SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Leeah Michalides Grade 1st

Subject Heggerty _
Time Needed for Lesson 15 mintues Lesson Concept Heggerty_

PA STANDARD(S) (Write out standards):

AL.2 1.D Recognize and create increasingly complex patterns.

1.1 1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1.1 1.D Know and apply grade-level phonics and word analysis skills in decoding words.

BIG IDEAS/ESSENTIAL QUESTIONS:

BIG IDEAS: Children actively construct knowledge through routines, play, practices, and language. Children
use a variety of strategies to gather information based upon their own individualized approach to learning
BIG IDEA: Emerging reading involves the use of pictures, symbols, and text to gain information and derive
meaning .
ESSENTIAL QUESTION: How do I acquire and practice pre-reading skills?

OBJECTIVE(S) (Be sure to include all four parts):

Students will be able to repeat the words the teacher says 95% of the time
Students will be able to answer the teachers questions on the words 95% of the time

MATERIALS:
 Nothing

ACTIVITIES (There are three sections here):

 OPENING (Introduction, purpose, hook)
 Teacher will tell the class that we are going to be starting Heggerty

BODY (Bulleted step by step/differentiation must be included)

 Teacher will explain the directions to the students
 Teacher says the word. Students repeat the word and isolate the final sound.
o riDe /d/
o haT /t/
o moP /p/
o gloBe /b/
o giVe /v/
o cruMb /m/
o piCK /k/
 Cheer card
 Teacher says the word pairs and students repeat the words and show a thumbs up if they rhyme and
thumbs down if they do not rhyme.
o Tip lip
o Test rest
o Shoe blue
o Coat boat
o Feet foot
o Bed head
o Red green
 Cheer card
 Teacher says the word. Students repeat the word and isolate the onset (beginning sound)
o Puppy /p/
o Magic /m/
o Napkin /n/
o Sunflower /s/
o Table/t/
 Cheer Card
 Teacher says the two words with a pause between them. Students repeat the two words with a pause, and
then say the compound word.
o Sun-burn sunburn
o Foot-ball football
o Roof-top rooftop
o Birth-day birthday
o Flash-back flashback
o Week-end weekend
o Day-dream daydream
o Rain-coat raincoat
o Black-top blacktop
 Cheer card
 Teacher says the compound word. Students repeat the word and segment in into two words.
o Goldfish gold-fish
o Basketball basket-ball
o Windshield wind-shield
o Blackberry black-berry
o Downtown down-town
o Backpack back-pack
o Cupcake cup-cake
o Upstairs up-stairs
o Wallpaper wall-paper
o Watermelon water-melon
 Cheer card
 Teacher says the word. Students repeat the word and “ADD” something to the end
o Over-night overnight
o Suit-case suitcase
o Down-stairs downstairs
o Rain-coat raincoat
o Snow-flake snowflake
o Hand-shake handshake
o Head-ache headache
 Cheer card
 Teacher says the word. Students repeat the word. Teacher says without a word what do you have
o Fingernail /nail/ finger
o Railroad /road/ rail
o Seafood /food/sea
o Blacktop /top/ black
o Downtown /town/ down
o Everyone /one/ every
o Bookcase /case/ book
o Playhouse /house/ play
o Afternoon /noon/ after
 Cheer card
 Teacher says the word. Students repeat the word. Teacher says change word to BLANK and what do
you have
o Goldfish/star/starfish
o Starfish/shell/shellfish
o Shellfish/sun/sunfish
o Sunfish/jelly/jellyfish
o jellyfish/cat/catfish
o catfish/blow/blowfish
o blowfish/clown/clownfish
 Cheer card
 CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

End with a cheer card.

ACCOMMODATIONS/MODIFICATIONS:
 Students who need help with this will be placed near the teacher for extra support

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.
 Teacher will know that students understand the concept by their participation with the activity. By
following along and doing the hand motions.