Elementary School
Language Arts Lesson Plan
First Grade---Part One
Teacher:
February 17-20, 2009
PHONEMIC AWARENESS/PHONICS
Lesson#: 7.4
PATHS/Read Aloud
 Objective: Students will be able to express different feelings by role-playing and using feeling
words.
 Skill: Expressing feelings to others using words.
 Procedure: Review the PATHS rules. Students will discuss feeling words and describe how
they are feeling today.
Phonics, Fluency, and Dictation Overall Objective: Students will be able to discriminate sounds by
blending words with /ow/ spelled ow and ou_, writing, and reading with 80% accuracy.
Phonics, Fluency, and Dictation/Word Building
 Objective: Students will associate sounds with letters by reviewing /ow/ spellings, blending
words, and reading sentences. Students will also be able to spell words by sounding out.
 Skill: Listening, blending, and writing.
 Procedure: Review the cow card with students. Students will read words with /ow/
spellings. Write words such as blouse, our, and growl on the board and students will read
them. Repeat with more words on page TE 46K. Students will also read sentences such as:
How do seeds grow? Students will also write words dictated by the teacher such as: bow,
brow, brown, mouth, mound, and mount. Students will proofread their work.
 Differentiating Instruction: Review letters and sounds, high frequency words, and blending
during workshop.
READING & RESPONDING (Read Aloud or Anthology)
Comprehension Overall Objective: Students will be able to demonstrate comprehension skills and
strategies by using comprehension skills and strategies such as: making connections, summarizing,
and drawing conclusions with 80% accuracy.
Reading Comprehension
*Title: The Garden
Author: Arnold Lobel
Illustrator: Arnold Lobel
*Genre: Fantasy
*Purpose: To discuss the elements of fantasy.
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Concept Question Board—Encourage students to post questions or ideas about the Unit.
Activating Prior Knowledge: Invite the students to tell what they know about the theme
Keep Trying
Skill: Vocabulary: ground, shouted, frightened
Comprehension Strategies/Skills: making connections and summarizing, drawing
conclusions
Differentiating Instruction: Ask students questions to provoke and encourage complete
thoughts and responses
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Procedure: Have students browse for clues, problems, and wonderings. List them on the
board. Then introduce the selection vocabulary to students and use them in a sentence.
Have students read the selection and discuss it with them modeling the comprehension
skills and strategies.
LANGUAGE ARTS
Language Arts Overall Objective: Students will be able to spell words using spelling patterns, acquire
and use new vocabulary and build on the unit theme “Keep Trying” by making a picture book,
understand the correct use of pronouns, understand the main idea in a picture and describe and
respond to its content, extend previous lessons in letter formation by practicing Gg with 80%
accuracy.
DAY 1
Word Analysis
 Objective: Students will be able develop spelling patterns for /ow/, long /o/, long /e/, and
short vowels by reviewing phonics and fluency skills.
 Skill: spelling
 Procedure: Give students the pretest found on page 65F of Unit 7 assessment and have them
proofread to correct any misspelled words.
Writing Process
 Objective: Students will be able to share a personal accomplishment by creating a picture book
on a personal accomplishment to building on the theme “Keep Trying.”
 Skill: picture book
 Procedure: Read Language Arts Big Book pages 66-67 to introduce a picture book. Model
inspiration to make a picture book about a personal accomplishment. Brainstorm with
students to help them generate a list of personal accomplishments they could write about.
Have students write the list of ideas in their writer’s notebook
Grammar, Usage, and Mechanics
 Objective: Students will be able to understand the correct use of possessive pronouns by
practicing using them in the correct manner.
 Skill: possessive pronouns
 Procedure: Review possessive nouns with students. Explain that nouns that shows ownership
ends with -s. Tell students that possessive pronouns also show ownership and that it can take
the place of possessive nouns. Write some possessive pronouns on the board such as: my,
your, her, his, and it’s. Write sentences on the board such as: Matt’s ball is in the dog’s house.
Have students identify the possessive nouns in the sentence. They will also suggest which
possessive pronouns can replace the nouns. Rewrite the sentence with the possessive
pronouns. Help students complete pages 100-101 in their language arts and comprehension
skills workbooks by identifying and using possessive pronouns. Also use Language Arts Big
Book page 136 for more examples of the proper use of possessive pronouns.
DAY 2
Word Analysis
 Objective: Students will be able develop spelling patterns for /ow/, long /o/, long /e/, and
short vowels by reviewing phonics and fluency skills.
Skill: spelling
Procedure: Write spelling such as _/ow/, /ee/, /oa_/, and short vowels as headings. Write
words on the board such as: log, load, seen, tower, and will on the board. Students will sort
the words under the correct headings.
Vocabulary
 Objective: Students will be able to develop understanding of classification by making lists of
words that go with a topic.
 Skill: vocabulary
 Procedure: Remind students that some things are part of a group. In “The Garden” a fiddle is
a musical instrument. Write Music on the board as a heading. Students will suggest names of
different types of music. Students will also complete page 10-11 in their Spelling and
Vocabulary Skills workbook to practice more classification.
Writing Process
 Objective: Students will be able to share a personal accomplishment by creating a picture book
on a personal accomplishment to building on the theme “Keep Trying.”
 Skill: picture book
 Procedure: Discuss the ideas for picture books that students wrote on Day 1. Model how to
use a sequence map to plan. Use Language Arts Transparency 14 to demonstrate how to plan a
writing using a sequence map. Students will write their audience and purpose on page 62 of
their Writer’s Notebook. They will also use the sequence map on page 63 of their writer’s
workbook to help them sequence events for their picture books.
Grammar, Usage, and Mechanics
 Objective: Students will be able to understand the correct use of pronouns by practicing using
them with the correct usage.
 Skill: pronouns
 Procedure: Review possessive pronouns with students. Explain that the possessive pronoun I
my always stand for the speaker. Write a sentence on the board such as: My shoes are brown.
Explain that the possessive pronoun it’s replaces possessive pronouns that are not people.
Write this sentence on the board: The bird’s nest is empty. Students can identify the
possessive noun and replace it with a possessive pronoun. Read the first sentence of “The
Garden” together with students and have them identify the possessive pronoun that was used
to replace Frog’s. They can look through the story to find other examples of possessive
pronouns.
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DAY 3
Word Analysis
 Objective: Students will be able develop spelling patterns for /ow/, long /o/, long /e/, and
short vowels by reviewing phonics and fluency skills.
 Skill: spelling
 Procedure: Write the spelling words on the board with letters missing. Have students
complete each word. They will also complete page 12 in their Spelling and Vocabulary Skills
workbook to practice sorting their spelling words by short and long vowel sounds.
Vocabulary
 Objective: Students will be able to develop understanding of classification by making lists of
words that go with a topic.
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Skill: vocabulary
Procedure: Write the topic Things to Read as a heading on the board. Write “story” under the
heading. Have students suggest different things that you can read. Write their responses
under the heading.
Writing Process
 Objective: Students will be able to share a personal accomplishment by creating a picture book
on a personal accomplishment to building on the theme “Keep Trying.”
 Skill: picture book
 Procedure: Read Language Arts Big Book page 86 to introduce sentences structure. Write
fragments and complete sentences on the board and explain that a complete sentence has a
naming part and an action part. Have students identify which are complete sentences and
which parts of the fragments are missing. Work with students to complete pages 102-103 in
their comprehension and language arts skills workbooks to practice identifying complete
sentences. Model how to write a sentence from a picture. Use the sequence map from Day 2.
Have students write one complete sentence for each picture in their sequence maps.
Grammar, Usage, and Mechanics
 Objective: Students will be able to understand the correct use of pronouns by practicing using
them.
 Skill: pronouns
 Procedure: Review possessive pronouns with students. Review pronouns such as: my, her,
his, your and us. Have students dictate sentences with possessive pronouns. Write sentences
on the board such as: The book is Jane’s. The hat belongs to you. The coat belongs to me. Ask
students to identify the possessive pronouns and tell the person who owns each thing.
DAY 4
Word Analysis
 Objective: Students will be able to develop spelling patterns for /ow/, long /o/, long /e/,
and short vowels by reviewing phonics and fluency skills.
 Skill: spelling/proofreading
 Procedure: Write sentences on the board with the spelling words misspelled. Students will
identify the misspelled words and write them correctly.
Vocabulary
 Objective: Students will be able to develop understanding of classification by making lists of
words that go with a topic.
 Skill: vocabulary
 Procedure: Write the topic Things that Frighten You as a heading on the board. Discuss the
word frightened with students. Have students suggest different things that make them feel
scared. Write their responses under the heading.
Writing Process
 Objective: Students will be able to share a personal accomplishment by creating a picture book
on a personal accomplishment and to build on the theme “Keep Trying.”
 Skill: picture book/revise
 Procedure: Discuss the importance of telling the correct sequence of events in a picture book.
Model revising for organization. Use Language Arts Transparency 24 to show students how
to reorganize the sequence of events in their picture books. Have students use the checklist on
page 64 of their writer’s workbook to help them revise their picture books.
Listening, Speaking, and Viewing
 Objective: Students will understand the main idea in a picture by describing the content of
pictures.
 Skill: viewing/talking about pictures
 Procedure: Explain that when we look at a picture to learn something about the characters or
story, we can also learn about how the characters feel. Reinforce the importance of using
descriptive words to describe both the pictures and how they make us feel. Students will look
at the pictures from “The Garden” and describe what they see. They will discuss how the
characters feel based on what they see in the pictures.
READING WORKSHOP
Overall Objective: Students will be able to demonstrate skills in phonics and reading and writing
fluency by reading, writing, spelling, comprehension and blending with 75% accuracy.
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Groups: partner reading with decodable book and finishing writing and missed phonics work
(Must Do), and center activities (May Do)
Skills: letter recognition, reading and writing fluency, comprehension, and blending
Materials: decodable books, pencils, workshop journals, make-a-word cards or letter tiles,
picture cards, cd player, computers, abc letter puzzles, library area and word charts
Procedure: Students will: (1) practice reading decodable books independently for fluency
practice (2). Sort pictures by initial consonant sounds, (3). Practice blending by reading words
made with make-a-word cards, (4) listening center for reading fluency, (5) Segmenting and
spelling at writing center (6) phonics activities at computer (7) reading fluency in library center
(8) abc letter puzzles at seat (9) categorize pictures by beginning sounds at pocket chart
Accommodations/Modifications:
Students who are unable to comprehend the concepts will work individually with the teacher to
spend more time on the concepts during workshop. The teacher will track individual student
performance and remediate as necessary to strengthen skills in needed areas.
Assessment:
Students will complete assigned pages in their Phonics and Language Arts Workbooks to
demonstrate understanding of the skills covered during the lesson. The teacher will walk around the
room as these pages are completed, moving from individual completion of the workbook pages to
whole group completion at times. The teacher will individually assess student understanding by
checking the workbook pages throughout this process and rewarding with a sticker for completion.