Lesson Plan #1: Gr. 4/Spelling Miss.

Morris/November 21, 2017

20 minutes

Stage 1: Desired Results

General 4.2 Attend to Conventions:
Outcome(s) Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication
Specific 4.2 Attend Spelling:
Outcome(s) • Identify and apply common spelling generalizations in own writing
• Apply strategies for identifying and learning to spell problem words in own writing
Learning Students will:
Objectives • Classify their 20 spelling words they picked of the –ook, -ood, -ould, -ull, -ush and family and
apply them onto a Bingo Sheet

Stage 2: Assessment Evidence

Formative • Bingo Sheet
Assessment

Stage 3: Learning Experience

Prior to • Know their 5 word families Resources • Have Bingo Sheet
Lesson: -ook to Bring: • Laptop (in case, show bingo sheet on a
-ood bigger screen)
-ould
-ull
-ush
• Have their 20 spelling words they
chosen ready

Time: Content/Description Notes/Materials

Introduction:
(4 min) • Ask students to get their spelling books out or agendas (has to have - Make sure to watch
their 20 spelling words they chose) for time (don’t go
Ø Wait till everyone has their agenda books and class can see the over 4 minutes)
teacher is waiting to start
• Start off with reviewing the 5 word families
Ø Have a table for the 5 words, and put one example in each
Ø Ask one student for each category to come up and write a spelling
word under its category (ex. –ook = cook, -ull = bull)
• Transition into “Making a Bingo Sheet”
Body (50 min): • Laptop (maybe)
 Lesson Plan #1: Gr. 4/Spelling Miss. Morris/November 21, 2017
20 minutes
(2 min) • Ask two students to hand out the bingo Sheet • Smartboard
• Explain to the students we are making our own Bingo Sheet and (maybe)
Wednesday we will play one round using our Bingo Sheet we made (if • Teacher’s example
everyone finishes up their Bingo Sheet) of Bingo Sheet
• Bingo Sheet
(10 min) Activity #1 (Spelling): Bingo
Step by step as a class
- Walk around the
1. Choose 4 words in your –ook category and put each word into each room to make sure
box going down (the column under B) the students are on
2. Choose 4 words in your –ood category and put each word into each task (have the main
box going down (the column under I) objective down)
3. Choose 4 words in your –ould category and put each word into each
- Make sure to walk
box going down (the column under N)
around the table to
4. Choose 4 words in your –ull category and put each word into each
check if they have
box going down (the column under G)
spelling correct
5. Choose 4 words in your –ush category and put each word into each
box going down (the column under O)
If students do not have four words under its category, just add one, ask a
neighbour or look back in their spelling book
• Teacher will have an example and go with them step by step

CLEAN UP
(2 min) • Students can put away their Bingo Sheet into their spelling book
• Then they can put away everything and get ready for their next lass
(2 min) Conclusion: - When closing the
• Summarize what the students have learned and what the teacher has lesson, eyes on
taught teacher
• Student rewriting out their 20 spelling words
• Understanding the 5 word families
Reflection
What went well in this lesson?

What did I struggle with specifically in the lesson?

How would I change this lesson to increase learning for next time?
Lesson Plan #1: Gr. 4/Spelling Miss. Morris/November 21, 2017
20 minutes

Name:

B I N G O
-ook -ood -ould -ull -ush

book goodbye could bull mush

cookie hardwood shouldn’t carefully toothbrush

look hooded should beautifully slush

boathook stood would bullet flush