Lesson Plan Components - Grades 1-12
Subject/Course: Language Arts
Name: Taylor Thomas
Grade Level: Mrs. General 1/2
Date(s) & Time(s): 9:35-10:00
Topic: Morning Calendar & Heggerty Phonemic
Awareness Week 19
Length of Lesson: 25 minutes
EXPECTATION(S)
Specific Expectation(s):
B2. Language Foundations for Reading and Writing
Phonemic Awareness:
B2.1 use understanding of the sound structure of spoken words to orally isolate, blend, and segment phonemes, from simple
structures with two phonemes to structures with more phonemes
Learning Goal(s)/Refined Expectations(s):
Students will be able to recognize and produce rhyming words.
Students will be able to isolate, blend, segment, add, delete, and substitute phonemes in words.
Students will develop awareness of r-controlled vowels (ar, er, ir, or, ur).
Students will strengthen their phonological processing and word manipulation skills.
Success Criteria (if appropriate):
Students can identify whether two words rhyme. Students can Isolate and say the beginning, middle, or final sound in a
word. Students can blend and segment words into individual phonemes. Students can add, delete, or change sounds to make
new words.
ASSESSMENT/EVALUATION
Curriculum
Strategy: Participation
Learning Skills
Skill(s): Responsibility
Recording Device: Anecdotal Notes, Observations
Recording Device: Anecdotal Notes, Observations
DIVERSITY AND INCLUSIVITY
Use of hand gestures for students to follow along.
Slowing down instructions, and modelling hand movements before instructions.
LEARNING ENVIRONMENT (Physical Space)
Students will be instructed by table groups to have a seat on the carpet area in front of the teacher chair. During movement
break, students will be asked to walk safely and quietly to either side of the room.
RESOURCES AND MATERIALS
Heggerty “Week 12” lesson guide
Letter blends sound flashcards
Heart word flashcards
TEACHING/LEARNING SEQUENCE
Beginning/Activation:
By 9:35 all students should be back/done with their reading groups
Display morning message on the smartboard:
- She:kon. Good morning. Today is Tuesday.
- In health, we will be learning about common food allergies. Later today, we will have music and we will learn about
beat and tempo.
- How was your weekend? Allow each student to share one thing they did over the weekend. Model how a response
should sound. Ex: On the weekend, I gave myself time to bead because I enjoy beading.
Before beginning heggerty (phonics) lesson on the carpet, guide students through the morning calendar routine
Move to the back of the classroom, where the calendar bulletin board is
1. Read and say today’s date – Invite a student up to help read the date
Identify Days of the Week (Today is, Yesterday was, Tomorrow will be), What day was it _____ days ago?, What day
will it be in ____ days?
2. Enter and count Number of Days in School
3. Represent Number of Days in School using Base Ten Blocks
4. Write the Number of Days in School using Base Ten Blocks
5. Use the tens frames to count skip count how many days we have been in school (remind students to stay together,
don’t leave any of our friends behind); identify how many days we have left in school
6. Solve 10 Less and 10 More for the Number of the Day
7. Identify the weather and graph.
8. Brief time question. Remind students about the clock hands (minutes vs hours). What time is the clock showing? If it
is 9:50am how many more minutes until recess (10:25am)?
Middle/Action/Application/Exploration:
After morning calendar, Ms. Thomas will guide students through heggerty (phonics lesson)
Students will be called by table group to go to the carpet
Once all groups of students are on the carpet, join them by sitting in the teacher chair
Remind students that our class pet “heggerty”, will be given to the student at the end who displays the best behaviour
- The best behaviour is active listening (eyes on the speaker), no blurting, and no disrupting classmates.
Start with Rhyming:
Thumbs up if words rhyme or thumbs down if words don't rhyme (show them a thumbs up and thumbs down)
Onset Fluency:
Teacher says the word series. Students respond with the word that has a different onset.
- Ex. T: colorful, candle, power S: power
Blending Phonemes:
Teacher says the phonemes for each word. Students blend the sounds to say the whole word.
- Ex. T: b-or-n, S: born
Isolating Medial Sounds:
Teacher says the word. Students repeat the word and isolate the r-controlled vowel sound.
Segmenting Phonemes:
Teacher says the word. Students repeat the word and segment it into phonemes.
- Ex. T: mark S: mark, m-ar-k
Adding Final Phonemes:
Teacher says the word or word part. Students repeat the word. Teacher says, "Add /*/ at the end and the word is?"
- Ex. T: arm S: arm T: Add /ē/ at the end and the word is? S: army
Deleting Final Phonemes:
Teacher says the word. Students repeat the word. Teacher says, "Without /*/, what's left is?"
- Ex. T: search S: search T: Without /ch/, what's left is? S: sir
Substituting Rimes:
Teacher says the word. Students repeat the word. Teacher says, "Change /*/ to /*/ and the word is?"
- Ex. T: best S: best T: Change /est/ to /ack/ and the word is? S: back
End/Consolidation/Communication:
Have students read 10 of the blends flashcards;
- The letters are?
- The sound is?
- The picture is?
****Allow the student sitting in front of you to hold onto the card to keep count of how many cards you have done with
them.
Before dismissing students back to their seats, hold heggerty up to your ear to see who heggerty has picked to sit with for
the rest of the day
- Lucky ducks also need to be picked. One line leader, one caboose (at the end of the day they must make sure all the
I-Pad’s are plugged in), and two teacher helpers so a total of 4 lucky ducks.
REFLECTION