Moriah Shiloh Payumo Reading & Writing 35 mins.

Grade 1

Lesson: Vowels

Unit Overview
Main Idea (Claim) Summative Assessment
God intendedly created words. In the beginning, Student will have a worksheet.
God created the universe with His Words and God Students will write the vowels and will circle the
has given us the ability to express these words picture that has the long or short vowel in it.
through reading and writing. We can use this ability
to glorify God.

Guiding Questions Objectives (know/understand/do/value)

How will the students identify the vowels in a word? The student will draw the vowels of the
alphabet.

Time Instructional Procedures and Strategies

Beginning the Lesson

 Start the class in prayer. Teacher will ask a student to open in prayer (each student gets to
open in prayer in the unit)
5 mins  Ask the students if they have any idea what the lesson is for the day. Allow the students
to give answers whether they are correct or not. Tell them that you will introduce the
lesson but before the lesson starts, we should all greet each other.
 Sing the Hello Song
https://www.youtube.com/watch?v=gdeB9kDT6uI
 Tell the students that the lesson for today is about ‘vowels’

Developing the Lesson

 Teacher will bring a colorful paper or board with the vowels written on it. Each vowel
letter has two pictures beside it (one short and long vowel word) representing the letter
(e.g. A: a picture of an apple, picture of an ape).
 Teacher will explain what vowels are.
25 mins
“When sounding vowels, your breath flows freely through the mouth.
Five of the 26 alphabet letters are vowels: A, E, I, O, and U. The letter Y is
sometimes considered a sixth vowel because it can sound like other vowels.”

 Teacher will sound each vowel to the students.

 Teacher will explain to the students that vowels have both short and long sounds. Sound
each short and long vowel sound.
5 mins  Teacher will give examples of words that have short (e.g. apple or cat) and long (e.g. cake
or ape) vowel sound.
 Students will play a game so that they can remember what vowels are:
1. Students will be divided into groups of 4
2. Groups will line up horizontally
3. Teacher will show a letter and each group will try to answer if it is a vowel and
they will say the sound
4. Each group that answers correctly will have one step forward
5. The group that went the farthest wins
 Students will have an individual drawing activity after the game.
Let each student draw a picture of each short and long vowel word, like the pictures that
were shown to them earlier in class. They can try to copy the picture that was shown to
 Moriah Shiloh Payumo Reading & Writing 35 mins.
Grade 1

them, but as much as possible tell them to come up with other words that represent each
short and long vowel words.

Closing the Lesson

 Explain once again what vowels are, then tell the students that they did a good job today.
 Sing the Goodbye Song
https://www.youtube.com/watch?v=6jATm7LoSBI
 Teacher will ask a student to close in prayer
(Each student gets to close in prayer during the unit)

Formative Assessment Differentiation

 Teacher will assess while the students are playing the
game (students will tell the vowels and their sounds)
 Teacher will go around while the students are drawing
(let each student draw a picture of each short and long
vowel word, like the pictures that were shown to them
earlier in class).
 Have students make flashcards with the
vowels both long and short sounds and
practice with their seatmate.
 Allow students to pair up and help each other
find the short vowels on random words from
the classroom.

Resources

 Colorful board with the vowels and the corresponding picture to each vowel
 YouTube video of the Hello song
 YouTube video of Goodbye song
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[Teacher Name] [Unit Title] [Unit Length]
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Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment ●
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for ●
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
● Factual- knowledge or fact-based
questions
● Conceptual- questions that enable
exploration of big ideas that
connect facts and topics
● Debatable- questions that expose
areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a ●
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for ●
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will ●
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies ●
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was ●
learned, providing closure to the
lesson.
Formative Assessment throughout the lesson that ●
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet ●
the needs of diverse learners
Resources any texts, materials, technology, ●
people, places or other resources that
have informed the unit and learning
experiences