CCSS:

Lesson Plan - EDRL 442

Fall 2012

Page 7

Lesson Title: Trophies Teacher Edition: Trophies Story: T Ed Pages:

Submitted By: CCSS:

Lesson Plan - EDRL 442

Fall 2012

Page 8

Lesson Title: Trophies Teacher Edition: Trophies Story: T Ed Pages:

Submitted By: CCSS:

Lesson Plan - EDRL 442

Fall 2012

Page 9