SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
Competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

DETAILS
Brandi Showers
Language Arts
First grade
10/6/14 1 hour
CC.1.1.1.D: Know and apply grade level phonics and
word analysis skills in decoding words.

CK

Formal Evaluation
Formative AND/OR
The teacher will check the students recognition of sight
Summative
words as they swat at the correct sight word.
Assessment
Informal Evaluation
Evidence
The teacher will walk around the room to check the
students understanding as they complete the activities
at each station.
Objective
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

During a language arts lesson, the first grade students

will be able to identify five of their sight words by
swatting at them on the board.
By being able to identify these sight words, the
students will be prepared for future reading and writing.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Students and teachers will discuss what their sight
words are and to name three.
Hook/Lead-In/Anticipatory Set
Fly swatter game (directions attached)
Explicit
Big Idea Statement
Instructions
Sight word recognition
Big Ideas
Essential Questions
Can you identify your sight words?
Essential
Key Vocabulary
Questions
Sight word
Lesson Procedure Pre-Assessment of Students
Must include
Students and teacher will discuss what a sight word is

CK

adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(Reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and

and gives examples.

Modeling of the Concept
The teacher will have the students remember how they
played the fly swatter game last week and explain the
rules again.
Transition
After the game, the students will return to their seats.
After the teacher explains the different stations, I will
snap my fingers and they will split up into groups.
Guiding the Practice
Each station will have kid friendly directions.
Stations will have 3-4 students in each and they will
remain there until it is time to rotate (4-5 minutes)
Station1: Climb to the Top! Students will be given a die
with five sight words on it. When they roll the die and
see a sight word they will write it in the column.
Students have to write the word five times.
Station 2: Stick Stick Stick! Students will pick a sight
word stick out of the can and place it in the box on the
worksheet. The student will then write it three times on
the lines.
Station 3: Students will be given scrabble letters and
have to build the word in the build column and then
write the word in the write it column.
Providing the Independent Practice
The students will complete the activities at each station
independently.
Adaptations/Accommodations for Students with Special Needs
For a child who has trouble reading, there will be picture
directions.
Station worksheets (3 per student)
Die with five sight words on it
5 Sight word sticks in labeled can
Scrabble letters
Summary & Review of the Learning
As they finish their stations we will name the five sight
words they worked on.
Homework/Assignments
None!

signature
Teacher
Self-reflection
What
worked?
What would
you
change?