Dakota State University

College of Education

LESSON PLAN FORMAT

Day 1

**Be sure to reference the Lesson Plan Rubric for prompts and guidance for each section!**

Name: Makayla Neill

Grade Level: 4th
School: N/A
Date: 9/17/2023
Time: 35mins
Reflection from the prior lesson (Even if you did not teach the previous lesson, what did you observe that
will help you prepare and teach this lesson? Were prior objectives met? Were students engaged? How will you
remediate any problems?)
● Students Struggled with CVC words and needed some one-on-one work in small groups with students
at the same level as them.
Lesson Goal(s) / Standards
● Students to gain a better understanding of phonological skills
● CVC words
Lesson Objective(s) - (please list corresponding assessment used)
● Students will work on identifying and building CVC words
● Practice spelling the CVC words
● Overall students will learn CVC words
Materials Needed
● Whiteboard and markers
● CVC word flashcards
● Large paper or poster for word creation activity
● Scissors
● Glue
● Crayons or markers for drawing

Contextual Factors/ Learner Characteristics (e.g.... How many boys vs. girls, students on IEPs, ELLs
(English Language Learners), students on behavior plans, characteristics of the class such as talkative, high-
poverty, etc.) In this instance, you can talk about your students - and sum up what you know about your
students based on both the screener and diagnostic assessments you have given. In the second lesson, you
can add any information that you learned formatively in your first lesson.
● 4 students in the small group
● 3 girls and one boy in the group
● ELL not known

A. The Lesson

● Introduction (include time allotment) 10min

○ getting attention: 123 eyes on me

○ relating to experience and/or knowledge: Go over flashcards and ask the students if they know
what types of words they are looking at. Students then can recall some simple CVC words.
 ○ creating a need to know: Talk about the importance of CVC words and how we can use them in
reading and writing.
○ sharing objective, in general terms: Tell students that today we are identifying and creating a
visual for CVC words.

● Content Delivery (include time allotment & instructional methodologies) 25 minutes

I will give the students a set of flashcards to the students to identify and then have them use the poster paper
and colors to write and cut out the letters and place them as they spell in and sound it out.

The words will become more complex as the students begin to work through the flashcards.

After the students identify the words and can read them I will have the students draw a corresponding picture
for the words next to the word.

The students will turn these pictures and words into a word wall for the classroom.

● Closure (include time allotment) 5 mins

Relook at the words we worked with and have the students identify the words one more time
and do a check-in on how they are feeling on CVC words.

D. Resources None

Observations of Student What this tells you about what they need next.

Tell me how I can build the next lesson to fit the

I will be watching for what type of CVC words the students.
students struggle with and the similarities and
differences between them.

I will also see if they struggle with identifying and

comprehending.
 Dakota State University
College of Education

LESSON PLAN FORMAT

Day 2

**Be sure to reference the Lesson Plan Rubric for prompts and guidance for each section!**

Name: Makayla Neill

Grade Level: 4th grade
School: n/a
Date: 9/17/2023
Time: 35mins
Reflection from the prior lesson (Even if you did not teach the previous lesson, what did you observe that
will help you prepare and teach this lesson? Were prior objectives met? Were students engaged? How will you
remediate any problems?)
● Students need practice with larger CVC words
Lesson Goal(s) / Standards
● Students will be able to identify larger CVC words
● Students will be able to read CVC words in sentences
Lesson Objective(s) - (please list corresponding assessment used)
● Students will be able to identify larger CVC words
● Students will be able to read CVC words in sentences
Materials Needed
● Sentence strips
● Highlighters
● And notebooks
● Pencils
Contextual Factors/ Learner Characteristics (e.g........ How many boys vs. girls, students on IEPs, ELLs
(English Language Learners), students on behavior plans, characteristics of the class such as talkative, high-
poverty, etc.). In the second lesson, you can add any information that you learned formatively in your first
lesson.
● 4 students in the small group
● 3 girls and one boy in the group
● ELL not known

Connection(s) to Research & Theory (what learning theory or research-based method supports your chosen
methodology or assessment?)
Constructivism as the students will be building on previous knowledge to develop a new understanding.

A. The Lesson

● Introduction (include time allotment) 10 mins

○ getting attention: Are you ready kids?!
○ “Eye Eye Miss Neill”
○ relating to experience and/or knowledge: Last lesson we worked on short CVC words and now
we are building on that and looking a sentences to pick out the CVC words and look at CVC words
that are a bit more complex.
○ creating a need to know: Showing the students how longer CVC words can pop up in our
everyday reading and can be important to read to understand the context of the text that the
students read.
○ sharing objective, in general terms: Today the student and I are going to look at one sentence on
stips find the CVC words, and then break the words down to see how they are CVC words.
 ● Content Delivery (include time allotment & instructional methodologies) 25 mins

I will have a few CVC sentence strips with the CVC word highlighted to show the students what we are looking
for and then do a few examples with them.

I then will have the students start to identify them and highlight each student will take turns as they work
together.

Then we will work together to break down the words and break down the word into cucks to identify the CVC
pattern on the whiteboards.

As we work through this I will make observations of the students to see if we can move to more complex words
or if we need more practice on simpler words.

● Closure (include time allotment) 5 mins

Relook at the words we worked with and have the students identify the words one more time and do a check-in
on how they are feeling on CVC words.

B. Assessments Used (How do you know they are learning?)

Observations and based on the words that can be identity.

D. Resources
CVC words and sentences picked by the teacher.