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UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standa d!"#$ L%"t t&e 'o()*ete te+t o, on*y t&e e*e-ant )a t" o, ea'& "tanda d. TPE$ 1 / 0 LAS K2.2 Re'%te "&o t, )oe(", &y(e" and "on1". R K.1.10 Ident%,y and ) od2'e &y(%n1 3o d" to e")on"e to an o a* ) o()t. R.K.1.14 Read "%()*e-one "y**a5*e and &%1& , e62en'y 3o d" R.K.1.4. Re'o1n%7e t&at "enten'e" %n ) %nt e (ade 2) o, "e)a ate 3o d". LAS.K1.1 Unde "tand and ,o**o3 one- and t3o-"te) o a* d% e't%on" R.K.1.8 T a'9 and e) e"ent t&e n2(5e , "a(ene"",:d%,,e en'e, and o de o, t3o and t& ee %"o*ated )&one(e" R.K.1.0 ;*end -o3e*-'on"onant "o2nd" o a**y to (a9e 3o d" o "y**a5*e" R.K1.< T a'9 and e) e"ent '&an1e" %n "%()*e "y**a5*e" and 3o d" 3%t& t3o and t& ee "o2nd" a" one "o2nd %" added, "25"t%t2ted, o(%tted, "&%,ted, o e)eated R.K.1.1= Unde "tand t&at a" *ette o, 3o d" '&an1e, "o do t&e "o2nd". Le""on O5>e't%-e$ ?&at do yo2 3ant "t2dent" to 9no3 and 5e a5*e to do@ TPE$ 1, = / 0 U"e *ette 'a d" to e) e"ent t&e "o2nd" %n 3o d", Re-%e3 So2nd ")e**%n1", ead 3o d" %n t&e Aan 3o d ,a(%*y, d%"'2"" t&e t&e(e, %dent%,y &y(%n1 3o d", 2"e o a* -o'a52*a y 3o d" 5eneat&, ente , &a5%tat, a%"e and e")on"%5%*%ty. A""e""(ent$ Bo (a* and In,o (a* A""e""(ent. TPE$ 2 / 3 ?&at e-%den'e 3%** t&e "t2dent" ) od2'e to "&o3 t&ey &a-e (et t&e *ea n%n1 o5>e't%-e@ Students will be able to demonstrate the learning objective because I will be observing their blending skills, their phoneme segmentation, as well as to see if they are remembering the patterns in rhyming words (dock, clock) ?&at (od%,%'at%on" o, t&e a5o-e a""e""(ent 3o2*d yo2 2"e ,o *an12a1e *ea ne " and:o "t2dent" 3%t& ")e'%a* need"@ Review the n sound with students showing them that air should leave their nose when they say n. sing motions I can show what different words mean to connect their understanding of vocabulary words. P e e62%"%te S9%**", Kno3*ed1e and E+)e %ent%a* ;a'91 o2nd". TPE$ 4 / < P e e62%"%te "9%**" , o( ) %o "'&oo* e+)e %en'e"- Students will be using their prior school e!periences when blending and segmentation as well as when we are asking about the high fre"uency words. St ate1y to 'onne't "'&oo* *ea n%n1 3%t& ) %o e+)e %ent%a* 9no3*ed1e and:o '2*t2 a* 5a'91 o2nd- #any students have used the word play in the previous lesson so they will be using this same knowledge and e!periences in this lesson to help create a strong sense of the high fre"uency word. $e will be going over the rhyme orally so students have to use their knowledge of oral directions to focus on the task. %sking the students about the mouse in the story build on previous cultural backgrounds. P e-a""e""(ent "t ate1y-&uring the vocabulary I will be asking students about their prior knowledge of the words to see if the words are known by most, all, none or some. 'his can help guide whether or not I need to cover the new vocabulary words. A'ade(%' Lan12a1e. TPE$ 8 / 0 ?&at 'ontent ")e'%,%' -o'a52*a y, te+t "t 2't2 e", "ty*%"t%', o 1 a((at%'a* ,eat2 e" 3%** 5e e+)*%'%t*y ta21&t@ Students will be taught vocabulary words, beneath, raise, enter. 'hey will also be going over rhyming skills E62%ty. TPE$ 4, 4, =, 8 / < Co3 3%** ALL *ea ne " en1a1e@ !-a y%n1 a'ade(%' a5%*%t%e", '2*t2 a* 5a'91 o2nd", and *an12a1e *e-e*"# De"' %5e yo2 d%,,e ent%ated %n"t 2't%ona* "t ate1y. 'here will be lots of movements and lots of words that will be said, spelled out, or printed so that students can make the connections between all of the actions and vocabulary words. (y going over how the n sound should sound and how the air from the nose hits the hand it will allow me to correct any )*s in their difficulties in the pronunciation of the letter.

In"t 2't%ona* Lea n%n1 St ate1%e" to S2))o t St2dent Lea n%n1. TPE$ 1, 4, 4, =, 0 / 10 $hat will the teacher do to +) stimulate,motivate students by connecting the lesson to e!periential backgrounds, interests and prior learning, -) identify learning outcomes .) present material, guide practice, and build independent learning, /) monitor student learning during instruction, and 0) build metacognitive understanding. L%"t 3&at t&e tea'&e 3%** 5e do%n1 and 3&at t&e "t2dent" 3%** 5e do%n1. T%(e Tea'&e St2dent" Re"o2 'e": Mate %a*"

3(%n"

Tea'&e 3%** %nt od2'e -o'a52*a y o a**y ;eneat&, Ra%"e, Ente . Tea'&e 3%** a"9 %, "t2dent" 9no3 t&e (ean%n1 o, t&e 3o d". I, eno21& "t2dent" a e 2na3a e o, 3o d", %nt od2'e t&e 3o d" 3%t& de,%n%t%on" and (ot%on". Go o-e t&e C%'9o y, D%'9o y, Do'9 R&y(e 3%t& "t2dent". Tea'&e 3%** a"9 E3&%'& an%(a* %" t&e &y(e a5o2t@F E%" a '*o'9 a (o2"e &a5%tat@F E3&y o 3&y not@F E3&y d%d t&e (o2"e 2n@F Tea'&e 3%** 1o o-e 3&at &y(%n1 3o d" a e. And t&en a"9 t&e "t2dent" to "ay t&e &y(e a1a%n *%"ten%n1 ,o t&e &y(%n1 3o d". Ma9e "enten'e" 3%t& 3o d" %", )*ay. Go o-e 3o d" %n "enten'e" 3%t& "t2dent" to ,a(%*%a %7e 3%t& &%1& , e62en'y 3o d". Tea'&e 3%** 5e 12%d%n1 "t2dent" %n )&one(%' a3a ene"". S&o3%n1 5ot& e*9on%n 5o+ and 2"%n1 a (" ,o "e1(entat%on o, t&e 3o d"$ ,%t, (a), 'ot, ,%n, on, ta), "%). In, an Tea'&e 3%** 5e 3o 9%n1 on 5*end%n1 3o d" 3%t& "t2dent". T---AN----TAN Ce e %" t&e *ette t. (a9e" :t: Ce e %" t&e *ette " a and n. t&ey (a9e :a: and :n: to1et&e t&ey (a9e :an: N SOUND$ S&o2*d ,ee* t&e a% , o( no"e 3&en "ay%n1 t&e N "o2nd. B% "t "o2nd %" T e"t o, 3o d %" AN. ?&at %" t&e 3o d@ Cont%n2e 3%t& 3o d"$ )an, 'an, ,an, Dan, (an, Nan. E?&at do yo2 not%'e a5o2t t&e 3o d"@ EYe" 5e'a2"e t&ey a** end %n t&e EANF "o2nd.

St2dent" 3%** 5e "ay%n1 t&e -o'a52*a y 3o d" and 3%** 5e do%n1 (ot%on" %n o de to 'onne't t&e (ean%n1 o, t&e 3o d" to t&e a't%on".

4(%n"

St2dent" 3%** e'%te t&e &y(e a,te tea'&e "ay" %t a ,e3 t%(e". St2dent" 3%** 5e ta*9%n1 a5o2t t&e% an"3e ".

2(%n

St2dent" 3%** e)eat a1a%n *%"ten%n1 ,o &y(%n1 3o d". T&en *o'at%n1 t&e &y(%n1 3o d".

3(%n

St2dent" 3%** 5e ead%n1 and e'o1n%7%n1 &%1& , e62en'y 3o d".

1igh fre"uency words play, is, guitar, violin

3(%n

St2dent" 3%** 5e (ode*%n1 t&e% 9no3*ed1e o, "e1(ent%n1 on t&e% a (".

#agnets and bo!es

4(%n

St2dent" 3%** 5e de(on"t at%n1 5*end%n1

*etters. 2, c, a, n, f, m, d, t

T&ey a** &y(e