Jordan Johnson

EDU 201

Lesson Plan

1. Name: Fun with Phonics

2. Grade Level: 3rd Grade
3. Suggested Group Size: Individually and with one other

person
a. The lesson plan will start out individually and then they
will pair with one other classmate to compare their work
to try and get the right answer.

4. Subject: Vowels and Consonants

5. Standard:
a. This comes from;
i. WORD ANALYSIS AND DECODING PHONICS,
STRUCTURAL ANALYSIS AND SPELLING
ii. It is expected that students will:
iii. (3)1.1: Use knowledge of phonics to read fluently
and to determine the meaning of unfamiliar words
in context [NS/PS 1.3.2]
a. Vowels
b. Consonants
c. Digraphs (ea, oo, au/aw, ow/ou, ei/ie)
d. Diphthongs (ou/ow), (oi/oy), (ew)
e. R-controlled (ar, er, ir, or, ur)
f. Silent letters (kn, wr, sc, mb, gh, dge)

6. Objective:
a. This lesson is designed to teach the students the
difference between vowels and consonants in words.
This will make it easier for them to spot these letters in
everyday reading. I will be able to give them any
passage and ask them to find the vowels in the words
and they will be able to spot these letters. This
assignment will also give the students a chance to
compare work and learn together.
 Jordan Johnson
EDU 201

7. Materials Needed:
a. The reading passage that I will supply them with
b. Two different colored highlighters
c. A pencil
d. A partner (when instructed to meet with their partner)

8. Procedures:
a. First things first I will ask the students, What are the
vowel letters? and What are the consonant letter?
(Vowel letters are: A,E,I,O,U. Consonant letters are:
B,C,D,F,G,H,J,K,L,M,N,P,Q,R,S,T,V,W,X,Y,Z)
b. Once the question is answered correctly the directions
will be given:
i. Students will be asked to take out two different
colored highlighters
ii. Once they all hold their highlighters up to show
that they have them, call on the paper passers and
have them pass out the passage named The
Monster in the Barn (which is attached to this
lesson plan, enough for each student and a few
extras.)
iii. Once each student has a passage they will be
asked to put their name and date at the top of their
paper. It will then be explained that they will
highlight all the Vowels in one color and all the
Consonants in the other color.
iv. They will be asked to create a small legend at the
bottom (a swipe of each color) and write what each
color represents (i.e. yellow is a vowel and pink is a
consonant.)
v. Once this is explained they will be given 15
minutes to go through the passage alone and
highlight the vowels and consonants alone.
vi. Once the 15 minutes is up they will be instructed
to find 1 partner and be given 10 minutes to
compare their highlighted markings, the objective
of this is to compare their highlighted marks before
they turn their assignment in. They all should have
 Jordan Johnson
EDU 201

the same letters highlighted in the two different

colors.
vii. After the 10 minutes are up they will be instructed
to go back to their seats and put their highlighters
away.
viii. Once this is done they will pass all their papers to
the end of their rows and the paper passers will be
called on again to collect the stack of papers and
bring them to my desk.
9. Assessment:
a. This assignment will be graded by self-assessment as
well as group assessment, when they meet with each
other. The overall graded number on this assignment
will be 10 points maximum. This will be earned by
having all the vowels highlighted in one color and all the
consonants highlighted in a different color. As well as a
legend at the bottom of the page so that I know what
the difference is between the colors. Having their name
and the date on the top will also count for 1 point in
this assignment. This is simply an in-class assignment
that allows the students to look for vowels and look for
consonants in the passage and be able to recognize
them. Getting them with a partner allows them to work
on problem solving skills and discussion skills when
working towards one common goal and that is to have
all of the same letters highlighted in different colors.
 Jordan Johnson
EDU 201

Name: Date:

The Monster in the Barn

As Bobby was getting ready for bed, he heard a loud screeching
coming from the barn outside. Bobby did not know what was making
such a loud noise, and he had trouble falling asleep that night. He was
scared that there might be a monster in the barn. When Bobby woke
up the next morning, he went to the barn to see what was causing the
noise the night before. Bobby was perplexed and could not figure out
what would make such noise. That night after dinner, Bobby got a
flashlight and headed out to the barn.
Where are you going? Bobbys father asked.
I am going to find the monster in the barn that made so much noise
last night, Bobby replied.
If you are going to look for a monster, you might need some
company, Bobbys dad said, and he walked with Bobby out to the
barn.
Bobby shined his flashlight into the dark barn but did not see anything.
Bobby called out but nothing answered. He walked into the barn but
still did not see a monster.
What did this monster sound like? Bobbys dad asked.
It was a loud screeching noise, Bobby said, and it was coming from
the barn.
Bobbys dad began to laugh and he took the flashlight from Bobby.
Shining the flashlight up at the roof of the barn, Bobby and his dad saw
a small brown owl in the rafters of the roof.
It was only a barn owl that you heard last night, Bobbys dad said.
They are nocturnal hunters, so that is why you only heard him at
night.
 Jordan Johnson
EDU 201

Bobby was happy that it wasnt a monster, and he thanked his dad as
they walked back to the house. Just then they heard a loud screech and
looked up to see the barn owl flying away into the nigh

Story from: https://projects.ncsu.edu/project/lancet/third_grade/Owl3rd.pdf