PSD Lesson Plan Template (EATS)
Week Of:
Jan. 12-16
Focused
Standard/
Element (s)
Focus
sound:
/le/
Possessive
pronouns
and nouns
Teacher: ___first grade_____________________________ Course/Level: _____L.A./Grammar_____lesson 17__________
Monday ______1/12________
Tuesday ______1/13__________
Wednesday ____1/14___________
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
d. Use knowledge that every syllable
must have a vowel sound to determine
the number of syllables in a printed
word
e. Decode two syllable words following
basic patterns by breaking words into
syllables.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes).
b. Orally produce single-syllable words
by blending sounds (phonemes)
c. Isolate and pronounce initial, medial
vowel, and final sounds in spoken singlesyllable words.
d. Segment spoken single-syllable words
into their complete sequence of
individual sounds (phonemes)
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
d. Use personal, possessive, and
indefinite pronouns (I, me, my, they,
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
d. Use knowledge that every syllable
must have a vowel sound to determine
the number of syllables in a printed
word
e. Decode two syllable words following
basic patterns by breaking words into
syllables.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes).
b. Orally produce single-syllable words
by blending sounds (phonemes)
c. Isolate and pronounce initial, medial
vowel, and final sounds in spoken singlesyllable words.
d. Segment spoken single-syllable words
into their complete sequence of
individual sounds (phonemes)
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
d. Use personal, possessive, and
indefinite pronouns (I, me, my, they,
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in decoding
words.
b. Decode regularly spelled one-syllable
words.
d. Use knowledge that every syllable must
have a vowel sound to determine the
number of syllables in a printed word
e. Decode two syllable words following
basic patterns by breaking words into
syllables.
g. Recognize and read grade-appropriate
irregularly spelled words.
ELACC1RF2: Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
b. Orally produce single-syllable words by
blending sounds (phonemes)
c. Isolate and pronounce initial, medial
vowel, and final sounds in spoken singlesyllable words.
d. Segment spoken single-syllable words
into their complete sequence of individual
sounds (phonemes)
Grammar:
ELACC1L1: Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
d. Use personal, possessive, and indefinite
pronouns (I, me, my, they, them, their,
anyone, everything)
ELACC1L1: Demonstrate command of the
WIDA
Standard
Essential
Question
Activating
Strategy
them, their, anyone, everything)
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking
b. Use common, proper, and possessive
nouns
them, their, anyone, everything)
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking
b. Use common, proper, and possessive
nouns
conventions of standard English grammar
and usage when writing or speaking
b. Use common, proper, and possessive
nouns
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
area of language arts.
Phonemic Awareness/Spelling:
How can I break words into syllables?
How can I blend phonemes to make
new words?
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
area of language arts.
Phonemic Awareness/Spelling:
How can I break words into syllables?
How can I blend phonemes to make
new words?
Standard 2 ELL communicate information,
ideas, and concepts necessary for academic
success in the area of language arts.
I can break words into syllables.
I can blend phonemes to make words.
Grammar:
How can I identify words that show
possession?
I can identify words that show
possession in sentences.
Teacher Meet: whole group
For Spelling and Grammar lessons today
I can break words into syllables.
I can blend phonemes to make words.
Grammar:
How can I identify words that show
possession?
I can identify words that show
possession in sentences.
Brainstorm & Categorize: whole group
Anchor chart of spelling pattern
Anchor chart of grammar skill
I can break words into syllables.
I can blend phonemes to make words.
Grammar:
How can I identify words that show
possession?
I can identify words that show possession
in sentences.
Review of essential questions and anchor
charts
Phonemic Awareness/Spelling:
How can I break words into syllables?
How can I blend phonemes to make new
words?
Instructional
Technology
and Resources
Phonemic Awareness/Spelling:
Syllables:
https://www.youtube.com/watch?v=S2K
bKjWFiwk
-le
https://www.youtube.com/watch?v=oE3
XBQPQSjQ
Phonemic Awareness/Spelling:
Syllables:
https://www.youtube.com/watch?v=Tvc
gVRULaWw&list=PLC66A07F481BB4E0
6
Phonemic Awareness/Spelling:
Syllables:
https://www.youtube.com/watch?v=qu51EC
dLkIU&index=3&list=PLC66A07F481BB4E0
6
-le
https://www.youtube.com/watch?v=2jX
3_cLfB0k
Grammar:
https://www.youtube.com/watch?v=IUq
V-03W5NU
Grammar:
https://www.youtube.com/watch?v=YEqGO
6ZDQC0
Spelling:
Video clip- introduce word pattern
Spelling:
Video clip
Spelling:
Video clip
Grammar:
Smart exchange lesson
Grammar:
Video clip
Grammar:
Smart Exchange lesson
Spelling:
Activity with spelling pattern
Spelling:
Activity with spelling pattern
Spelling:
Activity with spelling pattern
Grammar:
Grammar activity
Grammar:
Grammar activity
Grammar:
Grammar activity
Whole group lessons today
Whole group lessons today
For ESL or low students who don’t hear
or understand the sound you can give
visual clues or a study guide
Abcmouse.com
reading eggs
For ESL or low students who don’t hear or
understand the sound you can give visual
clues or a study guide
Abcmouse.com
reading eggs
Grammar:
https://www.youtube.com/watch?v=8dY
2SE1G900
https://www.youtube.com/watch?v=unu2sPSfAc
Teaching
Opening (1015 min)
Work-Time
Activities (4555 min)
Differentiation
Offered
For ESL or low students who don’t hear
or understand the sound you can give
visual clues or study guide
Abcmouse.com
reading eggs
Summarizing
Closure
Activity (20-30
min)
Focused
Standard/Ele
ment (s)
Focus
sound:
/le/
Possessive
nouns and
pronouns
classworks practice
abcya
starfall
spelling city
classworks practice
abcya
starfall
spelling city
classworks practice
abcya
starfall
spelling city
(whole group lessons- lesson introduced
today)
(whole group lessons- lesson introduced
today)
leveled differentiation offered during
small group / centers
Ticket out the door: for spelling and
grammar lessons
Exit slipComplete the activity
Ticket out the door activities for spelling
and grammar
Thursday ____1/15_________
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
d. Use knowledge that every syllable
must have a vowel sound to determine
the number of syllables in a printed
word
e. Decode two syllable words following
basic patterns by breaking words into
syllables.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes).
b. Orally produce single-syllable words
by blending sounds (phonemes)
c. Isolate and pronounce initial, medial
The Important Thing:
The important thing about ______ is
___________________.
Friday _______1/16_________
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
d. Use knowledge that every syllable
must have a vowel sound to determine
the number of syllables in a printed
word
e. Decode two syllable words following
basic patterns by breaking words into
syllables.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes).
b. Orally produce single-syllable words
by blending sounds (phonemes)
c. Isolate and pronounce initial, medial
Additional Notes
Whole group lessons
for spelling and
grammar: Monday and
Tuesday
Differentiation
offered: Wednesday
and Thursday through
small group instruction
and centers
vowel, and final sounds in spoken singlesyllable words.
d. Segment spoken single-syllable words
into their complete sequence of
individual sounds (phonemes)
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
d. Use personal, possessive, and
indefinite pronouns (I, me, my, they,
them, their, anyone, everything)
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking
b. Use common, proper, and possessive
nouns
vowel, and final sounds in spoken singlesyllable words.
d. Segment spoken single-syllable words
into their complete sequence of
individual sounds (phonemes)
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
d. Use personal, possessive, and
indefinite pronouns (I, me, my, they,
them, their, anyone, everything)
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking
b. Use common, proper, and possessive
nouns
WIDA
Standard
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
area of language arts.
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
area of language arts.
Essential
Question
Phonemic Awareness/Spelling:
Phonemic Awareness/Spelling:
How can I break words into syllables? How can I break words into
How can I blend phonemes to make
syllables?
new words?
How can I blend phonemes to make
new words?
I can break words into syllables.
I can blend phonemes to make words.
I can break words into syllables.
Grammar:
I can blend phonemes to make words.
How can I identify words that show
Grammar:
possession?
How can I identify words that show
I can identify words that show
possession?
Assessments are varied
by ability and offered
through small group
instruction or on an
individual basis
possession in sentences.
Activating
Strategy
In The Hot Seat:
Take turns answering the essential
questions for spelling and grammar
Instructional
Technology
and Resources
Phonemic Awareness/Spelling:
Syllables:
https://www.youtube.com/watch?v=lY8
JG85nxmQ
Teaching
Opening (1015 min)
Work-Time
Activities (4555 min)
I can identify words that show
possession in sentences.
Think-Pair-Share:
Work with partner to share thoughts
about what a pronoun is- share answers
with class
Phonemic Awareness/Spelling:
Syllables:
https://learnzillion.com/lessons/829recognizing-syllables-by-countingvowel-sounds
Grammar:
https://www.youtube.com/watch?v=9LJ
XSfsM2V0
Grammar:
https://jr.brainpop.com/readingandwrit
ing/word/possessivenouns/
Spelling:
Smart exchange lesson/video clip
Spelling:
Practice spelling pattern/video review
Play Sparkle to review words
Grammar:
Smart exchange lesson/video clip
Grammar:
Review with video clips/ smart
exchange lesson
Spelling:
Spelling Test (variety of assessments
offered)
Spelling:
Activity with spelling pattern
Grammar:
Activity with grammar lesson
For ESL or low students who don’t hear
Grammar:
Complete performance task for
grammar skill (variety of tasks offered
for assessment)
Whole group activities and
assessments
For ESL or low students who don’t hear
Differentiation
Offered
or understand the sound use visual
clues or study guide
Abcmouse.com
reading eggs
classworks practice
abcya
starfall
spelling city
leveled differentiation offered during
small group / center
Summarizing
Closure
Activity (20-30
min)
ticket out the doorreflection/journaling:
or understand the sound of use visual
clues or study guide
Variety of assessments will
be offered for spelling and
grammar standards
Varied Assessments:
Paper assessments
Performance tasks
Study Island
Classworks
Share your performance task with class