Lesson Plans
Kassidy Rixstine
3rd Grade
Public School
Class Size of 15-20
Class Period Length half an hour
EDPS 210
Dr. Bernard Tonjes
4/6/2012
Lesson Plan Template (Long Form)
Student Teacher’s Name: Kassidy Rixstine
Grade Level: 3rd
State Standard: LA 3.1.3 Word Analysis-Students will use knowledge of phonetic and
structural analysis to read, write, and spell grade level text.
Subject: Spelling
Name of Lesson: Unit 5 / oo/ ew words
Period/Time: 11:00-11:30
I.
Goal: Students will learn the concept of ‘oo’ and ‘ew’ words. They will be able
to sort out the difference between the two, and be able to pronounce and read them
correctly.
II. Objectives:
1. When presented with a list of fifteen words the students will be able to pronounce the
spelling
words out loud in list form and in context with 90% accuracy.
2. When given the same list of fifteen words the students will be able to sort the spelling
words according to the oo and ew spelling patterns and in the correct groups.
IV.
Materials:
Unit five spelling list
Unit five spelling worksheet with word bank
Unit five teachers guide
V.
Procedure:
A. Set / Hook
To start class I’ll write three or four of the spelling words on the white board, and ask the
students what each of the words have in common which would be my learning probe.
B. Transition
I will tell the students that we’ll be learning how to spell words that have the oo, and ew
sounds in them and pass out the word list.
C. Main lesson
I will go over the differences between the two vowel spellings oo and ew and the different
sounds they make by reading the spelling words a loud and having the students repeat them
back to me. I’ll explain that each word on this list has the same vowel sound but can be
spelled in two different ways. To show this I’ll write pool and chew on the board explaining
the vowel sound and have a student circle the letters that spell the target sound. (oo or ew)
D. Transition
I’ll hand out the unit five spelling worksheet with word bank, go over the directions and
have the kids try sorting the spelling words on their own.
E. Conclusion
The students will hand in their worksheet, and after they have turned it in we will review
what the differences of the spelling sounds are and the proper groups they go in.
VI.
Assessment: having the students repeat the words back and assessing the
pronunciation of the words to make sure it is accurate.
VII.
Assignment: Have students complete the sorting worksheet without error.
Day 1 Narrative :
To begin class I will write the spelling words loose, school and smooth on the white
board. With these three words I will ask the students if they see anything that the words
have in common. Then I’ll explain that all of these words have the vowel sound oo in them.
Next I’ll write threw, chew and knew on the board and ask the same question what do
these words have in common. These words have the ew sound in common, and I’ll explain
that next. After opening with some similarities I’ll tell the students we will be learning how
to spell ew and oo words, and I will pass out the list of fifteen spelling words to all of the
students. Once each student has a spelling list I will read off the words one by one and have
the students repeat them after me. I’ll assess the standard of analyzing their reading by
checking for proper pronunciation. After I feel like the pronunciation is correct I’ll explain
to the students how even though the words have different vowel spellings they sound the
same. To demonstrate this I will write chew and pool on the board and explain the vowel
sound that each word makes. I’ll then tell one student to come to the board and circle the
‘target sound’ of each word which is the ew or oo sound. After we have gone over the
basics of the words I will pass out the unit five worksheet. We will sort one word on the oo
side and one word on the ew side together and then I will have the students work on the
rest of the worksheet individually. If one student gets done before the next they will work
on reading their spelling words silently and once everyone is completed if there is time we
will read through the spelling words one more time.
Lesson Plan Template (Long Form)
Student Teacher’s Name: Kassidy Rixstine
Grade Level: 3rd
State Standard: LA 3.1.3 Word Anaylsis-Students will use knowledge of phonetic and
structural analysis to read, write, and spell grade level text.
Subject: Spelling
Name of Lesson: Unit 5 oo / ew / words
Period/Time: 11:00-11:30
I.
Goal: Students will be able to read and comprehend their spelling words in a
sentence and in paragraph form.
II.
Objectives:
1.
When given a sentence that contains an underlined blank, the students will be
able to fill in the blank with the correct spelling word that fits the context of the
sentence and is spelled correctly.
2.
When given a paragraph that contains 5 different incorrectly spelled spelling
words the students should be able to identify which spelling words are incorrectly
spelled and write the correct spelling above it.
IV.
Materials:
Unit five spelling worksheet #1
Unit five teachers guide
White board/ markers
V.
Procedure:
A. Set / Hook
Review the oo and ew sounds we went over the day before by handing back the worksheet
of the previous day and going over any mistakes.
B. Transition
I’ll explain to the class that we will be learning how to use each of the spelling words within
a sentence, and they will need to decide whether one of the spelling words is spelled
correctly or not.
C. Main lesson
Each student will write a spelling word on their white board and go over what each of the
words means. For each word I will have one student use the spelling word in their own
sentence and check them for proper pronunciation and meaning. After each word is
properly defined I will write the word either spelled correctly, or incorrectly on the board
and have a student decide whether it is spelled correctly or not.
D. Transition
To assess their knowledge of word context I will pass out the unit five worksheet.
E. Conclusion
When the students have completed their worksheet they will turn it in and if there is time
remaining we will continue to go over the use of the words in different sentences.
VI.
Assessment: checking the students pronunciation when using the spelling word in a
sentence and assessing the use of the word within proper context of a sentence. Also
seeing if they can identify a misspelled spelling word.
VII.
Assignment: Have the students complete the unit five sentence context and
misspelling worksheet without any errors.
Narrative for day 2:
I begin class by handing back the worksheets from the previous day, and going over
any groupings that the students missed. I will assess the standard 3.1.3 of writing by
checking the worksheet for errors. If the class as a whole missed the same ones I will go
over the worksheet with the entire class otherwise they will individually correct their
errors. After we have finished going over the worksheet I will tell the students that today
we will be learning how to use these words in a sentence. I’ll explain that the words need
to go into a sentence so that the sentence makes sense if you were to read it.
To start my lesson I will have the students get out their white board and markers.
I’ll give each student one of the spelling words and have them write it on their white
boards. If they aren’t sure of how to spell the word yet I will allow them to use their
spelling word list from the day before. After each student has a word I will have them
individually come up to the front and say what word they have. Together as a class we will
go over the definition of each word so that they know what each word means. With the
same word on their white board I will have the students verbally make up a sentence and
tell it to the entire class checking for pronunciation and context. I will assess standard
3.1.3 by checking their writing skills an their spelling of the sentence. After each student
has gone through their word and sentences I will choose five of the spelling words and one
at a time write them either incorrectly or correctly on the board. I will then ask the
students If the word is correct or incorrect, and check them for accuracy.
After the group work I will pass out a worksheet for them to do individually. We will
read the directions out loud and then the students will work the remainder of the period on
the worksheet. If there is time when everyone finishes we will continue to go over
sentences and have each student make their own.
Lesson Plan Template (Long Form)
Student Teacher’s Name: Kassidy Rixstine
Grade
Level: 3rd
State Standard: LA 3.1.3 Word Analysis- Students will use knowledge of phonetic and
structural analysis read, write, and spell grade level text.
Subject: Spelling
Name of Lesson: Unit five oo / ew / words
Period/Time:11:00-11:30
I.
Goal: Students should have a good understanding of how to spell the fifteen
spelling words and be able to complete a weekly spelling test getting ten out of fifteen
correct.
II.
Objectives:
1.
For a pretest activity students will be able to spell out a given spelling word
letter by letter, and if one letter is missed that student who missed a letter will sit down.
2.
When given a written test students will be able to spell ten out of the fifteen
spelling words correctly.
IV.
Materials:
Paper for written test
List of spelling words
White board/ marker
V.
Procedure:
A. Set / Hook
Go over the worksheet from the previous day correcting any mistakes.
B. Transition
I’ll have them write their own sentences on individual white boards using one of the
spelling words from their list.
C. Main lesson
I’ll start the lesson by having the students partake in a pretest activity that involves
spelling out each spelling word letter by letter. If one of the students says the wrong letter
they will have to sit down.
D. Transition
Have the students put away their white boards from the previous activity, clear everything
off their desks get out a piece of paper and a pencil to get ready for a written test.
E. Conclusion
The students will complete a written spelling test of the fifteen words they had been
studying the past few days.
VI.
Assessment: The activity with having them write individual sentences on white
boards to see if they are getting the concept of using the words in the correct context. I’ll
assess the accuracy in spelling during the game and then the test is a form of formal
assessment.
VII.
Assignment: Unit five spelling test
Narrative for day 3:
I begin class by going over the worksheet the students did at the end of class the
day before. I will assess standard 3.1.3 by checking their comprehension or writing the
words in sentence context. I’ll have the students correct their mistakes and if there’s any
questions I will go over some examples together as a class. I’ll have the students get out
their white boards and explain they will be doing something similar to yesterday, but a
little bit different. I’ll explain that they will be writing their own sentence on the white
board with any one of the spelling words from their list. Once completed they will hold up
their white board and I will call on students to read their sentences out loud.
Next I’ll explain the activity that we will be doing. I will say one of the spelling
words out loud and whichever student I point to he/she will begin by saying the first letter
of that word. The student next to him/ her will say the next letter and so on and so forth.
If one of the students misses a letter he/she will have to sit down in their chair. We will do
as many words as we can until we run out of time and need to start taking the test. I’ll tell
the students to quietly stand up push in their chairs and get ready for the activity.
After we have successfully completed at least five spelling words I will have them
remove everything from their desks including the white board and markers used previously,
sit quietly and get out a piece of paper and a pencil for the test. I will read off each of the
words, put the words into a sentence and repeat the word again for repetition. Everyone
will sit quietly until everyone has completed their test and if any student needs a word
repeated I will go over them, and then collect the tests at the end. The test will assess
standard 3.1.3 by checking their knowledge of advanced spelling patterns of the oo and ew
sounds by writing and spelling the words.
Unit Five Spelling Word List
crew
loose
news
school
drew
knew
Smooth
pool
shoot
threw
roof
fool
chew
balloon
choose