Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Stephanie Jay

Grade Level: 1st Grade
Subject: Language Arts
Date: 10/30/20
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.

List the Rationale (cite theories or theorists):

Constructivism Theory: the students will be able to use their previous knowledge of the vowel letters and the letter
‘o’ and build on that knowledge to be able to identify the new short ‘o’ letter sound. During the “I do” and “We do”
parts of the lesson, students are using their prior knowledge and building upon that. Through the “you do” activity,
they are constructing their own knowledge.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to write and say three words with a short ‘o’ sound.

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

The first-grade students are at the concrete operational level and will be given visuals and hands-on tools in the
instruction. We are also matching their common core state standards to the lesson.

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 two students in the classroom have special needs in reading and language arts instruction. They are both first-
grade boys.

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).
The two students have varying levels of instruction in language arts and reading. One student is working on learning
his letters and forming words by sounds, and the other student is working on joins in words such as ‘fl’ in ‘flip’.
They both are in the special education classroom to work on academic areas. Their approaches to learning are both
hands-on and integrated with areas of interest for both of them—including coloring and typing on the computer.
List the materials/resources you will need to teach the lesson.

The materials/resources I will need to teach the lesson are: a poster with the difference between a long ‘o’ and short
‘o’; the instructional “Wonder” book with the story ‘Toss, Kick, Hop’; two pumpkin cutout pages with long ‘o’ on one
side and short ‘o’ on the other; two clothes pins; two large white sheets of paper; two big cardboard boards;
markers; scissors; and EXPO markers.

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.
Smart Board for playing an instructional video that they can sing along to: “Vowel bat”—helps reinforce the verbal
saying of the short ‘o’ sound.
iPad (which the students have), for typing out three words that contain a short ‘o’ sound. This allows the one
student who likes typing to become more fluent and engages him in the lesson.

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. *
The accommodations I will use during this lesson are differentiating the words that are placed in their word bags. For
one student I will provide words that are three syllables and easy to sound out with prompting. For the other
student I will provide words with three or more syllables and include words that have joins such as ‘flop’. I will also
prompt one student during sounding out words and creating sentences when needed.

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.

For the pre-assessment, I will orally ask the students if they can state words with the short ‘o’ sound in them before
the lesson.

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)
Based on the results of the pre-assessment, I will adjust the lesson accordingly by reinforcing the short ‘o’
sound with the activities if they are already familiar. If they are not familiar, I will introduce the concept of
short ‘o’ and use reinforcement and activities for the lesson.

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.

The management and motivational strategies I will use when working with the students will be: asking them
questions throughout the story and lesson to keep them thinking about how the short ‘o’ sounds, redirection if
needed, and positive reinforcement throughout.
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.
To model the short ‘o’, I will first introduce the difference between a long ‘o’ and a short ‘o’ and have the
students say the difference with me. I will give examples of words that have the long ‘o’ sound such as ‘go’
or ‘rope’ that will get them thinking of other words that might have this sound. Then I will introduce the
short ‘o’ sound by using examples of words such as ‘dog’ or ‘mop’. Then I will read them the story “Toss,
Kick, Hop” from the Wonder instructional book. I will ask them to be aware of the sound that the short ‘o’
makes throughout the story. As I read the story, I will point out the short ‘o’ sounds and enunciate them.
“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).
I will hand the students a pumpkin cutout (with short ‘o’ on one side, and long ‘o’ on the other) that they
will cutout themselves. Then they will take a clothes pin and clamp it to the bottom of the pumpkin so they
can flip it around and show the answer. They will both be handed a bag with seven words in them. I will
ask each of them to pick a word from their bags and try to sound it out. I will prompt the students when
necessary, emphasizing the short ‘o’ sound as well. Then they will decide whether that word has a short ‘o’
or long ‘o’ sound by flipping their pumpkin cutout to the correct side. Each student will take their turn and
both students will flip for each word, giving fourteen opportunities to practice finding the short ‘o’ sound.
During this activity I will show them the sheet with the difference between the short and long ‘o’ for
reference.

“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?
The students will then move to the floor to make their own big posters taped to cardboard with four
sections. Each section will have a word that they must put the ‘o’ in and sound out the word. The words
will be ‘sock’, ‘box’, ‘frog’, and ‘October’. For each section they will get to draw a picture based on the
word. I will ask them throughout to provide sentences based on the words on their posters. They will each
give sentences about the words and identify if the word has a short ‘o’ sound.
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.).
At the end, the students will pick their favorite drawing they made and create a sentence based upon that
drawing. I will prompt and assist when needed.
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.

The post assessment will be having the students write three words with the letter ‘o’ that have the short ‘o’ sound in
them on the table with EXPO markers.

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.
The students were able to each create two words out of three with a short ‘o’ sound at the end without
prompting. They were not able to create a word with the short ‘o’ before the lesson. This shows the
students did achieve the objective of the lesson and were able to use their knowledge learned to create
words with that sound.
 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.
The instructional strategy I used was differentiated instruction where both students had a different
approach. I provided words in each students’ bag that were appropriate to their learning level. I also
prompted one student and provided examples when necessary. When interacting with the students, I tried
to use positive reinforcement throughout the lesson, as they moved through the activities and were doing
them well. This was also a classroom management strategy I used. I thought this was a good strategy for
them to know that they are being productive and doing a good job.
I thought the lesson went very well overall. The students responded well to the lesson and did a great
job listening and actively participating. I liked how they were positive and willing to learn, such as when
they both pointed out examples from the story that had the short ‘o’ sound and seemed excited about it.
Another area that went well in the lesson was the pumpkin activity. They responded well and were
sounding out the words and knew whether it was a long or short ‘o’ sound. The last area that I felt went
well was the activity when they were sitting on the floor writing and drawing on their posters. They were
thinking about the short ‘o’ sound and creating sentences with that sound. Overall the students did a great
job by listening, engaging, and were willing to do all the work with a positive attitude.
In the future, I would revise some things when teaching the lesson again. Firstly, after watching the
video I noticed I did not spend enough time on the short ‘o’ and long ‘o’ “I do” portion and in the future
would give more examples to the students. Next, during the pumpkin activity, I noticed in the video there
was not enough explanation before the activity and so the students went at the same time sharing their
words. In the future, I might have them draw a word from their bag and hold the bags for them so they
could both participate in each other’s words as well. I would also change the poster board in the future to
make it more centered on the short ‘o’ sound, and the students would have to identify which sound each
word makes. I also did not incorporate the technology I had planned for timing purposes (the Vowel Bat
video), and because I forgot to tell one of the students, he could type the three words on his iPad. When I
teach a lesson like this again, I will remember these areas and revise them to make it a better lesson. I
enjoyed teaching this lesson and it was a great learning experience.