USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Ashley Mohammed
Grade Level Being Taught:
Kinder
Title of Lesson
Meeting your students’ needs as
people and as learners
(supervisors)
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
(CPALMS/instructional planning
course)
Subject/Content: phonics Group Size: Date of Lesson: 12/1
4-5
Part 1: Lesson Content
Counting syllables
How does this lesson connect to the interests and cultural backgrounds of your students?
Students thrive in the small group environment and work better when they can get more attention. They
also have been struggling with syllables and how exactly they count them
How does this lesson connect to/reflect the local community?
In our classroom we have not been incorporating syllables as much as we should.
ELA.K.F.1.2; Demonstrate phonological awareness.
Blend and segment syllables in spoken words.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
2. Shows age-appropriate phonological awareness
Students have learned about phonological awareness appropriate to their age.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.1.F.1.2
Demonstrate phonological awareness.
Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends,
and trigraphs.
Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes
digraphs, blends, or trigraphs.
Blend single-syllable spoken words with at least five phonemes.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Mohammed

Grade Level Being Taught: Subject/Content: phonics Group Size: Date of Lesson: 12/1
Kinder 4-5

Segment single-syllable spoken words with at least five phonemes.

Segment and blend phonemes in multi-syllable spoken words.

Students will learn more about diagraphs and blending bigger words.
What misconceptions might
students have about this Students may have trouble with words that have a silent e at the end. They also may try to spell the word
content? (talk to your CT) and add/subtract syllables by stretching it out.

Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what). 
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to Students will be able to accurately count syllables in 1-3 syllable words.
do it)
(Note: Degree of mastery does not
need to be a percentage.)

(connect back to 4504/CT

Support/reinforced in
instructional planning)

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? understand

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Mohammed
Grade Level Being Taught:
Kinder
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Subject/Content: phonics Group Size: Date of Lesson: 12/1
4-5
Which level(s) of thinking is/are called for in your objective? _understand
Why did you choose this level(s) of thinking?
students have to do more than recall the information they need to understand why syllables and vowels
correlate.
Describe your assessment plan:
I will have a checklist that I will mark for each student who got it right/wrong.
How does it align with your objective?
It will tell me who can and cannot accurately count syllables.
Is your assessment formative or summative? Why did you make that assessment decision?
formative, it is only a part of the standard and this is based on observations. I chose this because it takes
away the pressure from students.
Student name 1 syllable 2 syllable 3 syllable their name
There will be multiple words for each so if they get it right there will be a checkmark and if they get it
wrong it will be a straight line. I will make it so each box is bigger so there is space for multiple marks in
each box. I will also make note of what words I am using so I can know when students
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Mohammed
Grade Level Being Taught:
Kinder
Management & Environment
(integrated throughout your
step-by-step plan):
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Subject/Content: phonics Group Size: Date of Lesson: 12/1
4-5
struggled/excelled.
✔- correct
- wrong
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
I will be in front of the students either on the carpet or on the back table.
● What processes & procedures will you use? How and when will you communicate those to
students?
I will call on a student and have them answer each word. I will tell students this at the beginning
of the lesson.
● What expectations will you have for the students? How and when will you communicate those to
students?
I will expect students to pay attention, follow the rules, and try their best. This is expected of
students daily and I will remind students of this at the beginning.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
If students do not meet my expectations I will start by using non verbal cues. Whether that be
putting my finger to my lip for no talking, pointing to a classmate who is talking, or pointing to
paper if it applies. I will then go to verbal by saying we need to be quiet or address the problem. If
the problem persists I will sayI do not want to remove a spark point and if students still do not
follow the expectations I will take away a spark point.
● What will students do if they complete the task quickly?
If students complete quickly they will wait patiently until it is their turn again.
cubes
my checklist and pencil
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Mohammed
Grade Level Being Taught:
Kinder
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Accommodations
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
*If you don’t have students who
require these accommodations,
describe what you WOULD do if
you did have these students.
Subject/Content: phonics Group Size: Date of Lesson: 12/1
4-5
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
Since this is a small group it is already differentiated. I will have a few students pulled while Mrs.
Williams will be teaching the whole group. We are doing the same thing however, differentiating the
process to cater to students.
Which specific students will benefit, and why?
The students in both groups will benefit. This group is getting more small group instruction and the
other group is getting instruction catered to their needs.
How will you adapt this lesson to meet the needs of individual students or groups of students?
(content? materials? level of support? pace? etc.). Make connections to your student asset profile.
I am differentiating by giving the students who benefit in small groups the chance to be in a small group.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
● Pre-Production Level: Pulling a one on one and giving the student a chance to get one on one
instruction.
● Early Production Level: Pulling one on one and giving personalized instruction for syllables.
● Speech Emergence Level: Pulling a small group with other students who my be EL
● Intermediate Fluency Level: Pulling a small group with others who may be EL but starting to
integrate,
What accommodations will you make for students who have an IEP or 504 plan?
I will put them in the small group that benefits them. They can have fidgets and flexible seating.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Mohammed
Grade Level Being Taught:
Kinder
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be
distributed?
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the teacher
do?
◻ What will you as the teacher
say?
Subject/Content: phonics Group Size: Date of Lesson: 12/1
4-5
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
I will have them in a group where they can be working deeper into the standard.
1. What is the content area for this lesson? phonics-syllables
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) guided
3. Step-by-step plan:
Time: Action Steps:
0:00 “today we are going to be counting syllables. Who knows how to count syllables? We need to
remember that each syllable is going to have a vowel. ”
0:01 “We can clap or use our fingers! but today we are going to be using something different. We're going
to be using cubes.”
0:02 “Let's do one together. hello. How many syllables are there? Now let's put 2 blocks together and
point to them hello.”
0:04 “I want you to try now. bed” “how many syllables does bed have? show me with your blocks”
0:05 “Good job bed is one syllable. How many vowels does bed have?”
0:06 “Now let's try doctor” “How many vowels does doctor have? Now how many syllables should it
have? show me on your cubes.”
I will continue this with the words: table, computer, felt, napkin, cactus, basketball, important, orange, sit,
band, and their names At the end if time permits I will introduce silent e words like, kite, ride.
0:20 “I want you to keep your blocks in front of you. Who can tell me what we have learned today?”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Mohammed

Grade Level Being Taught: Subject/Content: phonics Group Size: Date of Lesson: 12/1
Kinder 4-5

◻ What will the students do?

◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?

FEEDBACK:
best attempt on keeping kids focused
had them wave at the camera to let them get the excited out
good job readjusting lesson to help students understand how to count the blocks
good job taking time to go back and re explain when needed
(this was done orally I just took notes of it)