Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Nathan Schafer

Grade Level: 7th Grade English
Subject: English
Date: 1/23/2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

Standards for English Language Arts

List the Rationale (cite theories or theorists):

I’m using Anita Archer’s explicit instruction methods. I will also refer to Vygotsky’s methods by allowing the students
to interact with each other on certain parts of the lesson.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

Students will be able to verbally and visually identify the difference between an open and closed syllable.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Identifying whether or not a syllable is open or closed is very important to understanding the English language. Open
syllables and closed syllables have different tendencies and by knowing these concepts, students will have an easier
time learning the more advanced elements of the English language. Students will be instilled with knowledge that
will allow them to more easily be able to predict the English language.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
Background Information: 7th Grade Class
Group being taught: Diverse 7th Grade Class

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
Prerequisite skills: The students will be able to identify what a syllable is. The students will be able to identify the
difference between a consonant and vowel. The students will need to know what the word means.

List the materials/resources you will need to teach the lesson.

I will need multiple copies of a sheet that displays a list of words on it that range from 1 syllable to 4 & 5 syllable
words. Each student will need a copy. I will need the smartboard to write down the words. Every student will need a
pencil and eraser. A notebook will also be required, so the students can write the words down and mirror what I did
in the I do section.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I’ll need the smartboard as far as technology. The smartboard will be used to write down the words that are on the
sheet. This will be how I instruct the lesson.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

You do not need to include this part for this lesson.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

You do not need to include this part for this lesson.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
You do not need to include this part for this lesson.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

Include
I will use many classroom management strategies including proximity movement, redirection (if needed), positive
reinforcement, direct but firm talking, clear rules for instruction, and an attention getter.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
Hello everyone. Today, we are going to learn about what an open and closed syllable are. Now, I know you all know
what a syllable is. Now for quick review here, who can tell me what the difference is between a consonant and a
vowel is? [Teacher calls on student to answer question] Correct. Vowels are the letters a, e, I, o, u, and sometimes y.
Don’t worry about y because we won’t get into that. And the rest of the letters in the alphabet are consonants. Now
today, we are going to learn about what open and closed syllables are. Your two vocab words for this lesson are
open syllable and closed syllable. [Teacher writes open syllable and closed syllable on board with definitions] So, an
open syllable is a syllable that ends with a vowel. A closed syllable is a syllable that ends with a consonant. [Teacher
writes word “cat” on smartboard] So, our first example here will be the word cat. We know it has one syllable.
[Teacher repeats word cat] [Teacher circles the whole word of cat to signify that the whole word is a syllable] I
circled the entire word to show that this is a syllable. Now we are going to figure out whether the word cat has an
open or closed syllable is. Now we can see here that the word cat ends with the letter t. Now just remember this
rule. An open syllable will end with a vowel. A closed syllable will end with a consonant. The letter “t” is a consonant,
so we can see from our rule here that it is a closed syllable. For all of these examples, pull out your notebooks and
write what I’m writing up here to remember the lesson. Let’s try our second example here that has more than one
syllable. Let’s try the word batter. [Teacher writes the word batter on the smartboard] Now we can see this word has
2 syllables here, so I can circle the syllables in the word. Ba and tter are the 2 syllables. [Teacher circles the 2
syllables] Now let’s see if these 2 syllables are open or closed. Ba ends with an a, so we can say that this is an open
syllable. It ends with the vowel a. Tter ends with the letter r, so this is a closed syllable. R is a consonant, not a vowel.
Okay, our third example will be the word instructor. This word has 3 syllables, one more from the previous word. In
struc tor [Teacher writes word instructor with spaces in between each syllable. In ends with a consonant n, so this is
a closed syllable. Struc ends with a consonant c, so this is also a closed syllable. Tor ends with a consonant r, so this is
also a closed syllable. Our fourth example is establishing. Establishing has 4 syllables. [Teacher says E stab lish ing
with spaces in between each syllable] [Teacher writes establishing on board with spaces in between each syllable] E
is a vowel, so this is an open syllable. Stab ends in a consonant b, so this is a closed syllable. Lish ends in a consonant
h, so this is a closed syllable. Ing ends in a consonant g, so this is another closed syllable. One more here, and then
we’ll do a couple together. Our fifth and final example will be intimidating. This word has 5 syllables. In tim i dat ing.
[Teacher writes the word intimidating on board with spaces in between each syllable. In ends with a consonant n, so
it’s a closed syllable. Tim ends with a consonant m. Closed syllable. In the word, the dat sounds like date but does
not have the e. Because it doesn’t have the e, it’s a closed syllable. Ing again ends in g, so it’s a closed syllable.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Now let’s do one of them together here. Raise your hand if someone wants to pick a multiple syllable word to use as
an example. [Teacher calls on student and uses word if appropriate for lesson] Basketball. Okay now let’s all say
together how many syllables this word has. [Teacher gestures for everyone to answer together] Three. Correct, now
let’s break it up. All of you, write the word in your notebooks with spaces in between each syllable. Sound it out in
your head if you have trouble. [Teacher waits for a little bit and then writes the word on the board] Ba ends in a
vowel a. What type of syllable is it everyone? Open, correct. Sket ends in a consonant t. What syllable is it everyone?
Closed syllable, correct. Ball ends in a consonant l. What type of syllable everyone? Closed yes. I think we are ready
for the homework assignment.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
So your homework for today is going to be to complete this sheet that has ten words on it. Next to the word written
in number 1 here, you will write the word with spaces or even hyphens in between each syllable. Just make sure I
can tell where you’re separating each syllable. Then under the word in the space there, you will write an O or C to
show whether the syllable is open or closed. Make sure you label each syllable, so I know which syllable you are
labeling as closed or open.
The homework will have 10 words. There will be a space to the right of each word where they can write the word
with spaces in between each syllable. Under the word, there will be a space where the students can write something
like “Syllable #1 – C.” “Syllable #2 – O.”
Correction Procedure: They will be graded on being able to identify the individual syllables in each word by writing it
with spaces in between and identifying whether each syllable is open or closed. Partial credit will be an option that
can be used if it’s necessary. I will mark each wrong one with a red mark. The total score will be at the top of the
paper.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
Now make sure you remember our rule for this lesson. An open syllable ends in a vowel. A closed syllable ends in a
consonant. I will be floating around if anyone needs help on anything. Before you start, I’ll briefly talk about next
lesson. Next lesson, we will be expanding off of this lesson. We will be learning about how to identify bases in words
by eliminating prefixes and suffixes. This assignment will be due tomorrow by class time. I’ll correct them and
hopefully have them back to you by Friday. Does anyone have any questions? [Teacher answers any questions if
necessary] Okay, I’ll pass it out and you may begin. [Teacher uses proximity walking to monitor students and answer
any questions]

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

Not needed for this lesson.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Not needed for this lesson.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
After completing the lesson in front of the class, I feel like it went very well. One thing I made sure to emphasize was
talking loud enough for everyone in the room to here me. I also gestured to the words I was writing on the board. I
made sure to underline the last letter of each syllable in every word. This was important since the lesson was
focusing on identifying the last letter in each syllable as either a vowel or consonant. After this, we can conclude that
it is a closed or open syllable. I also wrote thee two vocab words of open syllable and closed syllable on the board
with their definitions. One thing I wish I would have done more was move away from the word every time I wrote it
to make sure everyone can see what I wrote. Also, I feel like I may have gone a little too fast. To be fair, this should
be a pretty simple lesson based on the prerequisites the students would hypothetically know beforehand. I just feel
like I was a little too quick. Now if this was a real lesson, I would have used different classroom strategies like
proximity to engage with the class. For this lesson, we were supposed to just model. If I were to do this lesson again,
I would definitely slow down the lesson just a little bit and try to move around up there a little more. I don’t want to
move too fast and have future students missing information being given at too rapid of a pace. I also felt a little
stagnant just standing there. Moving around a little more can help as well as looking around the room more to make
sure students are paying attention. I also need to be more conscious of people who were kind of behind me. It’s
important to make sure everyone is able to see what I’m doing on the board.