Professional Documents
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ELA
Math
http://www.corestandards.org/ELA-Literacy/R
CCSS.ELA-LITERACY.RF.4.3
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
F/4/ Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.4.3.A
Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Linking Theory to Practice edTPA1:3 These learning tasks are appropriate for our student because she needs to
understand how to read and interpret words with silent letters so she can become a
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Why are the learning tasks for this lesson stronger reader and learner both in and outside of the classroom. We are focusing
appropriate for your students? on a bit of behaviorism in this lesson and are taking some ideas from theorists like
Why is this instructional method appropriate? Thorndike, Pavlov, and Skinner. By having her constantly reiterate and repeat the
See Theory Graphic Organizer rule, she is more likely to understand how to read words with silent letters.
Cite TIP website as:
Kearsley, G. (2009, January). The theories.
The Theories into Practice Database.
Retrieved from:
http://home.sprynet.com/~gkearsley/tip/index
.html
Prior Academic Knowledge, Conceptions The student must be able to understand that in the English language, there are
and Requisite Skills edTPA1:2 words that have silent letters in them. The students must also understand that there
is a common letter patterning that goes along with the silent letters.
What knowledge, skills, and concepts must
students already know to be successful with
this lesson?
What prior knowledge and/or gaps in The student has the ability to listen and learn to the best of her abilities by having
knowledge do these students have that are an open mind and a hard-working attitude. A gap the student may have is thinking
necessary to support the learning of the skills that the silent letters are actually pronounced in the word and therefore getting
and concepts for this lesson? confused with how to say a certain word.
(Refer back to your Contextual Factors and
inventories)
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Instructional Strategies and Learning Tasks
Description of what will you be doing and/or what the students will be doing.
Assessments:
Describe the tools/procedures that will be used in t his lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the
evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
determine if we need to go back and re-teach. that she understands
the material and we can
progress to the next
step
Summative:
Depending on how well
the student does with
the independent
practice we will either
move on to another
letter or go back in
review. If the student
scores an 85% or higher
on the test we will know
she has understood the
material and we can
move on with going
back and reviewing past
letters from time to time.
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Differentiation/ Universal Design for Learning Accommodations and Make predictions; What
Planned Modifications: could students have
Support difficulty with? Concepts?
Strategies?
Multiple means Multiple means Multiple means
How will you of Presentation of Engagement of Response Something students could
provide students’ have difficulty with would be
access to We will speak The student will The student will understanding the concept
learning based on the words listen to the respond of the rule, misspelling
individual and verbally as well word that we verbally when words that are verbally read
group needs? as write out the speak while asked to, while to them, and mistaking
rule and words also reading the also writing
non-examples for examples.
that follow said rule and the down words
rule. words that that follow the Strategies for responding to
follow said rule. rule we are common errors and
focusing on in misunderstandings (where is
the lesson. the learning breaking
down?).
Some strategies to respond
to errors could be to restate
the rule and show more
examples. Also to go back
and reteach what silent “K”
means and how it is used.
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Academic Language Demand(s) – Discipline Specific Language (ie Math, ELA):
What are your Tier 1 words:
students’ abilities Knee
with regard to the Knot
oral and written Knit
language Knob
associated with Know
this lesson?edTPA1:4 Tier 2 words:
edTPA3:14 Knock
List your content Knife
vocabulary by tier. Kneel
Are your students Tier 3 words:
familiar with the Knowledge
academic language Knapsack
used in this lesson?
Students by this age and grade level should be able to understand and know what each word means in
each tier.
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
do the students Paper
need for this
lesson?
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
G- GUIDED PRACTICE G- The student will
How will the We will have the student write down and spell out words that we be listening to what G- The teaching
Teaching speak to her, all of which, have silent “k’s” in them. We will words the teacher assistant will
Assistant engage display the rule in front of her which will say something along the says and she will provide occasional
instructionally? lines of “kn together means the “k” is silent.” We will also tell her have to write down reminders to the
that all of the words we say has a silent K in them - just so she the words. She will student of what the
doesn’t get confused or think that it is a trick question. When then have to justify rule is as a way of
going over the list after the activity is done, we will ask the tutee why she wrote the making sure that the
to explain why she wrote the word the way that she did while also words the way that student understands
having her restate the rule. she did. how to implement
the rule in this
I- INDEPENDENT PRACTICE I- The student will setting.
Hand out a worksheet that contains multiple words starting with be completing the
“K”. Then have the student go through the worksheet and circle worksheet I- The teaching
all the words with a silent “K” independently. independently. assistant will silently
observe the student
as she is completing
the worksheet to
see how well she is
doing.
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015
Re-Engage edTPA3:12 R-REVIEW
Have the student teach the teacher by restating the rule and showing examples and non-examples
How will you revisit or and explaining why each word is what it is.
review? If she is correct, we will congratulate her on her success. If she doesn’t fully understand, we will
How will you provide revisit the rule and look at a few more examples and non-examples
feedback to correct errors
and reinforce strengths?
EDU 250 (Adolescent) Lesson Plan Template(Adapted from SUNY Fredonia Template,2013)- J. Gugino, Spring 2015