Concordia University Chicago College of Education
Teacher Candidate: Emily Winkle
Lesson Plan Design 2014 adapted for EDUC1070
1
Date: 4/17/14
Course for which the Lesson is developed: EDUC 1070
Classroom Teacher: Emily Winkle
Time allotted: 40 minutes
Subject: Language Arts
Central Focus: (Content of the lesson) Syllables
Grade Level(s): Kindergarten
Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,
Common Core, or Professional Learning Standards) Each
standard should correspond to one or more objective.
Learning Objective(s):
 What are the students expected to know and/or do in the lesson?
 Write out each specific objective to be met by students in the lesson.
CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and
segment syllables in spoken words.
1. Students will be able to count the number of syllables in a word.
2. Students will be able to demonstrate syllable usage.
3. Students will be able to collaborate with other students to demonstrate their knowledge of
syllables.
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal) Students will be asked if they know how many syllables are in their name to see if any students have any knowledge of
syllables.
Formative: (Formal or Informal) Students will be observed during the drum activity to see if they understand syllables.
Reflective: (Formal or Informal) The completion of the Webquest in groups will show if the students understand syllables.
Summative: (Formal or Informal)
List the Academic Language used in the Lesson.
Include vocabulary, process terms, and syntax
language.




Syllable
Beat
Drum
Webquest
Academic Language
Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.
Through the sensory supports of using a drum,
students will understand how syllables form words
through tapping out the beats on a drum. Students
will also have interactive support through a
Webquest.
Describe the Evidence that Students know and use
Academic Language appropriately:
The students’ knowledge of the academic language will
be assessed through observation of the drum activity and
the Webquest.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
2
Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.)
Ask students if they know how many syllables are in their name. Demonstrate syllable usage by clapping the number of syllables in students’ names.
Encourage students to clap along.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):
“Today we will learn about syllables. We will use drums so we can listen to how many syllables are in a word. We will also do a Webquest about
syllables in group, to see how much you have learned about syllables.”
C. Instructional Sequence: (include technology – this is a technology class)
1. Explain that syllables are the number of vowel sounds in a word.
2. Use words to further demonstrate this; have students clap along.
3. Pass out drums and have students beat out the syllables of their name on the drum.
4. Read a book and have students beat out the syllables in each word with the drum.
5. Separate the students in groups to do a Webquest that will serve as the Reflective assessment.
D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) The interactive drum activities and the
Webquest will ensure that students are engaged. The teacher can continually be observing to make sure students are engaged.
E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?)
Students will have the opportunity to work with their peers during the Webquest assignment. Groups will be assigned at random.
F. Closure: Explain how the purpose of the Lesson is clearly restated by students (Objectives and Assessment – include your summative
assessment here) In the students’ Webquest, the students will demonstrate their knowledge of syllables by presenting in groups either one, two, or three
syllable words (depending on which group they are in) to the class.
Lesson Plan Details
Instructional Materials:
Small hand drums, computers or iPads, and a book.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
3
Use of Technology:
Students will use either a computer or iPad to complete their Webquest in groups.
Safety in the Physical Environment:
The teacher will assist students with the usage of technology. The teacher will also make sure that students are not hitting the hand drum too hard.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.