Springfield College

Lesson Plan Template

Teacher: Ms. Robitaille Date: January 23, 2019

Subject: Just Words Grade Level: 4 & 5th
Title of Lesson: Syllable Division Lesson Length: 45 min

Overview of Lesson Well-Structured Lessons: Develops well-structured lessons with challenging

(Lesson Components) measurable objectives and appropriate student engagement strategies, pacing,
sequence, activities, materials, resources, technologies, and grouping CAP I.A.4
Meeting Diverse Needs Uses appropriate practices, including tiered instruction and
scaffolds, to accommodate differences in learning styles, needs, interests, and levels
of readiness, including those Students with Disabilities and English Language
Learners CAP II.A.3
Lesson Summary:

In this lesson, students will review their /C/ /K/ or /CK/ worksheet, add words from their Check-Up
worksheet to their flashcards, and continue to work on syllable division with a focus on dividing words with
three consonants, digraphs, and blends.

Lesson Objectives: Students will be able to...

 Students will be able to explain that digraphs always stay together and are “scooped” in the first
syllable to keep it closed and give at least one example with 85% accuracy.

 Students will be able to differentiate the /ik/ sound with the proper /k/ /ck/ or /ic/ spelling with 85%
accuracy.

 Students will be able to keep digraphs or blends together when it comes to scooping with at least 85%
accuracy.

Massachusetts Curriculum Frameworks:

CCSS.ELA-LITERACY.RF.3.3.C : Decode multisyllable words

Materials/Equipment: What will you use to support your lesson? Assistive Technology, use of visuals, fidget
tools, etc
 Whiteboard
 Student Whiteboards
 Expo Markers
 /K/ /CK/ /C/ Worksheets & the Answer Key
 Student Just Words Notebooks & the Answer Key for page 16
 Yellow Flash Cards
 Pencils
 Hole puncher
 Student Flashcards
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Enduring Understandings: Large Transferrable Insights… Consider: These may be related to IEP goals
and/or language acquisition

Big Ideas: The students will understand that…

 The students will understand that closed syllables end in a consonant
 The students will understand that blends and digraphs stay together

Concepts: Syllable Division, Closed Syllables, Open Syllables, High Frequency Words, Two-Syllable
Words, Multisyllabic Words

Essential Questions: How will you facilitate critical thinking skills? Consider: How to scaffold the essential
questions
 How do you split a word into syllables?
 How do you know what spelling to use for the /ik/ sound?

Content Curriculum and Planning: Knows the subject matter well, has a good grasp of
child development and how students learn, and designs effective rigorous standards-
based units of instruction. CAP I.A.4
Factual Content: What key knowledge will the students learn in this lesson?

The students will review the concepts about the /ik/ sound and the new syllable division which focuses on
three consonants between the vowels and keeping digraphs and blends together.

Critical Thinking Skills: What key skills will be taught and/or practiced in this lesson?

 The students will review and practice making the /ik/ sound within nonsense words
 The students will practice writing high frequency words
 The students will practice dividing words with three consonants between the vowels
 The students will practice dividing syllables with blends and digraphs

Vocabulary Meeting Diverse Needs & SEI: Demonstrates knowledge of the difference between
social and academic language and the importance of this difference in planning,
differentiating and delivering effective instruction for English language learners at
various levels of English language proficiency and literacy. Meeting Diverse Needs
II.A.3; SEI (c)
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Tier 1 Vocabulary: Basic everyday words familiar to most students

 Vowels
 Consonants
 Dividing
 High frequency Words
 Syllable

Tier 2 Vocabulary: Frequently occurring academic words

 Blend
 Digraph
 Multisyllabic
 Welded Sounds

Tier 3 Vocabulary: Domain specific words, low frequency

Assessments Adjustment To Practice & Meeting Diverse Needs Organizes and analyzes
Formative/Summative, results from a variety of assessments [e.g., performance tasks,
Informal/Formal formative/summative, informal/formal] to determine progress toward intended
outcomes and uses these findings to adjust practice and identify and/or
implement appropriate differentiated interventions and enhancements for
students CAP I.B.2 & II.A.3

Detail below all performance tasks/tests/quizzes; formative/summative/informal/formal assessments

(Refer to lesson plan guidelines for more details)

 The students will create examples of words with one and two consonants
 The students will write down high frequency words
 The students will answer questions orally throughout the lesson
 The students will practice syllable division with blends and digraphs
 The students will begin the worksheet “The Rules of Syllable Division” from their student textbook
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Lesson Plan Template

Action and Instructional Safe Learning Environment: Uses rituals, routines, and appropriate responses
Procedures that create and maintain a safe physical and intellectual environment where
students take academic risks and most behaviors that interfere with learning are
prevented. CAP II.B.1
Anticipatory Set: What steps will you take to engage your students at the beginning of your lesson (the
hook)?

State: For the past week, we have been looking at the rules of syllable division. Last week, we divided words
that had the /ik/ sound in them. For example, the word pocket (have the word written on the board).

Ask a student to come up to the board and split the word into the correct scoops and label if it’s a short, long
vowel and if it’s a closed or open syllable
 Explain that /ck/ is a digraph so it stays together and it’s in the first scoop because

State: We’re going to continue reviewing the /ik/ sound with the worksheet you all did last week and what we
started to go over yesterday
 Pass out everyone’s worksheet

Procedures/Transitions: State the teacher action, student action, and/or the assessment that will take place.
Include the amount of time it will take to complete each procedure. Consider: Instructional strategies,
behavior management strategies, informal assessment strategies and how you will provide accessibility for
all learners.

Step One:
 Continue reviewing the /k/ /ck/ and /c/ review worksheet from last week (we left off on the word
mrake)
 Write the given word (or have a student come up to the board) and go over how many syllables there
are, if it is a long or short vowel, and if it is a close or open syllable
 Make sure each student gets a chance to participate and continue to check for their understanding

Step Two:
 Go back to yesterday’s check-up worksheet and hand them back to the students. Have the students
add the misspelled words to their flashcards
o Review words, current words, high frequency words (written on yellow notecards)

Step Three:
 Have the students grab whiteboards and markers
 Use the words from the Just Words textbook, page 138 and under the Word Resource section, for the
next activity
 Read the first word listed to the students and have them write it on their whiteboard. Put the word in a
sentence for extra support.
o Check each student’s whiteboard for spelling. If the student did not spell the word correctly,
have him/her write the word on a yellow notecard
o Repeat this step until all four words are done and written on notecards (if needed)
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Step Four:
 Explain to the students that we are going to continue to work on syllable division
 Put the word ethnic on the big whiteboard and ask:
o How many consonants are between the vowels? (3)
o Do you notice anything special within this word? (digraph)
o Do we separate this word? (Yes)
 Explain that if there are three consonants between the two vowels, and 2 of them form a digraph (th)
then the letters stay together
 Divide the word into its two syllables. Separate the syllables, label the vowels and if it is a short or
closed syllable, and read the word.
o Eth – nic

Step Five:
 Write the word hundred on the big whiteboard and ask
o Should this word be split up?
 Split the word into the syllables: hun dred
 Ask the students if there is a bled in the word hundred
 Review the idea that blends stay together
 Leave this example on the board

Step Six:
 Write the word children on the whiteboard (or on their whiteboards if they prefer)
 Have the students divide the words into parts and locate the blends

Step Seven:
 Write the word chestnut on the whiteboard (or on theirs) and ask:
o Should I divide the word? (Yes)
o How many consonants are between the vowels? (3)
 Explain that the word chestnut is a compound word because it is made up of two words that function
as a single unit of meaning (chest & nut)
 Explain that with a compound word, the blend might stay in the first syllable (for ex. /st/ stays in the
first syllable)
 Put the word hand and plank on the whiteboard to show that when there are four consonants together,
the blend will be split between them
o Keep welded sounds, digraphs, and blends together

Step Eight:
 Explain that words with four consonants together can have a 3-letter blend. When a word has a 3-
letter blend, they stay together in the second syllable.
 Demonstrate this rule with the words: construct (con struct) and obstruct (ob struct)

Step Nine: If there is still time

 Have students add examples of syllable division rules to the “Rules of Syllable Division” page in their
student textbooks (pg. 16)
 Read each step to the worksheet and explain the example. Then have students provide their own
example of the rule.
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Closure: How will students demonstrate their learning and/or apply their learning?

Depending on the step, have students write a given word on their whiteboard (scooped and labeled) and have
them show you as their exit ticket.
 Have the students explain what they did

Or: Have the students show you the last step they did in their student notebook as their exit ticket. Explain to
the students what they did right, or if needed, what they could do to correct their answer.

Homework/Extension Activities: What is the homework and what is your purpose for assigning it?
Consider: Supports that students might need in order to complete the homework (e.g., visuals, reference
sheet, etc.).

None.

References/Resources materials used Be sure to include all references. Cite your sources, what
resources did you use to plan this lesson?

 Just Words Wilson Textbook

 Student Just Words Notebooks