Intern First & Last Name

Duke Knepp

Course Name, Period, Date

Ed career Intern, 1-2, 12/5

Q2 Lesson Plan Project

Lesson Goals or Learning Targets (Word these as measurable student outcomes.)

-Students will understand Phonics and when to use the proper form of th or sh
-Students will understand the word “families” that share the same start or end root

Lesson Objectives or Success Criteria (Word these as student actions, use verbs.)

- Students will learn how to integrate that into their writing

-Students will translate the sounds of the words into writing

CSTP Rationale (Describe the ways your lesson aligns with the six California Standards for the
Teaching Profession)

CSTP 1 Engaging and Supporting All Students in Learning

Everyone gets a chance to share their answer or how they think the word is pronounced

CSTP 2 Creating and Maintaining Effective Environments for Student Learning

I used the projector efficiently and gave them a visual aid. I will also make sure the
students who aren’t understanding it get caught up and learn the material

CSTP 3 Understanding and Organizing Subject Matter for Student Learning

It is basic spelling so I have a good understanding of it but I organized the two
worksheets assigned to build on each other and get harder for them

CSTP 4 Planning Instruction and Designing Learning Experiences for All Students
I am going to group certain students up based on what I have observed and set them
up for maximum learning

CSTP 5 Assessing Students for Learning

There is a warmup including all of the phonics on the following worksheet
 CSTP 6 Developing as a Professional Educator
This is my first official lesson plan with a younger audience (2nd graders) I am learning how to
adapt to their needs and help them without assisting them to much

Lesson Plan Content (Written narrative paragraph about the lesson content.)

I will start the lesson by introducing the word phonics, what a phonic means and the times
when phonics occur. I will hand out their spelling worksheet as I am explaining this. Then we
go into the lesson and I ask for volunteers to answer words that start with sh. After finishing
the first half of the page they are instructed to finish the rest of it on their own. Students have
a jumbled list of words that started or ended with sh and th. Once that is finished we go to the
backside. Instead of writing the word you fill in the blanks with either a sh or th. Once this is
finished they are then told to do a worksheet with a partner where they find the “code” being
used to spell out a word

Instructional Procedures

 Focusing Event (Describe how you will get students to focus attention on your teaching.)

My class always responds to “Bum bum budumbum” then they respond with “Bum
Bum!”

 Instructional Strategies (Click into that link for help describing all instructional methods you will
employ during the lesson. Remember, instructional strategies fall into one or more of the
following broad categories: DIRECT, INDIRECT, EXPERIENTIAL, INTERACTIVE,
INDEPENDENT STUDY)

Direct- Lecture to start about phonics

Indirect- Reflective discussions about what noise the sh and th makes before we
continue
Experiential- They do a game like worksheet where they find the “code” that spells out
a word
Interactive- They were allowed to work with a partner on the last worksheet given
Independent- They complete ¾ of the page on their own silently
  Student Participation (How will you engage students and get them on board to participate?)

Call on volunteers to answer what words start with sh and make sure everyone gets a
chance to speak

 Formative Check (How will you check that all students are involved and engaged in the lesson?

Walk around once they are told to work independently and answer any questions
being asked.

 Closure (How will you end the lesson purposefully, with intentionality?)

Do one final recap and ask the class to say in unison what sounds the two consonants
together make and why.

 Assessment (How will you assess that students achieved the lesson goals or learning targets?)

Their Independent worksheets must all be completed and turned into the teacher at
the end of the spelling lesson

Lesson Plan Materials (Include everything needed to successfully complete the lesson with
the full class. Remember to include all supplies, as well as technology, whiteboard space,
classroom space, etc.)
Projector
Pieces of paper/ worksheets
Pencil
marker

Mentor Teacher Signature & Date (verification you implemented this plan)

Optional Mentor Feedback: