Language Arts Lesson Plan

Name: Laura Hageman Big Idea/Essential Question/Lesson Focus: Using familiar words to spell new words. Su !ect: "riting "or#s$op %rade/Students In&ol&ed: 'st ( )nd *ate "ritten: '+/,/'*ate .aug$t: '+///'.ime Needed for Lesson: 0+ min Academic Standards: '.'+.).) *emonstrate command of t$e con&entions of Standard Englis$ capitali1ation2 punctuation2 and spelling w$en writing. 3 Spell untaug$t words p$oneticall42 drawing on p$onemic awareness and spelling con&entions. ).'+.).) *emonstrate command of t$e con&entions of Standard Englis$ capitali1ation2 punctuation2 and spelling w$en writing. 3 %enerali1e learned spelling patterns w$en writing words. Learning Objectives: 5. 6ontent: Students will e a le to use familiar word wall words w$en spelling new words during t$eir writer7s wor#s$op. B. 5cademic Language Needs: Students will e a le to use r$4ming words suc$ as ma#e2 la#e2 and ta#e2 w$en s$aring w$ic$ word wall words $elped t$em spell a new word in t$eir writing. Previous Learning: 89rior #nowledge2 #e4 s#ills2 academic language2 etc.:: Students $a&e een introduced to se&en new words eac$ wee#; t$ese words $a&e een displa4ed on our class word wall for e&er4one to see. .$erefore students are a le to reference t$ese words for correct spelling. Assessment Tools to monitor student learning 8t4pe of assessment and w$at is assessed:: 5. Formal < 5fter writing wor#s$op I will collect and assess students writing. B. Informal < I will assess students understanding during our class discussion. Provisions for Individual Differences: "ord wall words are displa4ed t$roug$out writing wor#s$op for students to reference as needed. Resources and Materials Needed: "$at materials will 4ou need to teac$ t$e lesson= "$at materials will t$e students need= E>ample of student7s writing *ocument 6amera "ord wall words "riting paper Instructional Strategies and Learning Tas s 8"$at 4ou and t$e students will e doing: introduction2 od4 of lesson2 closure::

Introduction: 3 E>plain t$at toda4 we are going to e wor#ing on anot$er spelling strateg4 to use w$en writing. 3 E>plain t$at 4ou $a&e noticed man4 students in t$e class using t$e word wall as a reference of $ow to spell words during writer7s wor#s$op. 3 Howe&er t$ere is anot$er wa4 t$e4 can use t$e word wall. !od" of Lesson: 3 *ispla4 student e>ample of writing. 3 S$ow t$at 4ou noticed t$at t$is student correctl4 spelled t$e words sleeping and doing; $owe&er t$ese aren7t an4 of our word wall words. 3 5s# t$e class to loo# at t$e word wall and see if an4 of our word wall words loo# or sound li#e eit$er of t$ese words. 3 E>plain t$at t$e student used t$e word ?sleep@ to correctl4 spell sleeping. 3 .$en sa4 to t$e class2 let7s pretend t$at after t$is sentence t$e student wanted to write ?So I told Aais4 I7m going ta#e 4ou on a wal#@ o But s$e didn7t #now $ow to spell ta#e. o I want e&er4one to loo# at t$e word wall2 does ?ta#e@ sound li#e an4 of our word wall words= "rite ma#e on m4 paper E>plain to students I #now too# doesn7t start wit$ t$e /m/ sound2 so cross out t$e m. 5s# students to raise t$eir $and if t$e4 #now w$at letter sound too# egins wit$. 3 6omplete t$is wit$ anot$er word. o 9retend student t$en wanted to write ?t$en we went down t$e stairs to get t$e leas$@ ut didn7t #now $ow to spell ?down@ o Ha&e students loo# at t$e word wall words and t$in# a out w$ic$ word sounds li#e down Ha&e students pair3s$are wit$ t$eir writing partner. 3 E>plain to students t$at I want t$em to tr4 and use t$is spelling strateg4 w$ile t$e4 are writing. 3 Ha&e students get t$eir writing folder and egin wor#ing. 3 "$ile students are wor#ing wal# around and tal# wit$ indi&idual students a out t$eir writing. #losure: 3 Ha&e ) students s$are wit$ t$e class $ow t$e4 used t$is spelling strateg4 during writer7s wor#s$op.