Daily Lesson Plan

Name: Madison Miller Date: February 26th, 2024

Subject: Language Arts Topic: Spelling
Grade: 5th Length of Lesson: 1hr and 15 min.

The Big Idea:

How can syllables help with spelling?

Domain: Conventions for Standard English

Cluster: Not Available

Standard: ELA.5.37
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
- Spell grade-appropriate words correctly, consulting references as needed.

Specific Objective: The student will be able to spell grade-appropriate words with 90%
accuracy, as measured by a spelling test.

Method(s): This lesson involves different strategies of visual, auditory, and kinesthetic learning
modalities. For visuals, the whiteboard will be used to show examples and page numbers. Auditory
modalities are demonstrated through lectures, class discussions, and questions. Kinesthetic learning
involves hands-on activities.

Materials/Equipment/Technology/Community Resources:

- Whiteboard
- Marker
- Pencil
- Reading workbook

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

*This portion of the lesson is delivered in front of the class.
Explain to students: We have new spelling words this week. The spelling test will be next friday. Let’s
read the words first.
The new words are:
 - Unusual
- Underwater
- Regain
- Repaired
- Unaware
- Unfriendly
- Unfinished
- Unimportant
- Refreeze
- Replenish
- Reunite
- Rediscover
- Rewrap
- Disconnect
- Discourage
- Dishonest
- Nonspecific
- Misguide
- Overwhelm
- Submerge

Guided Practice:
*This portion of the lesson is delivered in front of the class.

Ask students: Are there any words on this list that you don’t know? *Allow students to answer. Explain to
students: I want you to open your reading workbooks and turn to page 200. Explain to students: For
numbers 1-10, you will write the spelling word that best completes each analogy. Ask students: What is
an analogy? *Call on students to answer. Explain to students: An analogy is a comparison between two
things. Explain to students: Let’s look at #1. *Read - Busy is to idle as noteworthy is to _________. Ask
students: Looking at the word bank, which spelling word would best complete this sentence? *Call on
students to answer. Explain to students: The answer would be unimportant. Ask students: Does everyone
know what to do for numbers 1-10? Ask students: Put a thumb’s up if you understand. Put a thumb’s
down if you are confused. Or put a thumb in the middle, if you think you understand but you have a
question. *Allow students time for questions, if needed. Explain to students: For numbers 11-20, you will
write the spelling word that best completes each sentence. Let’s look at #11. *Read - My dog tore open
the gift, so I had to ____________ it. Ask students: Looking at the word bank, which spelling word would
best complete this sentence? *Call on students to answer. Explain to students: Rewrap would be the best
spelling word for this sentence. Ask students: Does everyone know what to do for numbers 11-20? Ask
students: Put a thumb’s up if you understand. Put a thumb’s down if you are confused. Or put a thumb in
the middle, if you think you understand but you have a question. *Allow students time for questions, if
needed.
Independent Practice:

Explain to students: Turn to page 198. Explain to students: On page 198 , I want you to write the twenty
words in cursive. *Write the page number on the board. Explain to students: Turn to page 199. *Write the
page number on the board. Explain to students: On this page, you will write the spelling words that begin
with each prefix. Explain to students: Turn to page 201. You will underline the six mispelled words in the
cast of characters and scee dexfiptio below. Write the words correctly onn the lines. *Write the page
number on the board. Explain to students: Turn to page 202. You will add the prefix to each word to form
a spelling word and write the spelling word o the line. Then, at the bottom of the page, you will write
these spelling words on the lines in alphabetical order ad alphabetize them to the third letter. The words:
rewrap, underwater, refreeze, overwhelm, and replenish. *Write the page number on the board. Ask
students: Does everyone know what to do for the pages I just went over? Ask students: Put a thumb’s up
if you understand. Put a thumb’s down if you are confused. Or put a thumb in the middle, if you think you
understand but you have a question. *Allow students time for questions, if needed.

Differentiation: (You need to address in your differentiation of the lesson how you will meet the
needs of the 3 Tiers. Be specific!)

Tier 1 Learners: For Tier 1 learners, the lesson is designed to benefit visual, auditory, and kinesthetic
learners. For visual learners, examples and page numbers are shown on the whiteboard. Auditory learners
will be guided with questions, explanations, and discussions. Kinesthetic learners will have hands-on
activities.
Tier 2 Learners: For Tier 2 learners, students can be placed into smaller groups (2 to 5) to receive the
same instruction used in Tier 1. Students are to receive the same instructional materials and methods that
are also to be used for Tier 1 instruction, with more teacher-student interaction that provides specific
corrective feedback. Students can also repeat directions.
Tier 3 Learners: For Tier 3 learners, this could include individual interventions that are evidence-based
strategies that meet the needs of each student. A smaller group size (2 to 3) should also be considered.

Evaluation/Assessment:

Formative: Throughout the lesson, students are asked if they understand the spelling words. Class
discussions are included, with the topic being what the word means and how it can be used in a sentence.

Summative: Students will take a spelling test on Friday.

Wrap-Up(Lesson Closure) /Concluding Activity:

Students will complete the workbook pages that have been assigned.