This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Wesley Brooks-Jones Grade-Level:1st Lesson Date: 11-29-32
Title of Lesson: SMALL GROUPS Cooperating Teacher: Katherine Matthews

Core Components
Subject, Content Area, or Topic

ELA/ phonics
Student Population
19 Students
Learning Objectives
- TSW blends multisyllabic words at the syllable level.
- TSW recognizes and writes capital and lowercase letters and state their corresponding
sound.
- TSW produce a word that has the same beginning sound as a spoken word

Virginia Standard(s) of Learning (SOL)

SOL: K.3 a Begin to discriminate between spoken sentences, words, and syllables
c Blend and segment multisyllabic words at the syllable level.
e Identify words according to shared beginning and/or ending sounds.
f Blend sounds to make one-syllable words
g Segment one-syllable words into individual phonemes
K.6 a Identify and name the capital and lowercase letters of the alphabet.
b Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.
d Identify initial consonant sounds in one-syllable words.
e Identify final consonant sounds in one-syllable words.
K.10 a Print capital and lowercase letters of the alphabet independently

Materials/Resources

- Letter flash cards

- Sight word flash cards
- M, R, B, S cans
- letter sort
- M exit ticket

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

X Reinforcing Efforts & Providing Recognition 29%

Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations

Time
(min.) Process Components
*Anticipatory Set
- TTW begin the lesson with a letter sound review by showing using
letter flash cards and asking the students what letter it is and what
sound it makes
- TTW correct any misconception and model proper name and sound
- TTW model any remediation if needed
*State the Objectives (grade-level terms)
- I can name letters.
- I can track print.
- I can read words.
- I can decode words.
- I can read sentences
*Instructional Input, Modeling, or Procedures
- TTW REMIND students of the expectations of small groups by
reminding and modeling whole body listening:

My eyes are looking at the speaker

My ears are listening

My mouth is quiet

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

My hands are to myself

My body is still

My brain is thinking about what is being said

My heart cares and shows respect

*Check for Understanding

- TTW use questioning strategies to assess students understanding

*Guided Practice
- TTW review quarter Quarter 1 Sight Words with students by flashing
each card and giving them a chance to identify the word then helping
only if needed
- TTW display four Cans with four letters on them ( R, M, S, B) Each
can has pictures that either has the one of the following letters on them
or is a picture of a objects that starts that has one of the following
beginning sounds
- TTW will evenly distribute each pictures from each can and ask the
students to not touch it
- TTW then pick up of the letter cans and ask each students if they have
a picture with that starts with the letter can that I am holding
- TTW ask the students to identify how the beginning is the same as the
letter can sound and/or ask if the letter is capital and lowercase
- TTW correct any misconceptions and provide necessary modeling
- TTW will introduce the letter sort by giving the a capital or lowercase
R, M, S, B and ask the students to sort all the letters correctly
*Independent Practice
TTW complete a exit ticket that ask the students to color the picture that has a
‘M” beginning sound
Assessment
- TTW take anecdotal notes and use exit ticket to assess student’s
understanding

*Closure
- TTW will close by reviewing letter sound review

Differentiation Strategies
- some of the groups will only focus on letter sound and name while other
groups focus on multiple letter names and sounds
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Classroom Management Strategies

- TTW will use positive learning strategies to mange lesson
1. Whole body listening
2. verbal redirection
3. Modeling the right behavior/ Recognition of the right behavior

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

Reflection
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

This lesson was my first time teaching a small group lesson as I was not able to teach

small groups in my first placement due to beginning of the year testing and my

cooperating teacher moving to a new grade so she had to re-learn how 1st grade

small groups operate herself. I came with the hope that I would see more small

groups in this placement due to it being a latter part of the school year. However, due

to district changes, the teachers were still doing PALS testing. Finally, I was able to

see my cooperating teacher model small groups and she did so for a few days before I

took over. In my small group, I was able to get a closer gauge on students'

phonological skill set. I was able to see that some students who I thought knew more

didnt and some students who I thought didn't know as much, actually showed more

skills that they did not present in the whole group time. I began to see the importance

of small groups and how vital it is to a student's success. In the small group, I was

able to give more attention and correction than I have ever in whole group

instruction. Research shows that small groups “ improves academic achievement,

relationships with classmates and faculty, and promotes psychological well-

being”(Davidson, 2015) In the future, I would work to have my small group

materials more organized and prepared so I can have less jumbling around and more

time to maximize on closing the and meeting the needs of all the students

Reference
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Davidson, N. M. (2015). Guide to Small Group Learning - Harvard Kennedy School.

Using Small Groups to Engage Students and Deepen Learning in New HKS

Classrooms. Retrieved December 1, 2022, from

https://www.hks.harvard.edu/sites/default/files/Academic%20Dean's%20Office/Guide

%20to%20Small-Group%20Learning.pdf

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021