USF Elementary Education Lesson Plan Template (S 2014) Name:

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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Content
What Standards (national
or state) relate to this Read(withapartneroralone)anddemonstrateunderstandingofdecodablenonfiction/informational
lesson? textofappropriatecomplexityforGrade1thatincorporatesthespecificcodeknowledgetaught
(You should include ALL (RI.1.10)
applicable standards. Rarely
do teachers use just one: Orallyproducesinglesyllablewordswithfeaturedvoweldigraphsbyblendingthesounds(RF.1.2b)
theyd never get through
them all.)
Isolateandpronounceinitial,medialvowel,andfinalsoundsinspokensinglesyllablewords(RF.1.2c)

Segmentandblendphonemestoformonesyllablewords(RF.1.2d)

Readonesyllablewordsspelledwiththevoweldigraphar>/ar/andthenwriteeachwordunderits
correspondingpicture(RF.1.3b)

Readvowelsoundsspelledwithvoweldigraphteams(RF.1.3c)

ReadandunderstanddecodabletextinthestoryThingsThatSwimthatincorporatesthelettersound
correspondencestaughtinonesyllablewords,withpurposeandunderstanding(RF.1.4a)

Usephonicsskillsinconjunctionwithcontexttoconfirmorselfcorrectwordrecognitionand
understanding,rereadingasnecessary(RF.1.4c)

Buildsimpleandcompoundsentencesorallyinresponsetoprompts(L.1.1j)

Essential Understanding
(What is the big idea or Students will be able to develop their reading and writing skills.
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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understand when they finish

this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include Students will be able to identify the /ar/ as in car. They will also be able to differentiate
the ABCDs of objectives: between the /er/ and /ar/ sounds.
action, behavior, condition,
and degree of mastery, i.e., Students will be able to combine certain words to create contractions and use them
"C: Given a sentence written appropriately in their writing.
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
Im teaching these objectives because they build on their previous knowledge. They are
learning new sounds but in a familiar way. This will help them become better spellers and
it will help them with becoming fluent readers.
This lesson fits in with the larger plan because it will help students develop their skills in
reading and writing.
These concepts are important for students to learn because the more spelling patterns
they are able to recognize then the better readers and writers they will become.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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students to learn this

concept?

Evaluation Plan- How will

you know students have Formative: Students will raise their hands when they hear the word that contains the
mastered your objectives? sound that is being taught (/ar/)

Address the following: Handwriting practice

What formative evidence
will you use to document Mark down student responses when asking discussion questions for the text they will be
student learning during reading Things That Swim
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher The teacher will need to be familiar with words that have the /ar/ sound in them. There is
to teach this material? vocabulary that will need to be reviewed before students partner read their text (creeks,
bed of creeks, wee, reef, fins, gills, squid)

What background
knowledge is necessary for Students will need to be familiar with the /ou/ sound because the text they will read will
a student to successfully have words with this particular spelling. They will also need to know the tricky words:
meet these objectives? because and here.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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How will you ensure I know there are a few students that will benefit from one-on-one time so while I am
students have this doing whole group instruction, my CT will work with a small group.
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?
Students may not be familiar with the terms in the text they will read.
Students may not realize that /ar/ is a vowel team even though there is a consonant in
the spelling team.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
Time Who is Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
8
mins
Hearing medial sounds: students will be learning the /ar/ sound.
They will repeat several words that have the /ar/ sound in the
beginning, middle, and end. Then they will hear a list of words
where they will need to raise their hand whenever they hear a word
with the /ar/ sound.
20
mins
Handwriting practice: students will practice the spelling for /ar/.
35
mins
Things That Swim
- preview vocabulary
students will partner read the informational text
- students will answer discussion questions
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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What model of co-teaching

are you using?
What will you do if a student struggles with the content?

Provide immediate feedback and clear up any misconceptions. Ask guiding questions to
prompt the student.

What will you do if a student masters the content quickly?

Early finishers will be able to choose a space text to read at their desks.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
One student loves sharks so the informational text the students are partner reading will
probably spark his interest.

If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Students that need a challenge will be asked to create a list of words that have the /ar/
sound in them. Then they can create a sentence using two of the words.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

How will you differentiate instruction for students who need additional
language support?

I will provide visuals and repeat my directions/expectations for students.

Accommodations (If
needed) CC and RB will need one on one support while reading the informational text. He will
(What students need specific work in a small group or one-on-one with my CT.
accommodation? List
individual students (initials),
and then explain the GS will also need one-on-one support while partner reading.
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Vowel code flip book
Blue crayon
CKLA Grade 1 Unit 4 Worksheet 4.1
Things that Swim
CKLA Grade 1 Unit 4 Worksheet 4.2