MSMU Lesson Plan Format

Grade/Class/Subject: Teacher: Michelle Perez

(For what class is this lesson designed?)

Kindergarten/1st grade/ ELA

Time/Duration of the lesson: (i.e. 9:15-10:00 or 45 minutes)

35 minutes

English Language Proficiency of Students: (Before classroom instruction, teachers will understand their
students’ English language proficiency, and the language demands of the lesson’s instructional materials.)
Bridging
California Content Standards:
(Which standards do you plan to teach? Paste these from the CA Content Standards)

CCSS.ELA-LITERACY.L.K.2.D
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

CCSS.ELA-LITERACY.W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite
author and express opinions about them).

CCSS.ELA-LITERACY.L.1.2.E
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

Enduring Understandings:
(What concepts/big ideas?)

CVC words
Consonants
Vowels
Women’s History Month
Choose a woman from history that you want to learn more about.
Research
Recalling information from different sources
Writing about information from different sources

Essential Knowledge/Skills:
(What knowledge/skills? How does this lesson build upon prior lessons? How will this knowledge/skill enable
students to understand future lessons?)

Technology skills
Know their consonants and vowels
Written to spoken language skilss
Students will build upon their prior journal writing experience to write about what they’ve learned from sources
they’ve been provided with.
They will be able to use these skills in future writing/research projects.

Higher-Order Questions:
(What is/are the focusing question(s) for this lesson?)

How do I know something isn’t a vowel?

How do I know something isn’t a consonant?
What woman from history did you choose?
What are 3 adjectives that describe her?
You chose her because….?

Observable Outcomes Assessment/Checking for

Understanding
What do you want students to learn? What evidence will you
gather/look for?
Content Objectives: (What evidence will you gather to ensure content
objectives are met?)
Students will be able to write and read CVC Written and verbal assessment and discussion
words that end in -at and -ip.

Students will be able to use the sight word

‘because’ in a sentence to describe why they
chose their person for their Women’s History
Month project.
Academic Language Objectives: (What evidence will you gather to ensure language
objectives are met?)
Students will be able to write and read CVC
Verbal assessments and discussion
words that end in -at and -ip. Seesaw assignment

Students will gain reading and writing

practice while also learning a new sight word.

Key Vocabulary: Supplementary Materials:

(What resources, “realia”, visuals, documents, or
Women’s History Month manipulatives will you use?)
“Shero”
Sight word Writing Journal
Because Writing materials

Technology in Support of Teaching/Learning: Technology in Support of Learning:

(What type of technology will you use in your (What type of technology will the students use to
instruction?) achieve and/or demonstrate the objectives?)

Laptop, iPads, Zoom, Google slides

Laptop, phone, Internet, Zoom, Google slides, YouTube
Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you
address them?)

Their ability to write what they want to say might not be very good. Instead of focusing on the spelling/writing, I
would focus on whether they have the phonics and letter sounds correspondence of the words, instead. This might be
especially true for the younger students or those who struggle more with writing and spelling. Giving them a
sentence starter might also help.

Element Rationale*
Describe what will happen-what will teacher and/or students do Describe why you chose to do it this way.
Pre-Assessment of Students’ Knowledge or Ability:
(Before instruction begins, how will you assess what students know
and/or are able to do related to the objective?)

They have done work with the vowels before, and this will be a
review where they also gain more practice with written to spoken
word.

I have introduced students to Women’s History Month, and have

given them an assignment where they choose a woman from history
and come up with 3 adjectives to describe their “shero.” They
should have this done by this lesson, or very nearly done.

These should both help ensure that students are able to do the
journal writing activity and sight word assignments on Seesaw later
on.
According to Vygotsky, their zone of
proximal development has to contain what is
being taught. They can learn this but might
need a little help. Teacher can lead lesson but
has to allow students to learn and grow.

LESSON SEQUENCE
Instruction to Support Learning:
(How will you: convey information to be learned, and integrate the
content and language objectives, ensure students are engaged, link
information to student’s lives & previous learning, teach unknown
vocabulary, and scaffold the content? How will students be
grouped for each activity to support student learning?)

Students will start the lesson with a YouTube video

about the vowels and consonants. I will then review
what they’ve already learned about them from before the
video and after. I will then show a video about CVC
words and how they work and what they are made of.
I will then put a letter wall where I will ask them to
circle either the consonants or vowels they see. They
will review and clarify based on what they circle using
their annotate tool.

They will then be asked to circle the consonants or the

vowel in the words I put on the slides. They will then be
shown the first slide for their Seesaw template. I will ask
them to try and help me spell out the first word on the
slide. It will be “cat.” There will be a picture, and they
will be filling in the word using what they know about
letters and sounds. They will do this, themselves, on
Seesaw during their asynchronous time.

They will then be formally introduced to their new sight

word “because.” They will watch another YouTube
video about the word “because.”

They will rainbow trace the word on the screen with

their annotate tool.

Once they have done that, they will be asked to get their
writing journals and open to the last journal they did for
Women’s History Month.

They will go over what they have so far. They should

have chosen a female hero and have 3 words to describe
her.
They will be asked to turn to a new page. On the new
page, they will be asked to write this sentence starter:
According to Bloom, questioning can allow
for students to differentiate their thoughts.
They allow for discussion and analyze where
to go from there.

“I chose her because….”

They will then spend the rest of the class discussing and
writing about why they chose the person they did for
their project.

Structured Student Learning Activities:

(What activities will help students grasp and practice
concepts/skills? How will students be grouped and manage their
learning?)

Students will be by in small groups and this will allow teacher to

able to ask and answer questions throughout the lesson.
The smaller groups will also allow for a less stressful learning
environment.

Students will also be grouped based on their reading and

comprehension level. This helps students work at their own pace
and at the pace of students at similar levels as them. This also helps
teacher adjust lessons accordingly to four smaller groups at similar
levels, and not an entire classroom with everyone learning the same
lesson despite being at different reading levels. This allows for a
less stressful learning environment without damaging their self-
confidence.

Teacher will use Google Slides to help provide students with

engaging visuals that allows them to be a part of the lesson. This
can help them stay more engaged and focused throughout the
lesson.

DIFFERENTIATING INSTRUCTION

Differentiating Instruction for an English learner: (How do your choices support this student?)
(Identify this student’s EL goals. Describe the assets and
challenges related to this lesson for this English learner. What will
you do specifically support this student for this lesson?)

An EL’s goals would be to improve their use of the
English language when trying to identify different
shapes. The vocabulary isn’t too difficult for an
Emerging/Bridging student. If the homework
assignment is too difficult to write, the teacher will be
writing down the things being asked, and the students
will be recording themselves describing what they
found. This will help them practice their English-
speaking skills in a more private and less stressful
environment.
Since the lesson addresses reading, writing,
and speaking skills I think this is a good
lesson for EL students. The only thing that
might have to be adjusted would be their
spelling, as it would be based on the EL’s
writing ability level.

Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs:
(Identify this student’s special need and relevant IEP goals.
Describe the student’s assets and challenges related to this lesson.
What will you do specifically to support this student for this Since the lesson addresses reading, writing
lesson?) and speaking skills. I think this is a good
lesson for Special Needs. The only thing that
A student with Special Needs might not feel comfortable with a might have to be adjusted would be the
whole classroom. They might not want to volunteer when there are
so many people listening. The smaller, one on one environment
homework assignment expectations, based on
might be more comfortable. I might just have to adjust the the student’s writing level/ability.
homework assignment, if the student is unable to write what they
want to say, a grown up should be able to dictate what they want to
write.
Differentiating Instruction for a focus student needing
social-emotional and academic support:
(Describe the social-emotional assets and challenges for this
student. What will you do specifically support this student for this
lesson?)
Since the lesson will be in small groups, this will allow
for a student with social emotional and academic
support to have a non-stressful environment. Without
the aspect of having to ask for support in front of a large
group of students, it allows for the student’s needs to be
met directly.
Differentiating Instruction
(What will you do for those students who already "get it" and need
to be challenged in different ways?)
For the students who already “get it” you can ask them to write as
much as they can think of for the journal assignment. Not all
students will want to be limited to a singular simple sentence. They
should be encouraged to write as much as they are able to. This
should also help for their final project later on so they have more to
choose from.
Post-Assessment:
(How will you know if students learned both the content and the
language objectives? What informal and/or formal methods will
you use to gather evidence? What criteria will you use to assess
learning? How might pre-assessment be used in your analysis of
this evidence?)
Students will continue the CVC assignment on Seesaw
along with the journal activity for homework. They will
finish their “I chose her because…” sentence, and the
other sight word activities on Seesaw. Their sentence
will later be used for their final project.
(How do your choices support this student?)
This lesson works best when the students
don’t have a stressful environment. This is
true for students who might not even
necessarily have socioemotional needs. Just
the same, adjusting to what they might need
to be comfortable will ensure that the students
are able to do well academically.
(How do your choices support these students?)
For these students you can incorporate something that
might challenge them. For these students it might be
interesting to see if they are able to branch off into
more sentences beyond the basic ones. It might not be
something that all students can do, but for those who
“get it”, this is a good thing to do in order to stimulate
academic growth.
I think this is an engaging and interactive
activity that will help them with their reading,
writing, and research skills. This also allows
them to practice connecting what they’ve
learned from different sources and forming
opinions they can then write about.
 Extension:
(How might this lesson be extended into future content areas or
lessons?)
I will be doing class discussions to monitor how well
they grasp the concepts being taught. I will also be
assigning a writing project assignment on “Seesaw”.
They will be asked to write a poem about a “shero.”
Eventually, all students should have a completed poem
by the end of the unit.
According to Bloom’s taxonomy, having
them in groups will also allow students to
discuss as they go and will help them evaluate
where to go from there. They are able to talk
about what they did and allow for connections
to be made.

I would also want to see how this works for a larger

group of students. I think it might be good to see
students bounce ideas/interpretations off of each other.

*Theories that might be useful for rationales (Note: You may wish to refer to your “toolbox” for
helpful resources further explaining below):
Theories related to the work of Gardner, Vygotsky, Bloom, etc.
Universal Design for Learning: Multiple means of representation; Multiple means of action & expression;
Multiple means of engagement.(the what, how, and why of learning)
Five E’s: Engage, Explore, Explain, Elaborate, Evaluate