West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)
Teacher Candidate Benjamin Pannell________________
Date April 12,
2016____________________
School Mary C Snow Elementary________________ Grade/Subject K, 1, 2 Spelling and
Reading________
Lesson Topic Spelling and Reading
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will gain knowledge of their vocabulary words.
Students will improve their high frequency word recognition and speaking.
Students will build on their abilities to spell words with the EE and EA digraphs. Students
will build on their abilities to spell one-syllable words and students will build on their abilities
to recognize letters and sounds.
WV CSOs
ELA.1.II. Know and apply grade-level phonics and word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Know final e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled words.
NATIONAL STANDARDS
MANAGEMENT FRAMEWORK
Describes how time is set to accommodate the lesson. Just give time and not details. For
example:
Overall Time 45 minute lesson
Time Frame 5 min. teacher introduction
15 min. spelling words
15 min. reading book
5 min. student demonstration of knowledge
5 min. closure
STRATEGIES
Teacher instruction
Independent practice
Group practice
Study Groups
Small Groups
Student activity
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
For this class, students will do a large variety of things. For the spelling words, all students
will be using a whiteboard and spelling words or letters, but the words depends on their
levels. The higher-level students will have to spell words with the ee or ea digraph. For
the middle level learners they will be spelling three letter words. The lower-level student will
be working on letter and sound recognition. During reading, the students will be broken into
groups based on their grade and skill level.

PROCEDURES
This section has three parts, each are an important part of the lesson.
Introduction/ Lesson Set
I will begin this lesson by telling the students what they will be doing. I will tell them that we
will begin by working on their spelling words, followed by separating into their small groups
and reading and doing an activity with this. After I explain this to them I will pass out their
whiteboards, markers, and erasers.
Body & Transitions
Begin the spelling words with the students.
Students will be given 6 words on their level that they must spell. If they get the word
correct they will receive a Class Dojo point.
While telling them the words I will make sure to put a large emphasis on the sounds of
the words. I will make sure to articulate the spoken words.
For the second graders, they will spell the words tree, heat, cheat, cheek, beach, and
beak. The first graders will spell cat, dog, car, toy, owl, boy. For the kindergartener, the
student will be given the sound of the letters b, y, g, h , m, k.
Once students finish the words they will put their boards away and go to their small
groups.
The second grade group is the one I will be working with and they will be reading the
book Schools Around the World.
While doing this, we will review the high frequency words and the vocabulary words in
the story.
After completing the story the students will compare and contrast their school from other
schools across the world.
The students will then draw pictures of their school and of a school somewhere else in
the world to show their understanding of the book.
Closure
In the closing of this activity, the students will show me their drawings and we will discuss
them. After this I will ask the students a couple of guided questions about their reading to
see if they have retained the information.
ASSESSMENT
Diagnostic:
At the beginning of the lesson I will ask students questions about what they know. I will ask
them questions about the ee and ea blend. After the spelling lesson, during the reading
portion of the lesson I will ask the students questions about their school along with questions
about other schools, along with a one room schoolhouse that they have previously read
about.
Formative:
During the lesson I will have a lot of opportunities to watch students and have formative
assessment of their work. During the spelling portion I will be watching all of the students s
they spell their words to assess their understanding of them. Along with this, in the reading
portion I can watch them follow along and I can ask them questions about the book and
other schools and their school to assess whether they are understanding the information. I
will also be able to watch as they create their drawings to see if they understand the
assignment and the book they read.
Summative:
At the end of the lesson, I will be able to ask the students questions and ask them to speak
on several different activities we did to see their understanding of the information. Along
with this, I will be able to look at the students drawings to assess whether they understood

the book along with being able to compare and contrast their school to the other schools
around the world.
MATERIALS
Pencil
Paper
White boards
Markers
Books
Erasers
EXTENTED ACTIVITIES
If Student Finishes Early
If the students finish early then I will give them more time to draw their school and discuss
the components of their drawings.
If Lesson Finishes Early
If the lesson finishes early there are a couple things that I can do. If the spelling finishes
early, I can give them more words with the ee and ea blend. If the reading finishes early
the students will have more time for their drawings. It would also give me the opportunity to
ask them more guided questions about the reading and previous readings.
If Technology Fails
There is not technology in the lesson.
POST-TEACHING
Reflections
The lesson was a very good one. The students were attentive and engaged and did
everything that I asked them. The second graders that I worked with love to draw so
allowing them to learn and draw what they learned was very helpful to them I think. I only
had a minor problem with behavior one time and it was quickly changed. I think that I could
have handled my transitions better and getting the students to stay on task while they were
working on their spelling words. A couple of students had a tendency to drift over and lose
focus and I should have done a better job of keeping them engaged. I think I handled the
time very well, but I think I could have done a better job managing time while they were
doing spelling words. I think this lesson worked very well and I would really consider
teaching just like this the next time that I teach in this classroom.
Data Based Decision Making (If Needed)
For the second grade students, each of them got four of the six spelling words right. They
got four right but they seemed to struggle to understand which words used ee and which
used ea. They stayed on task very well. As for the first graders, they did not focus as well
during the spelling and they got 3 and 4 out of 6. They were the ones who lost focus at times
and would draw rather than write because they were losing focus. That is where I need to do
a better job. I think that if I do a better job with keeping them engaged and on task then
they each would have gotten one or two more correct. The kindergarten student got all six
of his letters correct. He responds very well to Dojo points and positive reinforcement so I
put a large emphasis on this to see how well he can do. With this data and with my
observation I would certainly teach another lesson like this. This is how it is normally done in
the class and they respond well to it so I would like to keep teaching this way in the future.

Differentiating Instruction for

Students with Special Needs
Please describe all that apply:
Needs-Based Planning
Learning Differences

Sensory Differences

Attention Differences

Behavioral Differences

Motivational Differences

Ability Differences

Physical Differences

Cultural Differences

Communication Differences

Enrichment

Multiple intelligence addressed (check all that apply):

Verbal/linguistic
Naturalist
Spatial
Interpersonal
Logical/mathematical
Intrapersonal
Bodily-kinesthetic
Existential
Musical
Others (explain):