Spring 2013
University of Montevallo Elementary Education Lesson Plan Format
Name: Haley Rayburn
Subject/Grade level: Reading/Language
Group size: 17 Students
Date lesson taught: March 4, 2013
School: Clanton Elementary School
Goals: The students will be introduced to the grammar skill silent consonants.
The students will begin working with pronouns I and Me.
The students will initiate an understanding of household responsibility.
National Standards: NCTE
State/Local Standards:
1.) Demonstrate phonological skills, including manipulating sounds and
words of the English language and identifying syllables in two- and threesyllable words.
3.) Exhibit vocabulary skills, including explaining simple common antonyms
and synonyms and using descriptive words.
Examples: simple common antonyms--up - down, in - out, above - below
• Responding to questions
• Using semantic cues to achieve meaning
5.) Read with fluency passages containing complex sentences.
• Recognizing second-grade high-frequency words
 Reading with expression
6.) Differentiate among folktales, tall tales, fables, realistic fiction, and other
narrative texts.
• Summarizing the plot and characters' actions and motivations in
narrative texts
• Recognizing morals and lessons in narrative texts
Prerequisite Skills/Concepts: The student must understand what a basic pronoun is
and what it does. The students must also be able to creatively write independently
with complete sentences.
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Objectives (action verb – Bloom’s)
Assessment
The students will take all spelling,
language, vocabulary, and comprehension
pre-tests.
Individual Tests
The students will create a graphic organizer
keyed towards responsibility of household.
The students will listen and track as they
hear the story read to them.
Teacher Observation
Rewarded with ‘Book Worms’
The students will participate in whole
group discussion of pronouns and listen to
the book “The Planet Without Pronouns.”
Teacher Observation
The students will complete a graphic
organizer to show the series of a plot
Whole Group
The students will toss a Nerfball around the Teacher Observation
room as they spell words with silent
consonants
Content Outline (if applicable)
Procedures (will vary depending upon
discipline, course, and/or content area)
Materials & Resources
TSW walk in and be greeted by the teacher. 20 copies of language, spelling, and
They will sit down and prepare for their
vocabulary tests.
language, spelling, vocabulary, and
List of spelling words used in sentences
comprehension tests.
TTW administer each test and allow
approximately 45 minutes to complete.
ONCE TESTING IS OVER
TTWS, “ This week we will be talking
about responsibility. Do we all know what
responsibility means?” TTW ask the
students to turn and tell their neighbor what
they think responsibility is. The teacher
will allow a few students to voice what
they told their partners.
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TTWS, “All of those responses were great,
having responsibility means to do what
you’re suppose to do. I want you to think
how we can be responsible family
members.”
TTW draw a graphic organizer on the
smart board. The middle will say ‘Family
Responsibilities’. The students will
brainstorm family responsibilities. The
teacher will allow students to come to the
board to fill in their responses on the smart
board.
Smart Board, Projector
TTWS, “These are all wonderful ways we
can be responsible in our families. This
week we will be discussing how pets can
show good behavior, cooperate, and be
obedient in families.
TCW sing the song displayed, together,
and pay attention to the vocabulary words
shown. The teacher will take this
opportunity to discuss the definition of
vocabulary words, and skills to define the
words. (Using context clues)
TTW turn the class’s attention towards the
spelling words displayed. As a class, the
teacher will use a ball to toss to the
students to read the spelling words aloud.
The teacher will continue this process until
all spelling words are read. Once the
spelling words are read, the students will
brainstorm the similarities of the words.
The similarities will be the silent
consonants such as the ‘k’ in knock.
 The students will most likely
struggle with this concept, so the
teacher will reinforce this concept
in small group on Tuesday and
Wednesday
TTW introduce plot and theme by recalling
their schema of One Dark Night read the
previous week. TTWS, “What do we
remember about the events of that story?
Posted “Obedience School Sing Along”
Posted Vocabulary Words
Displayed Spelling Words
Nerf Ball
Plot Graphic Organizer
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What did we learn about Jonathon?” TSW
retell the story and describe what they
learned about Jonathon. TTW facilitate
more discussion by asking, “What might
have happened if Jonathon had not helped
the cat?”
TTW instruct the students to turn to page
208, and they will read the selection
together. TTWS, “What happens in a
story’s beginning, middle, and ending is
called the PLOT. The way characters feel
can affect how they act, and their actions
make up the plot. The theme of a story is
the story’s “big idea,” or what we learn
from the story.
TTW post a graphic organizer. TTW
model how to find the beginning middle
and end within a story.
Finally, TTW move onto grammar. The
teacher will recall what the students know
about Pronouns. TTW tell the students
they will be talking about another type of
pronouns. The pronouns I and Me.
TTW first read “The Planet Without
Pronouns” By: Justin McCory Martin
TTW display grammar transparency 23 and
review this with the class. The teacher will
complete the top of the transparency, and
have students come to the board and fill in
the rest. The teacher will use equity sticks
(handy dandy sticks) to choose students.
TTW give scenarios on whether the
students should use I or Me.
 When telling about what you did in
school today, what would you say?
 When telling what you and your pet
did after school, what would you
say?
 Would you say Mary followed me
home or Mary followed I home?
The Planet Without Pronouns
By: Justin McCory Martin
Grammar Transparency 23
Elmo
Projector
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TTW wrap up the day and reminding
students to read the story for the next day’s
lesson. TSW pick up and straighten up
before being dismissed. TTWS,
“Tomorrow we will learn about a pet that
needs to learn how to follow rules!”
TSW complete their vocabulary word
definitions for homework
Accommodations (e.g. alternate explanation of material, struggling readers, ESL,
special needs, enrichment for gifted students)
 Longer time for testing
Modifications (IEP)
 No modifications needed
Extensions (additional activity to reinforce lesson objective(s))
 The students will write their spelling words twice and begin defining their
vocabulary words.
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Family Responsibility Graphic Organizer
Family
Responsibilities
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PLOT GRAPHIC ORGANIZER
Beginning
Middle
End
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