UH COE Lesson Plan Template (Direct Instruction)

Name of Teacher Candidate Yahaira Luna

Lesson Overview
Grade Level Kindergarten
Estimated Time Needed 45 minutes

During this lesson we will be learning and going over syllables and how to
break those multisyllabic words into syllables! As the teacher, I will review
what a syllable is and why it is important to know how to break words. I will
emphasize that there are three different methods of doing so: clapping them
out, using our hand under our mouth, and jumping them out. We will have a
pocket chart labeled: one syllable, two syllable, and three syllable. I will pick
Lesson Description
a picture and the students will have to identify the word that belongs with
the picture. After this, we practice breaking the word into syllables with the
three methods stated above. Once we are done doing this, the lesson
moves onto independent practice where the students will have either a two
or three syllable sort worksheet. They will complete a worksheet based on
their skills and turn it in.

K.2(A)(vi) Demonstrate phonological awareness by segmenting multisyllabic

Content Area Standards words into syllables.

N/A
Technology Standards
TSWBAT break multisyllabic words into syllables.
Objectives

Resources/Materials/Tools
- Syllable/s
Terms/Vocabulary - Words on the syllable sort.

- Class Dojo
Technology Resources - Timer

- Two different syllable sort worksheets.

Other Resources

Lesson Procedures
This template is built on the
traditional “Madeline
Hunter” lesson structure.
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe
the flow of the lesson-the content to
be presented, and the strategies to
be used. Include actual words you
will use and questions you will ask
Describe how each stage of
the lesson will be managed,
including role of teacher and
learners (who is doing what
at each point), location (e.g.,
classroom, computer lab,
outside), and any special
considerations, such as for
differentiated instruction.
Cite specifically what
resources for this activity
will be used, and describe
in detail how they will be
used.
Note who will be using the
tool and in what ways. Note
any safety considerations
needed.
UH COE Lesson Plan Template (Direct Instruction)
students. Consider items such as:
parts of the lesson that might be
difficult, and how you will know
whether you can go on; how to
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
1. Before the lesson
begins, the TC will
bring the students to
The teacher will:
the carpet and go over
MAC-ing out!
● introduce the
Expectations and
puppet and the
rules will be covered
rules for the
during this time.
puppet.
2. The TC will introduce
The students will:
their little puppet
friend and ask the ➢ The TC’s
● meet the TC’s
students if they could puppet:
puppet,
remind the TC ways Petunia
Petunia and sit
we can break
Focus/Anticipatory Set at the carpet
syllables. ➢ Pocket chart
(motivational hook) and listen
on the board.
intently to the
3. The TC will throw out
rules and
2 different words we ➢ Pictures of
expectations.
have used in the past the words.
● actively listen
and ask the students
and answer
to show how they
questions the
break those words.
TC asks.
● break past
4. The TC will connect
words they
the prior lessons and
have broken
move onto the lesson
before into
of that day.
syllables.

~ 3 minutes
Content-input 1. The TC will ask the
students the following
(Could include content questions: ➢ Pocket chart
outline, presentation, on the board.
questioning, modeling, - What are syllables?
examples) Syllables are parts of the word The teacher will: ➢ Pictures of
Modeling: Should include where there are breaks. We the words.
both Tier 1 (examples) and can hear the breaks! ● explain and
Tier 2 (think aloud) model what
UH COE Lesson Plan Template (Direct Instruction)
- What are some ways syllables
that we can break look/sound
words into syllables? like.
Hand under our mouth, ● ask probing
clapping, and jumping. questions.

- How do we know
when it's only ___ The students will:
syllables?
We know because we hear the ● listen intently
break in the word. and participate
when the TC
2. The TC will choose a asks
word and will break it questions.
and model what they
mean.

3. The TC will ask the

students to do the
example with them.

4. The TC will then go

onto doing the
practicing with the
students.

~ 5 minutes
1. The TC will have a The teacher will:
pocket chart hanging up
and popsicle sticks to ● model and ask
pick students and the probing
students will have to questions.
match the flashcard of a ● choose
picture to the word. students to
➢ Pocket chart
participate.
Guided Practice on the board.
2. As a group we will now ● redirect the
Include Check for
clap the syllables, put a students when
Understanding Questions ➢ Pictures of
hand under our mouth to needed.
the words.
feel the breaks, and
jump the syllables. The students will:

3. As a group, we will do ● actively listen

this for four different and sit on the
words. carpet
MAC-ing it out.
UH COE Lesson Plan Template (Direct Instruction)
4. The student chosen ● clap the
from the popsicle stick syllables, put a
will ultimately be the one hand under our
that tells the TC which mouth to feel
column the word goes the breaks,
in. and jump the
5. As a class we will syllables.
discuss why it belongs ● help the TC by
there. participating.

6. Once this is done, the

TC will also have big
pictures of the
independent practice
pictures to help the
students know what the
pictures are before they
do it on their own.

~ 10 minutes
The teacher will:
1. The TC will set the
expectations and ● explain the
explain the assignment
assignment before and set the
allowing the students expectations.
to go back to their ● walk around
seat. and monitor
➢ Online Timer
the students to
2. The TC will pass out make sure they
➢ Two Syllable
the assignment and are ok.
Sort
set the timer. ● ask questions
Independent Practice Worksheet
to check for
Include Check for
3. The TC will walk understanding.
Understanding Questions ➢ Three
around and monitor.
Syllable
- “Make sure you are
Worksheet
breaking up the The students will:
syllables in your head
or clapping them out!” ● complete
their
4. Some students will assignment.
receive two syllable ● ask
sorts and some will questions if
receive three syllable needed.
sorts due to
differentiation.
UH COE Lesson Plan Template (Direct Instruction)

5. The students will

complete their
Syllable Sort
assignment within 20
minutes and have it
ready to turn in.

~ 20 minutes

1. The TC will ask the

students to come up
and volunteer if they
The teacher will:
would like to share
their new learning.
● recap what
was taught in
2. The TC will have a
the lesson.
last discussion and
● ask the
recap what they have
students
learned and why it is
questions.
important for the
Closure
students to be able to
The students will:
break the words. (it
helps when we are
● listen intently
learning to read!)
and participate
when the TC
3. The TC will officially
asks
close the lesson and
questions.
connect it to reading
later in the day.

~ 5 minutes
Plans for Leading a Discussion Following Guided Practice and Independent Practice
Launch Frame

➔ Ok friends, now that we are done practicing together can someone

remind me what a syllable is?
➔ Why is it important we know how many syllables there are in words?
Plan for Leading a 5-10
minute Discussion
Eliciting, Orienting Questions to ask During the Discussion
Following Guided Practice
➔ Is it the breaks in a word?
➔ Can someone tell me a word that only has one syllable?
➔ Can someone tell me a word that has two syllables?
➔ What about a word with three syllables?
UH COE Lesson Plan Template (Direct Instruction)

Conclusion Frame

➔ You all did awesome! Ok so now we are going to be practicing this on

our own. I want you all to look up here to these sheets I have! This side
says one, two and three, this is a syllable sort. We are going to be
cutting and then pasting on our own. When you get to your tables I want
you all to look at your sheets and try to see what the pictures are. After
this, you will break the words into syllables on your own. You will then
cut cut cut and then throw your trash away. Do you take out your glue
before throwing everything away? NOOO! Exactly. After you have cut
out your pictures, you will then paste it into the column it belongs.
Alright, now stand up! Go to your tables: table 1…. table...3….table..4….
table 2…. You may begin your work! Remember if you need help, call
me over so I can help you!

Launch Frame

➔ Thank you all for coming back to the carpet so nicely and attentively.
Can someone share one of the words they put in the one/two/three
syllable?

Eliciting Orienting Questions to ask During the Discussion

➔ Which word was the most difficult to figure out for you all?
➔ How did you all know it was a ____ syllable word?
Plan for Leading a 5-10 ➔ Did you all use your hands to clap it out?
minute Discussion ➔ Are all words one syllable?
Following Independent ➔ Why is it important we know how many syllables there are in words?
Practice
Conclusion Frame

➔ Ok my lovelies, I am so proud of you all for actively listening,

participating, and learning how to break some words into syllables. We
learned up to three syllables and since we are doing awesome work, we
might be able to start doing even bigger words next! For right now, we
are going to get ready for us to go to recess and lunch, but I can’t wait
for us to learn how to do even bigger words because we are great
learners!!!!

Plans for Differentiated Instruction/Accommodations

I also use ASL with our SPED students as cues for them to understand my
expectations. I will also come around to them for extra reminders, redirecting,
Special Education
and/or explanations. I will also reinforce positive behavior with class dojo points
Students
for one student in particular.

English Language I try to use a bit of ASL when it comes to our ELL students as well as using
UH COE Lesson Plan Template (Direct Instruction)
Learners visual cues with pictures or my own body. I also provide sentence stems and go
to them during independent practice to make sure they understand the
directions.

I will ask more rigorous questions to my GT students and allow for them to
explain their thinking during discussions in order for them to practice verbalizing
their thoughts as well as helping others understand. I will also ask them to write
their full name on their paper, not just their first name.
Gifted and Talented
Some students will be receiving three syllable worksheets instead of two
syllable worksheets. This will allow them to have a bit of extra challenge.

Other:
Assessment

The following day, there will be an assignment that will truly test their knowledge where they will have to
break the word into syllables independently. I will be using the information from this assessment for my post
observation assessment.

Classroom Management Plan for the Lesson

➢ In our classroom, we use Class Dojo for reinforcing positive behaviors as well as keeping students on task.
➢ We also refer to MAC (Movement, Activity, and Conversation.) Within each we identify what it is we are
doing in levels.
➢ Students are expected to raise their hands if they want to answer and/or need help.

Lesson Resources