Lesson Plan

Shayla's Compound Blending Lesson Plan

Teacher (person planning lesson): Shayla Hosaka
Date: 12/6/12
Subject: Phonological Awareness
Grade Level: 2
Purpose Statement: Students focus on blending words into compound
words. They should be able to identify compound words in texts and
create new compound words using two smaller words.

Instructional Context:
_____Beginning Lesson (introduce concept)
__x___Developmental Lesson
_____Culminating Lesson
_____Other:
__________________________________________________________
Resources used in planning the lesson

Creating Literacy Instruction For All Students (Eighth Edition)
Chapter 5-Teaching Phonics, High-Frequency Words, and Syllabic
Analysis
State Standards & Benchmarks

FL-CCSS-ELA-2010.1.RF.2.b
Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
FL-CCSS-ELA-2010.2.L.4.d


Use knowledge of the meaning of individual words to predict the meaning
of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark).
General Learner Outcome (GLO) and benchmark

HI-GLO.1
GLO #1: Self-Directed Learner (The ability to be responsible for one's own
learning)
Student Learning Outcomes

Upon completion of this lesson students should be able to blend words to
form compound words. They should know the difference between
compound words in its unblended and blended form. They should also be
able to identify compound words in texts and create new compound
words.
Assessments (should match lesson plan objectives)

Have students create compound words and have them written down in it's
unblended and blended form. Students will also identify compound words
in texts.
Teacher Content Knowledge

Teacher needs to understand how to blend words to form compound
words. Has to have a deep understanding for compound words, syllables,
sounds to blend words together. The teacher must also know how to
explain the difference between blended and unblended words. It is
essential to know the different types of compound words such as closed
compounds, open compounds, and hypenated compounds.
Materials/Set-Up/Safety

1. Puppet Snowman
2. Whiteboard with pen to write compound words


3. The Snowy Night by Ezra Keats
4. Index cards with compound words from story
5. Snowman Game with cutout snowman pieces
6. Matching Compound Words Worksheet
7. Candy Canes
Literature Connection

Compound Words Worksheet
Students draw a line to match each of the words on the left with a word on
the right to form a compound word.
Procedures

a: Introduction (expected time, e.g., 7 minutes) Introduce to the class
that we will be learning about blending words into compound
words. Define blending and compound words. Introduce my friend Mr.
Snowman to class and have Mr. Snowman help me to remember my
shopping list. Explain to the class that Mr. Snowman says his words in
parts and doesn't quite understand how to blend two words together to
form a compound word. Ask students to help Mr. Snowman to form the
compound word. Ask Mr. Snowman what the three items were on my
shopping list. Mr. Snowman replies with tooth paste, mouth wash, and cup
cakes. Every time he says the word in two parts with a long pause in the
middle. Students then participate by helping Mr. Snowman to put the two
words together to form a compound word while I hold up the combined
words. Next, I will write down the three compound words we went over on
the white board and write it in its blended and unblended form. In it's
unblended form there will be two words spaced out. In its blended form
the two words will be combined into one word. b. Developing
(expected time, e.g., 30 minutes)
Tell students that I will read a book to them and that they will have to keep
in mind of the compound words that they hear in the book. I will then read
to them The Snowy Day by Ezra Jack Keats. After reading the book I will
ask the class what compound words they heard. A couple of students will
come up to the board and write the compound words in it's blended and
unblended form. Next, students will come up with their own compound


words and the teacher will call several students individually to come up to
the white board to write their compound word in its blended and unblended
form.
The second part of this lesson will be a game. First, tape up the snowman
to the white board. Have students stand up in a circle and participate in
the Snowman game. Students will get to choose an index card with a
word on it without looking. After every student has chosen a word they will
quietly walk around the room and find their partner by exchanging their
words. Students will have to find the other part of their word that connects
with their word to form a compound word. Once the students find their
partner they line up in front of the teacher who will let them choose a
snowman piece (carrot nose, scarf, hands, hat, etc.) to put onto the
snowman. Between the two partners they must choose who will be
blinded folded either by playing rock, paper, scissors, or by mutual
agreement. The student who is blind folded must put his/her piece onto
the snowman with the help of their partner giving verbal directions. As a
class the students will create their own Mr. Snowman by taping all their
pieces to the snowman to complete it.
c. Concluding (expected time, e.g., 8 minutes)
Pass out Compound Words Worksheet and explain the directions. Have
students work individually and then go over the answers as a class.
Adaptations, Extensions, and Accommodations

How will you adapt or extend the lesson for students at different levels?
To adapt or extend the lesson for students at different levels I would
include blending syllables into words and sounds into words. I would make
sure students who are struggling have an understanding of how to blend
sounds into words and syllables into words before expanding the lesson
with compound words. I would also teach more advanced students the
difference between hyphenated and open compounds and when and why
they're used.

What accommodations are planned for students with special needs?
For students with special needs I would have them sit close to the front of
the board or near my teachers desk to give extra guidance. I would also


probably have them sit by someone who pays attention, quick learner, and
may be willing to help others.
Reflection

One of the resources I used to write this plan was our textbook
"Creating Literacy Instruction" by Thomas G. Gunning. There was a lot of
important information about blending words and compound words in
Chapter 5. Another resource I used was the internet. I looked at many
different websites to try to get ideas to come up with my own lesson on
blending compound words. Originally I had planned to do my lesson on
blending words into compound words, syllables into words, and phonemes
into words. However, I had too many different activities I wanted to do and
I had to narrow it down. I figured that compound words for a mini lesson
was enough to focus on for a class of 2nd graders.
I envisioned this plan like I said with 3 different lessons on
blending. I think as an extension I could add on blending syllables and
phonemes into words. I also had envisioned Mr. Snowman discussing
syllables and having Mr. Snowman segment students names into
composite syllables, while clapping out the syllables with the students. I
had bought magnetic letters for teaching how to make phonemes into
words. I had originally planned to put the letters on the board and have the
students sound out each letter and then blend the sounds together to
make a word. With magnetic letters and short CVC words it would be easy
to just slide the letters together or apart.
The learners I planned to teach to either 1st or 2nd graders. I
figured I would stick with 2nd graders because sometimes compound
words can be bigger words that some younger students may not be
familiar with or understand. I figured the students would have already
learned how to blend syllables and phonemes into words so the next step
would be blending words into compound words.
I taught my lesson to my peers in class. The learners responded
very well to compound words although they seemed to have more difficulty
with creating their own compound words off the top of their head. This was
probably the most difficult step in my lesson. I probably could of focused
more on creating compound words. The learners also didn't know all the
words such as snowsuit or wheelbarrow. A good question that was asked
was what if the word was handful. How would the word work because
when you spell the two words separate as "hand" and "full" the "full" has


two L's. Then when you combine it to make a compound word the full
ends up only having one L. I learned that I have to make sure I know my
students well and use words that I know they may understand. If not, I
have to at least be aware that the students may not know what the words
mean and be ready to explain it. I also have to think of different words and
situations where the compound word may not work or it may be confusing
when it is spelled differently in different situations.
This assignment contributed to my growth as a reading/ELA teacher
because I now have the experience of presenting a phonics lesson plan to
a group of people. I thought it was a really good experience for me and I
now feel a little more comfortable. I was terrified of thought of having to
present my first lesson plan to adults. The class made it a lot of fun and
once I started to get into the lesson I started to relax and it became a little
more natural. I also had a hard time choosing a book that I wanted to
focus my topic on and present to the class. I had to make sure the book
somehow related to my topic and that the class would see a connection. I
got to learn a lot of new books through this assignment and my book file
that I had forgotten about or never heard of.
Something I would do differently in the future in developing and
implementing this plan is to try to relax and not try memorize everything so
much. The puppet lesson didn't quite go exactly as planned and I didn't
express the words how I had wanted to with a much longer pause between
the two words to emphasize two separate words instead of one. I would
probably just make sure I practice even more and maybe even in front of a
group of friends instead of just individual people. It's really different when
you have to focus your attention on a group of people than just one
person. Also, I would like to be more prepared and learn more about my
topic incase I have unexpected questions that I may not be able to
answer. This way I can be prepared and hopefully come up with an
answer. I feel this was a really good learning experience for me and with
practice hopefully I can do a lot better the next time.





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