Lesson Plan Template

Grade: 5rd Grade Subject: Language Arts

Materials: Worksheets, pencils Technology Needed: iPads

Instructional Strategies: Guided Practices and Concrete Application:

€ Direct instruction
€ Guided practice
€ Socratic Seminar
€ Learning Centers
€ Lecture
€ Technology integration
€ Other (list)
€ Peer teaching/collaboration/
cooperative learning
€ Visuals/Graphic organizers
€ PBL
€ Discussion/Debate
€ Modeling
€ Large group activity € Hands-on
€ Independent activity € Technology integration
€ Pairing/collaboration € Imitation/Repeat/Mimic
€ Simulations/Scenarios
€ Other (list)
Explain:

Standard(s) K-12 ND State Standards: Differentiation

W.2a.a. Introduce a topic clearly, provide a general observation and
focus, and group related information logically; include formatting
(e.g., headings), illustrations, and
W.4 Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience.
Objective(s)
The students will spell, define and memorize twenty spelling words.
Bloom’s Taxonomy Cognitive Level: Level 1
Below Proficiency: Teacher will follow
modifications/accommodations in IEP/504. Students who are
below proficiency and needing help within this lesson will receive
one-on-one from the teacher during guided practice &
independent practice. From teacher observations through
formative assessment, students will receive scaffolding.
Above Proficiency: Students who are above proficiency will be
scaffolded to the next level during independent practice or have
the opportunity to tutor approaching/emerging proficiency
students. They will often be called upon during lessons to provide
answers and explanations, to assess their knowledge of the lesson
at hand, or to provide reinforcement of the lesson material to
their classmates.
Approaching/Emerging Proficiency: Students who are
approaching and/or emerging in proficiency will receive help as
needed during guided and independent assignments.

Modalities/Learning Preferences: IEPs or 504s will be followed.

Students will have the opportunity to work with small items such
as stress balls, as well as have access to flexible seating as the
situation allows. Students may also be allowed to stand up while
working, or to work apart from their classmates.

Classroom Management- (grouping(s), movement/transitions, etc.)
The bell method and a behavior chart will be utilized, ranging from
different colors and different levels of acceptable behavior. The
consequences range from not getting their prize cards stamped at the
end of the day to principal or parent involvement as individual names
get moved down on the scale.
Behavior Expectations- (systems, strategies, procedures specific to
the lesson, rules and expectations, etc.)
Students will be expected to sit respectfully during the lesson and to
raise their hands when they have a question. They will also be
expected to participate to the best of their ability when called upon for
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discussion (for answers).

When transitioning to a new activity, a brief wind-down period will

also be needed in order to transition to the next activity calmly.

Minutes Procedures

2 Set-up/Prep:

The teacher will hand out 1-2 worksheets per day of this lesson. This lesson has 5 days total.

Day 1: Spelling list, word sorting, and vocabulary worksheet.

Day 2:Pretest (no other worksheets)

Day 3: Proofreading and analogy sheets.

Day 4: Word unscramble, sentence writing and word finds.

3 Engage: (opening activity/ anticipatory Set – access prior learning / stimulate interest /generate questions, etc.)

The teacher will engage the students in the activity by doing a few of their problems with them, if need be. If this is an opening
lesson into a new curriculum (which it isn’t, in this case) then the students will usually need more help than when they’ve gotten
used to the material.

Explain: (concepts, procedures, vocabulary, etc.)

Day 1: The spelling list will be given and read aloud by the teacher. Ask afterwards, if anyone needs any words clarified. Sentences
may also accompany the list, to give the students a good impression of the words meaning. For the vocabulary worksheet, an
additional set of words will be studied utilizing a separate, more complex sheet wherein the student will list the definition of a
word, a correct sentence using a word, whether a word is a noun, verb or adjective, and also an illustration of the word’s meaning.

Day 2: The Pretest will be given; done by having the students put their studying material away, and reading the spelling words
clearly to them, one by one, accompanied by verbal sentences to aid them in identifying the context of the words. The words
should be repeated at least three times.

Day 3: Proofreading sheets will be provided for the students to identify incorrect words in a long paragraph. Their job is to identify
the spelling words used, circle them, and write the correct spelling in the slots provided at the bottom of the page. Another sheet
will be given to the students in which they study a given analogy and identify the correct spelling word that would complete the
second analogy in the set. There are ten of these sets.

Day 4: On this day, we will be unscrambling words, writing sentences, as well as finding our set of twenty spelling words in a word
find.

Day 5: The students will have 5 minutes to study their spelling words before being tested on them in the same fashion as the
pretest was given. Two challenge words will also be provided: if they get these words correct, they will make up for words they’ve
gotten wrong.
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Explore: (independent, concrete practice/application with relevant learning task -connections from content to real-life
experiences, reflective questions- probing or clarifying questions)

The students will do the majority of their spelling work individually, as learning to spell and memorizing is an individual
responsibility and task. During the process, the teacher will walk about the room and identify students needing help. Often, the
students will let you know exactly what they are confused about, and it will be

Review (wrap up and transition to next activity):

Formative Assessment: (linked to objectives) Summative Assessment (linked back to objectives)

Progress monitoring throughout lesson- clarifying questions,

check-
The summative assessment is the final spelling test, covering twenty
in strategies, etc. words (and two bonus words).

Formative assessment will happen throughout the lesson each day, by

observing the students progress, asking relevant questions (as, the
meaning of a word) after ample opportunity has been given to study.
Formative assessment can be as simple as noting that students are
participating during the spelling period, as the end goal is
memorization and retention of knowledge, it’s not as easy to see
progress right away.

Consideration for Back-up Plan:

The game “sparkle” will be utilized as a backup plan, as it appeals to

the children, assesses progress, is well-controlled, and can last a long
while.

Reflection (What went well? What did the students learn? How do you know? What changes would you make?):
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