Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Lauren LaMantia Date: 11/06/2020 Time: Hogue
McCalla
th
Subject: Spelling Grade Level: 4 (Mrs. Hogue’s Class & Mrs.
McCalla’s Class)
I. Topic & General Goal Spelling: The students will learn how to correctly spell the
following commonly used words.
II. Reference to PA or E04.D.1.2.4 - Spell grade-appropriate words correctly.
Common Core CC.1.4.4.L - Demonstrate a grade-appropriate command of the
Standards conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
III. Lesson Objectives TSWBAT identify the digraph when given a word.
TSWBAT correctly spell a given word when orally asked.
IV. Materials - Spelling Homework/Activity Packet
- Spelling Tests
- SmartBoard/ Dry-Erase Board
V. A. Introduction Mrs. Hogue’s Class: "Good Morning Class! Today, we are going
to be taking our spelling test on our words from this week!”
Mrs. McCalla’s Class: "Good Afternoon Class! Today, we are
going to be taking our spelling test on our words from this
week!”
B. Procedures Mrs. Hogue’s Class and Mrs. McCalla’s Class:
1. The teacher will collect the spelling homework/activity
packet from the students.
2. The teacher will provide the students with a few minutes to
review their spelling list.
3. The teacher will ask the students to clear off their desks and
distribute a spelling assessment to each student.
4. The teacher will orally administer the spelling assessment to
the students by repetitively saying each word and using the word
in a sentence.
5. Once the assessment is finished, the teacher will collect their
assessments and score them accordingly.
C. Differentiation Content: During this spelling assessment, I will be orally
administering the assessment to the students and provide a
correlating sentence to help the students identify the correct
context and spelling of their assigned words.
Process: During this spelling assessment, the struggling students
can focus on the spelling of their assigned words. The students
can receive their assessment by having the teacher or aid
phonetically say the letters of each word to encourage correct
 spelling of their assigned words. The students can get their words
chunked by similar spelling, prefixes, or vowel types.
Products: During the assessment, the students can focus on
correctly spelling one portion of their spelling list, take a break,
and then begin spelling the remaining portion of their list.
Learning Environment: For the duration of this spelling lesson,
the students will be working in an inclusion classroom. The
classroom is equipped with spacious seating, minimal noise, and
free range to move as needed in a discrete manner to reduce
distractions and disruptions.
D. Closure To conclude this lesson, the teacher will praise the students for
learning another set of spelling words, tell them to enjoy their
weekend, and remind them that they will begin their next set of
spelling words on Monday.
VI. Assessment Observation of Student’s Work
- Ability to accurately spell their assigned words
VII. Modifications and/or Extra Time: For students who need extra time to understand or
Accommodations achieve the task, then they will get extra time to complete their
assessment.
Movement: For students who have difficulty with sitting still for
a prolonged period, this assessment can be portioned into
segments allowing the students to move around frequently while
still receiving full benefit from the lesson.
Engagement: For students who have difficulty remaining
engaged during assessments, their assessment can be completed
in a one-to-one setting with an aide or with a small group setting.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation