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Lesson Plan Template: Essential Questions

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103 views4 pages

Lesson Plan Template: Essential Questions

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api-315820720
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Intern Name: Ally Hak

Topic/Title of Lesson: Reviewing Sight Words


Grade: 1st Grade
Length of Lesson: 15 30 Minutes
Date Taught: April 17th, 2017
LESSON PLAN TEMPLATE
In this lesson The teacher will give students a booklet/packet of words. Only
students that arent on track with their reading level The teacher will then
do a 1 on 1 lesson with the student. The teacher will point to each word in the
packet and the student has about 1-3 seconds to say the word out loud. If the
Overview student gets it right the teacher will then allow the student to put a sticker on the
box. If the student gets a word/words wrong the teacher will not mark it but that
indicates that the student needs to learn those words. The student will then be
taught 5 words a day with a simple learning activity given by the teacher.
1.2 Use vocabulary from other content areas
Standards of 1.5 Identify letters, words, sentences, and ending punctuation
Learning 1.6 Use word patterns to decode unfamiliar words

Essential Questions N/A


Students will be able to
- Recognize the sight words and say it out loud within 1-3 seconds
Objectives - Know how to spell the sight words

Learning Target N/A


- Well
Key Vocabulary - Black
- But
or Concepts - Came
- White
Materials Marker, index card, and booklet/packet with sight words
Teacher will explain to the student that its okay to not know a word. To help
ensure the student that they dont have to know every word.
Introduction/Hook
Teacher will then pick 5 words out that the student dont know and play games
to help the student memorize the word.
Instructional - Teacher will tell the student that they will have to say the word out loud
and if they dont say it within 1-3 seconds its considered wrong you
Activities need to say the words like 1-2-3 BOOM!
- After the teacher goes through the list of words with the student, the
ones that they student gets right (he/she will get to put stickers next to
the box to indicate that they know the word) With the words they dont
know/ got wrong its left to blank to be taught other days
- Teacher will ask the student which five words they would like to learn
- Student picks out five and the teacher will write them on the index cards.
Teacher and student will then play memorization games to help the
student memorize the words.
- After the student is finished. The teacher will then ask the student if they
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
can spell all five words. The ones they get correct, they get to place a
sticker. The ones they get incorrect, it is left blank and taught the next
day.
ADHD Keeping the area organized and clean. Making sure the student isnt
around any other students. Since its a 1 on 1 lesson its easier for the student to
Accommodations focus.

End the lesson with a Good Job! and a High-Five!


Closure Activity
At the end of the lesson ask the student how to spell all five words that they just
Assessments learned. If they get it right then they will get to put a sticker on the box, if not
next time the student and teacher will go over the same word again.
Resources N/A

Reflection on a Lesson Plan Taught


Virginia Teachers for Tomorrow
Intern Name: Ally Hak
Date of Lesson Taught: April 17th, 2017
Cooperating Teacher Mrs. Dodd
Cooperating School Centerville ES
Subject Taught: English
Grade: 1st Grade
Time of Day: Before Lunch time

1. What steps did you go through to create this lesson? With whom did you talk, discuss,
or edit your lesson?
Previously Mrs. Dodd told me that she would like for me to help out with the students that are a little
behind reading level. (They arent exactly behind reading level, just not on track) Ex. Its April and they are
on level 10 and need to be on a reading level 15. Mrs. Dodd taught me an effective way to help the students
that are not on track.
2. How did the SOLs and Objectives help focus your instruction?
The reading levels and the end of the year testing helped guide me in the right direction.
Mrs. Dodd told me theres a test they take and its on the computer. The computer screen will flash a word
for about 1-3 seconds and the student has to say the word right away. (Im working with the students that
arent on track.) The words effect their reading level.
3. What parts of the instructional plan worked as you anticipated?
Since I was only working with one student, it was very easy for me to know what to expect. But every
student is different. I personally sometimes like 1 on 1 experiences with my students because I get to see
their progression not them copying from someone next to them or being too scared to speak up when they
know the answer. My student learned all five words that I taught him.
4. What, if any, adjustments needed to be made once you began?
Instead of using index cards to help spell, I shouldve used a white board. I also, I want to try out
different games(ways) to help my students learn words because the same games over and over are kind of
boring them and I dont want them to just expect every lesson to be the same. I definitely am looking into
some other games for my students to try.
5. How well did you anticipate the materials needed?
All the materials needed, Mrs. Dodd provided them for me. (It was all around the classroom)
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
6. How effective was the assessment you chose to use? (If no assessment was used,
what will the future assessment be and how will you gauge its effectiveness?)
I would say the assessment would be me asking them at the end to spell every word out that I taught
them. Overall it went very well, before lunch Tyler has to wash his hands (peanut allergy) so he rushed
spelling it out but he spelled them all right.
7. To what degree do you feel that this lesson was a success? What evidence do you
have for the success of the lesson? (Hint: Student learning is the key to a lessons
success!)
Tyler enjoyed the lesson and he didnt seem to be annoyed by it at all. I usually help out the same
students many times. So when it was a different day and I tested Tyler on the words I taught him
previously, he got them right. So it was successful.
8. How did the time spent preparing for your lesson contribute to its success?
I focused on just trying to keep it simple and straight to the point. Since the amount of time I have
with Tyler was limited I always try to accommodate that and it was successful.
9. If you could do this lesson again with the same students, would you do anything
differently? If so, what?
I want to do a different way to teach my students, a fun and effective game. I was thinking about
trying to do fly swatter. Currently looking at pinterest for ideas.

10. Any last comments/reflections about your lesson?


N/A
Lesson Plan Assignment: Grade Sheet
Virginia Teachers for Tomorrow I

Intern Name: ______________________________


Refer to the comments written on your lesson plan for detailed feedback.
Needs a
Ready Your
few Incompl
to Scor
additions ete
Teach! e
or tweaks
Overview, SOLs, essential questions,
objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Taught Lesson Plan Grade Sheet
Virginia Teachers for Tomorrow II
Intern Name: ______________________________Lesson #________

Written (typed) Lesson Plan: _____/50


[See comments on LP]

Supplemental materials: _____/10


Comments:

Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)

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