West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)
Teacher Candidate __Lindsay Dunlap_______ Date___4/2/2014_________
School ___Dunbar Intermediate______________ Grade/Subject ____Reading; 3rd grade resource
room_____
Lesson Topic ____-wh, -sh, -th, -ch digraphs__________

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

-Students will be able to tell the difference between the digraphs wh, -sh, -th, and ch.
- Students will be able to correctly identify what digraphs (either wh, -sh, -th, and ch) are
in a word when presented with a picture of a word that contains one of those four digraphs.

WV CSOs
RLA.O.2.1.1 identify and practice basic elements of phonetic analysis: syllabication
diphthongs
digraphs
variant vowel sounds such as r-controlled
RLA.O.2.1.3 identify and practice basic elements of structural analysis to decode unknown
words (e.g., syllables, prefixes, suffixes, root words, compound words, spelling patterns,
contractions).

NATIONAL STANDARD
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences forcommon consonant digraphs.

MANAGEMENT FRAMEWORK
Total time- 1 hour
10 minutes- Explain to students that our lesson is on wh, -ch, -sh, and th digraphs and that
they will be asked to fill out worksheet that contains 12 pictures of words and objects that
have one of those four digraphs in their spelling. Have students complete this worksheet.
10 minutes- Have students give examples of words containing these digraphs. Write them
on the board.
10- Pass out tongue twisters and have students read them aloud. Pass out highlighters and
have them highlight the digraphs. Assign each student 1 or 2 tongue twisters and have them
tell which words are words contining digraphs.
30 minutes- Play digraph bingo
10 minutes: Have students redo their pretest as a posttest

STRATEGIES

Teacher explanation of lesson and pretest/ Pretest/ Listing of digraphs/ Tongue Twister
worksheet/ Digraph bingo/Postest

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Students with visual problems will sit closer to the front of the room in order to see.
Students with hearing problems will sit closer to the front of the classroom in order to hear.

PROCEDURES
Introduction/ Lesson Set
-First, I will explain to the students that we will be learning about wh, -ch, -st, and th
digraphs.
-Pass out digraph worksheet which will be their pretest. Have students complete it and
collect.
-Have students to give some examples of words containing these four digraphs and list
them on the board under their designated areas (-wh, -ch, -sh, -th)
Body & Transitions
-Pass out tongue twisters worksheet and have students read them aloud.
-Pass out highlighters and have students highlight the digraphs.
- Orally go over this worksheet by assigning each student 1-2 tongue twisters and have
them identify which words contain a digraph.
-Collect these sheet.
-Play digraph bingo.
Closure
-For closure, students will redo the same worksheet they did for their pretest for their
posttest.

ASSESSMENT
Diagnostic:
Pretest worksheet
Formative:
Digraph bingo
Summative:
Posttest worksheet
MATERIALS
- Digraph pretest worksheet; 6 copies
- Whiteboard and markers
- Tongue twisters worksheet; 6 copies
- Highlighters
- Bingo cards, drawing cards, card markers
- Digraph posttest worksheet; 6 copies

EXTENTED ACTIVITIES
If Students/ lesson Finishes Early
If students finish early, they will be asked to create their own tongue twisters.
If Technology Fails
No technology used in the making of this lesson.