Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
Teacher Candidate: Ilse Barragan
Date: December 4, 2014
Course for which the Lesson is developed: EDUC 1070-2
Subject: Phonemic Awareness
Central Focus: (Content of the lesson) letter-sound matches/rhyme
Grade Level(s): Kindergarten
Classroom Teacher:
Time allotted:
Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,
Common Core, or Professional Learning Standards) Each
standard should correspond to one or more objective.
Learning Objective(s):
• What are the students expected to know and/or do in the lesson?
• Write out each specific objective to be met by students in the lesson.
1.B.EC.b: Begin to develop phonological awareness by participating in rhyming activities
Kindergarten SWBAT identify ending sounds of a word
Kindergarten SWBAT create new words by changing the first letter
1
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment
is required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Write the words: bag, rag, nag, and mat on the board and ask what is the same/different or ask which words does not belong
Formative: (Formal or Informal)
Why does the word you chose not belong? Is there another word you can think of that does belong?
Reflective: (Formal or Informal)
Provide a word for them, maybe even a word that ends in "-ag" and have the students write down 2-3 words that end the same
Summative: (Formal or Informal)
Collect an exit slip answering the question: "what is end sound? give one example of a group of three words that have the same end sound."
Academic Language
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
List the Academic Language used in the Lesson.
Include vocabulary, process terms, and syntax
language.
Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.
rhyme
end-sound
develop/create
flower (stem) activity- the stem of the flower is
the end sound such as "-ag" and the petals create words. This scaffolding is interactive because
it involves the student to be using the app and
actually completing the assignment.
2
Describe the Evidence that Students know and use
Academic Language appropriately:
Students are able to create their own flower and make
words from the stem (end-sound).
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
3
Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.)
I will begin class by having the words on the board states above in Diagnostic. I will read them out loud for the class and have hem write
down what word they think does not belong in the group. I will ask three volunteers to raise their hand and say which word they chose and
why.
B.
Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):
"Today we will be learning about 'end-sound.' End-sound is the sound you hear at the end of a word, like in the bell ringer, the end
sound of the words bag, rag, and nag is -ag. The word mat had the end sound -at. That is why the word mat did not belong in the group."
C. Instructional Sequence: (include technology – this is a technology class)
I will explain to them the flower stem app and what is expected of them from it (Stem is for the "end-sound" for example -ag, the petals are going to be the
new word you make like bag & nag)
2. I will go over the safety rules when using iPads-such as no liquids around them and holding it properly
3. Put students into partners so they can experience group learning
4. Partners will be chosen at random. I plan to have their names on a stick and chose two at a time. The two will form and group and this will eliminate the
possible problems associated with choosing partners.
5. Ask each group to get an iPad and open the app called "Rhyming Bee Free"
6. Since it is a free version, there are about 6 different stems, so in their partners they will complete all the stems provided by the app
D. Explain:
What is end-sound? Do the words mat, pat, and rat have the same end-sound? Do the words mat, ran, and pen have the same end-sound? Can you
give me an example of a word that has the same end-sound as pen?
1.
E. Extend/Expand/Elaborate
Have students make their own flower stems. Each group will have their own stem to work with. They should make their own flower with at least five
petals.
F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?)
I will monitor their work by walking around and asking the groups about the words they plan to use and how they are doing on their work. I will also
take the time to ask them if they can quickly answer what end sound is and if the app helped them understand it better
G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?)
Since the activity I plan to do is also available in an app on the iPad, I plan to get my students to first practice with a partner on the iPad, then have
them partner up and make an actual flower and hang them up around the room.
Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment – include your summative assessment here)
After the partners are done with their flowers, before they chose a place to hang them, I will ask them to present it to the class. I will have them
include the "end sound" and the new words they formed with it.
H.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
4
Lesson Plan Details
Instructional Materials:
Rhyming Bee Free App
Scissors
glue
construction paper
Use of Technology:
iPads
Safety in the Physical Environment:
teaching how to walk around with scissors (no running)
how to properly hold an iPad (no running)
no liquids around the technology
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.