Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Nathan Schafer

L1.1 Conventions of Standard English

List the Rationale (cite theories or theorists):

Anita Archer – Direct instruction with Total Participation

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

The students will be able to identify the initial, medial, and final positions for the letter sounds in 3 letter words.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

This lesson is appropriate for this age group because a good amount of the students coming into the resource room
are struggling with some form of language arts. This may be a slight review for some students and may be even
more beneficial to other students.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
The classroom demographics include students that are either having behavior issues or students who are maybe a
little bit behind in some sort of academics.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
I really don’t have very much knowledge on the students. I was starting to get to know some of them a little. I know
some lacked some social skills. Some students were there for behavioral issues. Some students were there because
they were struggling with some type academics in the general ed classroom.
List the materials/resources you will need to teach the lesson.

I will need a worksheet for myself and all students participating. I will need a table and chairs for the students and
myself. I will also need a sharpie and a paper towel to wash off the table. I will use the sharpie to write the words in
the worksheet on the table.

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I will not be using any type of technology here. It will just be a simple lesson since we generally don’t have very much
time for each group of students who come in.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
I will make sure to make the worksheet simple to understand. The font will be large, and the directions will be short
and clear.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will have a pre-assessment worksheet that is short and is over the lesson being presented. I will have them do this a
day before the lesson, and I can observe how much each student knows about the subject being taught.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The results of the pre-assessment will determine how in depth I go with the lesson. I can also add or cut
out parts of the worksheet if most students are not getting or understanding it perfectly well.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will use a snack reward system if I feel I need to. I will also use lots of positive reinforcement. I’ll include clear and
direct instructions and use a firm but loving voice.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
Okay, so I would like all of you to pull up your chairs to the table here, and we will get started on our short
lesson here. Today, we’re going to learn about the different positions within a word. We have initial,
medial, and final. Do you guys know where initial would be for position? I want you all to think about it for
a second. Now let’s all say it on 3. [Teacher counts down from 3] [We all say beginning] Good, initial is the
beginning. Now I’m sure you guys know what medial would be then right? Let’s say it together on 3.
[Teacher counts down from 3] Middle, yes. And lastly, we have the final position. And that would be where
everyone? [Teacher counts down from 3] The end yes. Okay, so do we all feel comfortable with the 3
positions? We have initial, which is in the beginning. We have medial, which is in the middle. Remember,
medial and middle kind of sound the same. That’s a good way to remember them. And then we have final,
which is the end. Okay, so now let’s take a look at a few words here. We’ll start with a simple word like cat.
[Teacher writes the word cat upside down (So the word is facing the students) on the table with sharpie]
Now let’s think here. What is the first sound that we hear in cat? We hear the “k” sound right. K at. Do you
guys remember what the other word is that we can use for beginning? Let’s think about it for a second and
then say it together. [Teacher counts down from 3] Initial, correct. So in the word cat, what would be the
initial sound? “k” right? We hear the “k” sound first. This means that “K” sound is the initial sound in the
word cat. [Teacher circles the letter k] Okay, so we know the initial. Now let’s try medial. So if we sound
out cat, we hear the “k” sound and what’s the next sound? The a makes the “a” sound right? K a t. So
since this a 3 letter word, the a is the middle letter right? What position could we say this a is in? We know
it’s not initial because the “k” is the initial sound. Let’s say it together here. [Teacher counts down] Medial
yes, great job. We can remember that medial and middle sound the same. [Teacher circles the a in cat on
the table] Okay, so we have our initial and medial sounds in the word cat. Now he have to find the final
sound in the word. Well, what’s the last letter left in the word. T right? And what sound does t make? The
“t” sound. Let’s sound out cat here together. So we have “k” “a” and “t.” So what’s the final sound in the
word cat? “T” right? The t sound is the final sound in cat. [Teacher circles the t on the table] Okay, let’s do
one more example here. Let’s try the word bet. [Teacher writes the word bet on the table] Okay so let’s
start with the initial sound or beginning sound. The first letter is b, right? And what sound does b make? It
makes the “B” sound and we know that this is the first letter. So what position would the “b” sound be in?
[Teacher counts down] The initial position correct. [Teacher circles the letter b] Okay, so now we need to
find which sound is in the medial position. The next letter in bet is e. Since this is a 3-letter word, this is the
middle letter right? And what sound does e make? “eh” right? B e t. So what sound would be in the
medial position? The “eh” sound which is made by the letter e. [Teacher circles the letter e] Okay, now let’s
find the final sound in the word bet. So the last letter in the word bet is t, right? And we know that t makes
what sound everyone? “T” right. Since this is the last letter, what is the final sound in the word bet
everyone? [We all say it together] “t” right. “T” is the final sound in the word bet. Okay, so does anyone
have any questions about the 3 positions? If not, I’ll go ahead and hand out the worksheet that we are
going to work on together. [Teacher hands out the worksheet to all students]

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Okay, so here is the worksheet. It’s got 5 problems on it here, and we’ll work through the first two
together. Okay, so let’s look at the first word here on the worksheet. We have red. So we need to find the
initial, medial, and final sound in each word. Let’s start with the initial sound. [Teacher writes red on the
table] So the first letter is r. What letter does r make? “r” is correct. This is the first letter, so what is in the
initial sound in red everyone? “r” right. [Teacher circles the r] Okay, let’s move to the medial position. The
next letter is e. And we know that e makes the “eh” sound in red, right? R e d. So what is the medial or
sound in the word red everyone? “ehh” right. Okay now the final position in red. The last letter is d. What
sound does d make? “D” right. Since this is the final or last letter, do we know what the final sound is in the
word red? R e d. “D” right. Nice job. Now let’s do one more together here. [Teacher erases red] The next
word on the worksheet is lad. [Teacher writes lad on the table] The first letter is l. Let’s all say together
what sound l makes. “l” right. This is the first letter in the word. So what position is the “l” sound in? The
initial right. Okay now let’s look at the middle letter in the word. We have a right. And we know that a
makes the “a” sound. L a d. So what position is the “a” sound in everybody? Medial correct. You guys are
doing great today! The last letter is d. What sound does d make boys and girls? “D” right. This is the last
letter. We know that d makes the “d” sound. So what position is the “d” sound in. The final position.
Correct boys and girls.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Now you guys have 3 left on your worksheet you have to complete. Go ahead and start working on those
whenever you are ready. I’ll be here to help you guys if you have any questions.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
Okay so just remember we learned about the 3 different positions a sound can be in in a word. We had the
initial or beginning position, the medial position which sounds like middle remember, and the final position
which is at the end. You guys did a great job today and want to thank you for cooperating nicely today.
That’s all I have for you today.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

I will use the rest of the worksheet as the post-assessment. I can see how they did on the remaining 3 problems they
did on their own. From here, we can add more practice if any of them needed it. If not, we can move onto
something else.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
N/A

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
N/A