Name Shalinn Weaver

Subject Spelling
Grade Level Third grade
Date/Duration 9/5/2023- ~20 minutes
RATIONALE Standards (SAS and PA Keys)

Standard - CC.1.5.3.G
Demonstrate command of the conventions of standard English
when speaking based on grade 3 level and content.

Standard - CC.1.1.3.D
Know and apply grade-level phonics and word analysis skills in
decoding words. • Identify and know the meaning of the most
common prefixes and derivational suffixes. • Decode words
with common Latin suffixes. • Decode multisyllable words. •
Read grade-appropriate irregularly spelled words.

Standard - CC.1.4.3.L
Demonstrate a grade-appropriate command of the conventions
of standard English grammar, usage, capitalization, punctuation,
and spelling.
Big Idea Statement
Identify and know the meaning of the most common prefixes
and derivational suffixes. Decode words with common Latin
suffixes. Decode multi-syllable words. Read grade appropriate
irregularly spelled words.

Demonstrate command of the conventions of standard English

when speaking based on grade 3 level and content.

Report on a topic or text, tell a story, or recount an experience

with appropriate facts and relevant, descriptive details; speak
clearly with adequate volume, appropriate pacing, and clear
pronunciation.

Rules of grammar and convention of language support clarity of

communications between writers/speakers, and
readers/listeners.
 Essential Question Statement
How do strategic readers create meaning from informational
and literary text?

How do task, purpose, and audience influence how speakers

craft and deliver a message?

How do speakers employ language and utilize resources to

effectively communicate a message?

How do grammar and the conventions of language influence

spoken and written communication?
Objective Statement (Audience, Behavior, Condition,
Degree)
The third grade students will be able to complete all task cards
given to them successfully in small groups with a proficiency of
at least 15/20 correctly spelled words.
Vocabulary
Happen, Lettuce, Basket, Winter, Sister, Problem, Supper.
Subject, Lesson, Spelling, Napkin, Collar, Traffic, Suggest,
Puppet, Pumpkin, System, Planet, Picnic, Skillet.
LESSON Pre-Assessment of Students
PROCEDURE I will ask the students questions about their knowledge of secret
missions, spies, detectives, tasks, etc. to give the students an
idea of what they will be doing.
Activating Prior Knowledge
I will ask the students if they remember the spelling list and
have them call each word one-by-one.
Hook/Lead-In/Anticipatory Set
I’ll play the Mission: Impossible theme song and sneak around
the room asking them if they are ready for their mission. Each
student at each table is on a super secret mission. Their mission
is to complete all six tasks in their folder as a team.
Modeling the Concept
I will explain the contents of the folder as a whole group before
they work with the students at their table. I will take each task
card and show them examples on how to do each task.
Guiding the Practice
 I will walk around the room checking each student’s progress
and answer any questions they may have.
Providing Independent Practice
Each student is completing the task on their own going over all
20 of their spelling words on that task card. Once they are done,
they can grab a “challenge” task card to work on.
Closure/Summary/Review of Learning
The students will fill out the progress check papers and place
them in the green spelling bin for me to grade.
TRANSITIONS Discussing the lesson, Mission: Impossible theme song while
sneaking around, giving them their secret mission folders,
collecting the folders, passing out the progress check paper, and
turning the paper in.
READING ● Top Secret files
MATERIALS, ○ A list of their spelling words
TECHNOLOG ○ Six task cards (laminated)
Y, AND ○ A few challenge task cards (unlaminated)
SUPPLIES ● Paper
● Pencil (each student should have one)
● Crayons
● Music
○ https://youtube.com/playlist?list=PLPKG-c1_N
mmj1pLVFqMwhbzb-5sQdZgGt&si=ypq3RTAe
z6pvP-tk
EVALUATION Formative Evaluation
OF THE I will walk around the room and observe every student
LEARNING/M completing their secret mission task card. During the
ASTERY OF observation, I will check for progress, especially with the
THE frequently misspelled words on the pre-test from Friday.
CONCEPT
Summative Evaluation
At the end of the secret mission, the students will complete a
progress check paper. The paper contains all 20 spelling words
and the students will have to circle the correct spelling of the
words from the two spellings given for each word.
INDIVIDUALIZ Accommodations
ED STUDENT Some students receive a reduced spelling list through their IEP.
SUPPORTS
 Modifications
Some students receive a reduced spelling list through their IEP.
Those students will receive a progress check paper with their
reduced words on the front. They are also given the option to
attempt the rest of the spelling list on the back as a challenge.
Enrichment
I will have the students work on the Challenge Words on the
spelling list with some more challenging task cards: Skillet,
Picnic, Planet, System, and Pumpkin.
REFLECTION I feel like this went really well. One thing that I would attempt
to change is not falling backward in front of the class as I sneak
around the classroom. Students were engaged and giggling.
Some students were done earlier than I expected, so I added
some “challenge” cards in there. I explained how to do them as
students picked them.