Kendall Kowalski

2-8-17

TAP Host Teacher Signature & Date __________________________________

TAP Lesson Plan # 1

LESSON TITLE SUBJECT GRADE DURATION

LEVEL

Listening and Changing Phenomes English K 20

STANDARD
☐​ Write the number and full text of the standard.

CCSS.ELA-Literacy.RF.K.2.E
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new
words.

OBJECTIVE
☐​ What will your students know or be able to do by the end of the lesson? (Start with the
phrase, “Students will be able to…” and use an action verb from Bloom’s Taxonomy. Ensure
that your objective is student-centered and measureable.)

SWBAT add phenomes together to make a new word when presented with two separate words
SWBAT substitute phenomes

OPENING (“Hook”)​ ​(2 min.) MATERIALS

Clearly convey at least three of the following:
☐​ How will you communicate ​what​ students will learn (the objective)?
☐​ How will you communicate ​how​ it will happen?
☐​ How will you communicate its​ importance​?
☐​ How will you communicate ​connections​ to previous lessons or to
students’ prior learning/knowledge?
☐​ How will you ​engage​ students and capture their interest?
 · ​Say: “Who here likes to play with playdoh? Well today we are Ipad
going to play with something sort of similar, shaving cream!”
· ​Say: “I am going to put one dot of shaving cream directly in Shaving Cream
front of you to spread out to make a wide circle.”
· ​I then demonstrate putting a dot of shaving cream in front of Table
me, and gently making a large circle.
· ​After showing them how to do that correctly, then I put the
dot of shaving cream in front of them to make the circle for
themselves.
· ​Say: “Who likes Dr. Seuss books, and how they rhyme to
create silly stories? I like them too! Today we are going to be using
words that rhyme to connect new words, which are called
phonemes.”

INTRODUCTION TO NEW MATERIAL (“I do”)​ ​(5 min.) MATERIALS

☐​ How will you convey the knowledge and/or skills of the lesson? Write
out the main ideas and supporting points that you will directly teach,
step-by-step.
☐​ What key points will you emphasize and reiterate? What will you
model/demonstrate?
☐​ What will your students be doing to process this information?
☐​ How will you check for student understanding before they begin to
practice (e.g., asking specific questions)?
 · ​Say: “Today I am going to demonstrate phonemes, and how
the sounds and rhyming of words and vowels will connect new
words together.”
· ​Say: “For example, the word ​at​ by itself is just ​at​ but if you
add the letter ​c​ in front of it the word becomes ​cat​!”
· ​I then demonstrate writing the word at out on my shaving
cream, and then while explaining how the letter c can create the
word cat I will then slowly add the letter c in front of at and check
the facial expressions of the students to gauge how well they
understood this initially.
· ​I will then present one more example on my shaving cream.
· ​Say: “I am first going to write out the word top, and then add
the letter s to the beginning and that will give us the word stop!”
· ​Once I have finished this example, I will check for
understanding.
- “Does it make sense as to why I put these letters in the front of the
original word, and how they changed the word entirely?”
- “Does anyone need to me demonstrate another example, to help
better understand?”

GUIDED PRACTICE (“We do”)​ ​(5 min.) MATERIALS

☐​ How will students attempt to explain or do what you have outlined?
☐​ How will you monitor and coach their performance?
 Ipad
· Say: “Now you guys are going to get the chance to use your
fingers to draw on your shaving cream! I am going to hold up the Shaving cream
ipad, and it will show you a word and first we will all together write
this word on our shaving cream. Then I will read the directions Table
below the word, which will tell us which letter we will be adding to
the word to make it a new one.”
· I will then get the ipad ready, and show them the first word
that we are supposed to write on our shaving cream.
· I will wait to see some students begin to write the word and
then I will write it as well, and check to see if all the students are on
track and have written the first word.
· Say: “Okay now that we all have the first word written
down, I will now read the directions for the letter that it wants us to
add to our word that we have written in our shaving cream.”
· I will then read the directions for the letter to add to the
word that we have written out, and wait for the students to begin to
write the letter and then I will begin to write the letter in the right
spot as well along with the students if they are all following along
correctly.
· I will then check for any confusion, and make sure no one
was just copying their partner or me and make sure that they truly
understand why we put the letter in the beginning of the word.
· Say: “Great job, you are doing amazing I am proud of you
this can be tricky to understand!”

INDEPENDENT PRACTICE (“You do”)​ ​(5 min.) MATERIALS

☐​ How will students attempt the objective ​on their own​?
☐​ How will you gauge mastery?
 · ​Say: “Okay, so now that you guys are getting the hang of this Ipad
I am going to step back and read the word that the ipad says to draw
out on your shaving cream and have you guys write it out without Shaving cream
my assistance!”
· ​I will then press next on the ipad, and read them the next word Table
and wait for them to write it out on their shaving cream.
· ​I will then check for who has written the first word correctly,
and then move onto the second part of the directions.
· ​Say: “Now that you all have done such a great job writing this
word out on your shaving cream without my assistance, I am now
going to read you the directions for where to write the new letter to
create the new word.”
· ​I will then read the directions, and wait for the students to
follow the directions. I will also watch for who seems to have an
easy time with this, and for the students who seem to be pausing
and looking at the word for a moment before acting out what the
instructions are asking.
- If I see some students struggling, I will then repeat the
directions to them and try to help them sound it out until they
understand where to correctly place the letter.

CLOSING​ ​(2 min.) MATERIALS

Clearly convey at least one of the following:
☐​ How will students summarize what they have learned?
☐​ How will you reinforce the objective’s importance and its link to past
and future learning?
☐​ How will you know ​concretely​ that all of your students have mastered
(or made progress towards) the objective? Be specific! (This must be a
different​ check for understanding than what you did for Independent
Practice!)
 Ipad
· ​Say: “You all did such an amazing job, with your phonemes
today! Now, let’s do a quick review of what you have learned.” Shaving cream
· ​I will wait for the students to focus back their attention to me.
· ​Say: “How about you guys write out the word car for me on table
your shaving cream.
· ​I will then wait for the students to write out the word car.
· ​Say: “Now what if I wanted to write the word scar, can I have
you guys show me where you would place the s to make car the
word scar?”
· ​I would then wait to see the speed of who could write this out,
and who seemed to be confused and still slow to get started on this.
- If there are students that were still slow, I would try and
assist them by explaining in further detail as well as report to
my host teacher who was still having a hard time with this and
who seemed to fully understand this lesson.

DIFFERENTIATION MATERIALS
☐​ How will you differentiate your instruction to reach the diverse learners
in your classroom? (​Choose at least one student population below.)​
• ​English Language Learners​: What are the specific language
demands (listening, speaking, reading, and writing) required of your
objective, and how will you scaffold them? How will you teach
students the vocabulary, activate their prior knowledge, and/or
build their background information about the topic?
• ​Students with Special Needs​: What accommodations and/or
modifications will your students need, and how will you provide
them?
• ​Gifted & Talented Students:​ How will you extend the learning
of students who have mastered the objective and/or provide them
with an appropriate challenge? (Consider how you can move them
up Bloom’s Taxonomy.)
English Language Learners: ​Students who are English Language learners
may have a difficult time understanding this lesson, considering they might
not be up to speed with their English vocabulary. They may even have a
hard time with all the assignment which requires, listening, speaking,
reading, and writing English. To help with this, I will choose the words that
I will be asking the students in this lesson and find pictures that I can hold
up so they will have a visual representation of what I am asking them if
they don’t understand when asked at first. Considering that I did this lesson
in a small group, I can choose some students that are strong English
speakers and writers that might be able to kindly help them. I also can
make sure that I read and sound out the words as clear as possible.