Intern Name: Kayla Rockhill

Lesson Title (Subject/Topic): Language Arts

Grade: 2nd
Length of Lesson: *combination of a few instructional activities*
9:05-10:15 (taught the whole time on 3/2)
20 minutes (1st small group rotation starts from 9:50-10:10)
Date Taught: 3/2 & 3/4
LESSON PLAN TEMPLATE
In this lesson…
Overview students will read books & learn/review ee, ie, ea, and e word chunks
books: 2.8cd - ask and answer questions about what is read/locate information
to answer questions (The student will read and demonstrate comprehension of
fictional texts)

Standards of small group: ELA 2.10.

Learning The student will apply phonetic principles to read and spell
1- Use knowledge of consonants, consonant blends, and consonant digraphs to
decode and spells words. (CVVC, CVCC)
2- Use knowledge of short, long, and r-controlled vowel patterns to decode and
spell words.
For the small group — What is the best strategies/grouping to use so that
Essential Questions students can understand different words and spelling?
What sound does each letter make?
Students will be able to…
Objectives Understand fictional text and pull out important details (text evidence)
Read and spell long e words based on how they sound & look
- I can make predictions and apply previous knowledge.
Learning Target - I can use context clues and analyze the text.
- I can identify the long e words.
Students will already be familiar with analyzing fictional texts. This is just
Necessary Prior another example to help them. Other word chunks were previously reviewed
Knowledge too.
Materials sheet (cards) of words, story sheet, highlighter/pencil, board, journal
Introduction/Hook
4 different instructional activities:

- chart on board/brainstorm in journals (what I know & what I want to

Instructional know) to get ready for chick incubator
- read chapter 2 out of chapter book for March month out loud &
Activities & discuss/make predictions
Strategies - read Rainbow Rainforest book — use text features,
LANGUAGE ARTS comprehension/analyze with questions about text

- The small group at the back table: Teacher Time

Review what sound/how ee, ie, ea, and e are different
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 (looking at whiteboard)
Group them together with cards
The students will then whisper read a story (“The Thief”) and highlight the
patterns
Key Vocabulary or ee, ie, ea, e word chunks, context clues, text evidence, predict
Concepts
This is an intro to a new set of words. Every 2 weeks they will be tested.
Assessments They just had an assessment for the other words (spelling/grouping & writing
sentences with the words)
Closure Activity
No specific instructions….
Accommodations students move seats to see the board better
the small groups are already split based on the same reading/writing levels
Resources Resources from Mrs. Ennis (folder from 2nd-grade teacher collaboration/sheets)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)