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Ed 462 LESSON PLAN
TEACHER
Yuliana Leyva
MATERIALS
Paper
Pencils
Index Cards
INSTRUCTIONAL UNIT
GRADE
SUBJECT
2/3rd Grade
English Language Arts
TECHNOLOGY
EQUIPMENT
STANDARDS AND OBJECTIVES
ACADEMIC OBJECTIVE
ELA STANDARDS
1.0 Word Analysis, Fluency, and
BTEOFTLSW:
Systematic Vocabulary Development
Be able to decode multisyllabic words.
Students understand the basic features of
reading. They select letter patterns and
know how to translate them into spoken
language by using phonics, syllabication,
and word parts. They apply this knowledge
to achieve fluent oral and silent reading.
LITERACY ACTIVITIES
COMMON CORE STANDARDS
Water Cycle packet
Index cards
Paper folded into fourths
Writing paper
CCSS.ELA-Literacy.RF.2.3
Know and apply grade-level phonics and
word analysis skills in decoding words
CCSS.ELA-Literacy.RF.2.3.d
Decode words with common prefixes and
suffixes
ADAPTATIONS FOR LEARNERS
FOCUS STUDENT #1
RATIONALE
This student is an ELL. For this student,
pictures will be used instead of words in
activities. Include auditory and hands-on
activities (i.e., clapping hands, tapping the
desk, or marching in place to the syllables
in children's names)
FOCUS STUDENT #2
This is an advanced student. The teacher
will include a writing activity that includes
The main focus for this student is for them
to understand the different syllable sounds.
Sending home multisyllabic words for the
student to practice decoding as extra
practice. The use of auditory and hands-on
activities will help the student use different
learning modalities to grasp the concept.
RATIONALE
The student might be bored with decoding
multisyllabic words. They need words at a
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more multisyllabic words to decode.
METHOD OF
ASSESSMENT
(outcome, product based)
TEXT FEATURES
(layout, format, headings)



Students will improve
understanding of
structural analysis of
words.
Students will
demonstrate
competence in creating
sentences using
multisyllabic words.
higher level as well as writing activity that
uses the words they worked on to keep
them engaged
Water Cycle student
packet
VOCABULARY/ACADE
MIC LANGUAGE




Precipitation
Evaporation
Condensation
Collection
LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)
T. will begin lesson by showing S. a picture of the water cycle.
T. Will review the stages of the water cycle.
T. Will review what syllables are and how to clap to hear the sounds in simple words such
as cat, bottle, and school.
T. will point out words in the water cycle and clap the syllables in each of the words;
condensation, precipitation, collection, and evaporation. Students will clap the syllables
of the words after teacher models first.
T. will show index cards with the words condensation, precipitation, collection, and
evaporation to students.
T. will model how to segment syllables using one of the words in the index card.
T. will cut and mix the different syllables in each of the words and have students place
the syllables together.
Strategies:
Clapping syllables
Index cards
GUIDED PRACTICE (THROUGH)
T. Will place students into groups of three.
T. Will give each student a blank piece of paper and model how to fold it into fourths.
T. Will explain how to write down each of the words in the center of the page and write
its word family, meaning, picture and sentence for one of the words.
T. will review nouns and verbs and use the word precipitate as an example.
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T. will guide students in completing their four corners vocabulary activity with each of
the words. Each student in the group will work on one word to share with the rest of the
group.
Strategies:
Four corners vocabulary
INDEPENDENT PRACTICE + FORMATIVE ASSESSMENT (BEYOND)
T. will ask students what all words have in common. (Words end in -tion)
T. will ask what does it do to a word?
T. will ask what happens if we take it off and change the ending?
T. will show how different endings in each of the words make up different parts of
speech.
Students will independently work on segmenting and creating a new word using the word
transpiration.
Recap: Indicate where in the lesson the activities include opportunities for the
following (Write either Into, Through, or Beyond)
Through
1. Speaking, Listening, Reading, Writing
Into, Through 2. Providing low affective filters or “low risk” situations
Into
3. Building schemata or background knowledge
Into,Through, Beyond 4. Appropriate contextualization support
Into, Through
5. PEP (purpose, engagement, prediction)
Engagement Principles: Indicate which engagement principles you incorporated into
your lesson and how.
Engagement Principles: Indicate which engagement principles you incorporated
into your lesson and how.
Interesting Text -Water Cycle Packet
Choice-Students picked their own word to work on.
Relevance-lesson was relevant to their language arts unit.
Collaboration- The students worked in small groups.
Reflection: What do you consider went well in teaching this lesson (effective activities,
assessment, presentation, text, engagement, etc.)? What do you consider did not go as
well as you had planned (unclear modeling or guided practice, lack of engagement, poor
text choice, etc.)? What adaptations would you make to the lesson in order for it to be
more effective?
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I think the lesson went pretty well since the students were actively engaged in the
activities throughout the lesson. The lesson went better than expected and the students
seemed to enjoy being able to learn kinesthetically as opposed to just listening to the
instructions and writing notes. What I could’ve done better was allow for further
opportunities to learn from each other. They all had different ways of drawing their own
picture for their word, maybe if they had the chance to work on all of them they would’ve
had more practice decoding multisyllables. I also feel that the independent practice
could’ve been taken a step further by having students work with more words that end in
-tion for the purpose of clarification of the meaning of the suffix.