To be completed by the Student Teacher ; a copy of the plan should be provided to Cooperating Teacher and/or University Supervisor prior to lesson implementation..
UNIVERSITY OF NEW HAVEN
2006-2007 Lesson Plan Format
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Student Teacher : Grade Level: Kindergarten Date of lesson:
Length of lesson: 30 minutes
Content Standards:
Goal: Students will understand that syllables are parts of words.
Standards: CT LA Frameworks: 1.3 A – Develop phonemic awareness and understanding of alphabetic principles
NL – ENG. K – 12.3 – Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with other readers and writers,
their knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (sound-letter correspondence, sentence structure, context, graphics).
District Integrated LA Standard: K -1 (Reading and Responding) – Develop Phonological Awareness
Learner Background:
Students have been exposed to syllabic segmentation during morning meeting activities. They have
practiced clapping out the syllables for the months of the year. Students have been given the district’s
phonemic assessment on syllabic segmentation.
Student Learning Objective(s):
1. Students will be able to sit quietly on the rug and listen attentively during the lesson.
2.
Students will be able to clap out the syllables in words teacher generates orally.
3.
Students will be able to create a page for a class syllable book.
Assessment:
Students will:

Orally segment their names into syllables by clapping their hands together

Record the number of syllables in their names on the page
5/2/06 University of New Haven
2006-2007
UNIVERSITY OF NEW HAVEN
2006-2007 Lesson Plan Format

Paste one square for each syllable in their names on the page

Draw a picture of their face and write their names on the page
Materials/Resources:
1. White oak tag paper
2. Sentence strips (previously glued to oak tag)
3. Glue sticks
4. Colored squares (assorted colors)
5. Crayons
6. Pencils
7. Lined Paper ( Differentiation piece)
8. Blocks (Differentiation piece)
9. Model of completed syllable book page
10. Easel
Learning Activities:

Initiation, Explanation and Practice- Whole Class on Rug

Class Book Activity- Individually at Seats

Closure- Whole Class on Rug
Initiation:
Students will be directed to sit on the rug according to table color. They will be asked to sit
quietly, criss-cross applesauce and face the teacher. Students will be asked to recall how many
syllables (parts) are in the months of the year. Teacher will orally generate months as students
clap out syllables together. Teacher will praise students for good listening and participation in
5/2/06 University of New Haven
2006-2007
UNIVERSITY OF NEW HAVEN
2006-2007 Lesson Plan Format
clapping syllables. Teacher will then announce to students, “Today we are going to make our
own class book about syllables!”
Lesson Development:

Teacher will restate expectations, “I need three things, for everyone to sit criss-cross
applesauce and have their eyes and ears on me.”

Teacher will remind students to raise their hands if they would like to answer a
question or make a comment.

Teacher will then ask students,” What are syllables?” (Bloom’s- knowledge)

Teacher will call on students who raise their hands and are sitting quietly.

Teacher will praise correct responses by telling students to “kiss their brains.”

Teacher will explain to students that syllables are parts of words and then give
examples using the words rainbow, dog and computer.

Teacher will clap out syllables and use fingers to demonstrate the word parts

Teacher will ask students, “Why do you think syllables are important?” (Bloom’sknowledge)

Teacher will again call on students who are raising their hands and sitting quietly.

Teacher will praise students on correct responses by telling them to “kiss their brain.”

Teacher will explain to students that syllables are important to learn about and listen for
because they help us become good readers and spellers!! “ Good readers practice
counting syllables in words!”

Teacher will tell students, “Today everyone will complete their very own page for a
class book about syllables.
5/2/06 University of New Haven
2006-2007
UNIVERSITY OF NEW HAVEN
2006-2007 Lesson Plan Format

Teacher will show students a page from the book, “This is what everyone’s page will
look like.”

Teacher will read the sentence on top of the page, “___________ has ___ syllables in
his name.”

Teacher will explain that each page is slightly different depending on if you are a boy
or a girl, “If you are a boy then the page will say “his” and if you are a girl then the
page will say “her.”

The teacher will model how to complete the page by using the name “Jack” as an
example. (Children have been reading Jack and the Beanstalk during shared reading)

Teacher will go through each step slowly and make sure each student is paying
attention by calling on students randomly to recall the instructions.

Students will then be directed back to their seats by table color to sit quietly and wait
for further directions.

Once everyone is seated, the teacher will ask students to point to the first line where
their names belong with their fingers.

Once all students have pointed to the correct line, the teacher will instruct students to
pick up their pencils and hold them up in the air.

Once all students have pencils in their hands, the teacher will say, “ When I say go you
can write your name on the line, and then put your pencils down….GO.”

Teacher will walk around the room and make sure each student writes his/her name on
the correct line.

Teacher will praise students on following directions and writing their names nicely.
5/2/06 University of New Haven
2006-2007
UNIVERSITY OF NEW HAVEN
2006-2007 Lesson Plan Format

Once all pencils are down, the teacher will ask students to point to the second, smaller
line where the number of parts in their name belongs

Teacher will say, “When I say go you can clap out or use your fingers to figure out how
many syllables are in your name, then write that number on the second line. Put your
pencil down when you are done …ready, GO.”

Teacher will walk around room and monitor activity, making sure each student is
following directions.

Teacher will praise students’ efforts again.

Once all pencils are down, the teacher will say, “When I say go you can glue on one
square for each part of your name and then put the cap back on your glue stick and
place it down on the table…..ready GO.”

Teacher will monitor activity by walking around room and praise students for
following directions nicely.

Once all students have glued on their squares, the teacher will allow students to draw a
picture of their faces on the bottom of the page, “When I say go, everyone can finish up
their page by drawing a picture of their beautiful face with crayons…..GO.”

As students finish activity, teacher will remind them to remain seated at their tables and
read quietly.

Once everyone has completed the page, teacher will direct students back to rug by color
table.
Closure:

Teacher will remind students of expectations on rug: “criss-cross applesauce, eyes and
ears on me.”
5/2/06 University of New Haven
2006-2007
UNIVERSITY OF NEW HAVEN
2006-2007 Lesson Plan Format

Teacher will share students’ completed pages; each student will be allowed to clap out
the syllables in their name at this time.

Teacher will review with students:
“What are syllables?” (Bloom’s- knowledge)
“In your own words, can you explain why syllables are important?” (Bloom’scomprehension)
“Can you think of a word that has one syllable, two syllables, three syllables?”
(Bloom’s- application)

Teacher will praise students for their hard work and have them give themselves a
firecracker.

Teacher will then direct students to line up at door by number of syllables in their name.
Individuals Needing Differentiated Instruction:
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
M
Evidence that the student needs
How will you differentiate instruction in this lesson to support student
differentiated instruction
learning?
Learning need related to this
After M completes her page, she will be given the opportunity to use paper
lesson: M has shown excellent
squares to identify the number of syllables in other words.
progress in identifying syllables
her to choose words from a pre-made word bag (containing multi-syllabic
in words.
words), write the words, and paste the appropriate number of syllables under
Evidence: Informal assessment
each word. I will monitor M’s work and praise her efforts.
I will challenge
during morning meeting
activities; School District’s
phonemic assessment on syllabic
segmentation.
5/2/06 University of New Haven
2006-2007
UNIVERSITY OF NEW HAVEN
2006-2007 Lesson Plan Format
T
Learning need related to this
While the rest of the students are drawing their faces, I will work with T
lesson: T has difficulty orally
using blocks and specially lined paper to help him visualize the segmentation
segmenting words into syllables
of words into syllables. First, I will model how to segment words into
Evidence: Informal assessment
syllables using the blocks and lined paper. Then, I will instruct T to segment
during morning meeting syllabic
two words into syllables for practice ( mother, horse). Finally, I will ask T to
segmentation activities.
use the blocks and lined paper to segment his name into syllables. I will guide
T in writing the number of syllables in his name on the appropriate line on the
page. I will then ask him to glue on one square for each syllable of his name. I
will remain seated near T until he completes this portion of the page and
praise him for his efforts.
R
Learning need related to this
While the rest of the students are drawing their faces, I will work with R
lesson: R has difficulty orally
using blocks and specially lined paper to help him visualize the segmentation
segmenting words into syllables
of words into syllables. First, I will model how to segment words into
Evidence: Informal assessment
syllables using blocks and lined paper. Then, I will instruct R to segment two
during morning meeting syllabic
words into syllables for practice ( chicken, dad). Finally, I will ask R to use
segmentation activities.
the blocks and lined paper to segment his name into syllables. I will guide R
in writing the number of syllables in his name on the appropriate line on the
page. I will then ask him to glue on one square for each syllable of his name. I
will remain seated near R until he completes this portion of the page and
praise him for his efforts.
5/2/06 University of New Haven
2006-2007
UNIVERSITY OF NEW HAVEN
2006-2007 Lesson Plan Format
*(Both boys will be seated at the same table and instructed to draw their faces first, while the teacher is working with the rest of the
class. Once the boys are done drawing their faces, the teacher will guide them in segmenting their names into syllables.)
5/2/06 University of New Haven
2006-2007