Lesson Plan Form

Candidate: Subject: Grade level(s): Date:

Alexia Mayorga English 2nd Grade April 9, 2018

Standard:
CCSS.ELA-LITERACY.RF.2.3
- Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3A
- Distinguish long and short vowels when reading regularly spelled one-syllable words.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning?
- Students will be learning how to differentiate long and short vowel sounds for the letter a.

II. LEARNING OUTCOME (Objective):

- Students will recite, classify, and distinguish (level of cognition) long and short sound in the letter a
(content) by differentiating and connecting the sounds in one syllable words (behavior or activity).

DOK/Cognitive Rigor Level:

Purpose: Why are students learning this? Why is it important?
- Students are learning this to refine reading skills, it is important for students to refine and perfect
these skills, so they won’t

Language Demands:
What vocabulary will be learned throughout this lesson?
- Vowel sounds
- Syllables

III. CURRICULUM CONNECTION:

What lesson would come before this lesson? What lesson would come after this lesson?
- Introduction to vowels

IV. INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested?
- I will introduce this content by introducing a song about long and short vowels
https://www.youtube.com/watch?v=4TjcT7Gto3U

B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed):

Step #1: Connect Four; R-Controlled Vowels
a. What will the teacher do?
▪ Teacher will pass out the “Connect Four; R-Controlled Vowel” worksheet. (One sheet per
pair.)
▪ As the teacher is passing out the worksheet, she will instruct the students to pair with their
elbow partners.
b. What will the students do?
▪ Students will pair with heir elbow partner.
 Step #2: Instruction/Rules of “Connect Four”
a. What will the teacher do?
▪ Teacher will demonstrate how the game is to be played, using a student as their partner (or a
TA if available.
□ Each player uses a different color marker.
□ Players take turns rolling a die, choosing a word in the column on which the number
lands on.
□ If the students say the word correctly, they mark that space with a marker.
□ The first player to connect four wins the game.
b. What will the students do?
▪ Students will observe the teacher as they are demonstrating the rules of the game.

Step #3: Playing the Game

a. What will the teacher do?
▪ Teacher will walk around, observing students while they are playing the game.
b. What will the students do?
▪ Students will play the game.

C. APPLICATION ACTIVITY:

How will students apply what they learned?

- Students will apply what they earned during the game in the final worksheet. This worksheet
focuses on r-controlled vowels.

D. MATERIALS & RESOURCES:

What do you need for the lesson?

- Computer
- Projector
- Markers
- Connect Four R-Controlled Worksheet
- R-Controlled Vowel Sort Worksheet
V. ASSESSMENT STRATEGIES:
Formative:
How will you check for understanding throughout the lesson and monitor progress?
- Teacher will walk around the classroom and observe the students game interactions.

Summative:
How will you know if they mastered the standard?
- I will know if they mastered the standard with a combination of their progress in the game and a
homework worksheet, that will be given out after the game.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation)
- I can accommodate the worksheet to include words fit to the EL students vocabulary
level.
How will differentiate for struggling students and high achievers? (Modification)
- Similar to emerging bilingual students, I can accommodate the worksheet to include vocabulary
words at their level or more challenging words.

VII. CLOSURE:
How will you conclude the lesson?
- I will conclude the lesson by handing out two homework worksheets, this worksheet includes more
challenging r-controlled vowel sounds, this also includes words with more than one syllable.