DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

ELEMENTARY LESSON PLAN TEMPLATE

(2/25/13)

Teacher Candidate: April Talbot

CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 9 girls 15 boys 4 fluent ELLs (Gabe, Kaylee, Denrick, and Arturo) 1 ELL (Luis has pull-outs) 3 IEPs (Searcy, Kaylee, and Miranda)

Grade Level: 4th Title: Phonics Lesson

Classroom environment: Tables are arranged throughout the classroom, there are four students strategically placed at each table. Technology available.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (from Unit Plan): Reading: Foundational Skills Standard 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Content Walk-Away: Students will understand how to use phonics strategies to read unfamiliar words in a text. Language Walk-Away: Students will listen, answer questions, and apply phonics strategies to read unfamiliar words in a text.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson): I will listen as students use phonics strategies to read unfamiliar words in a text. Content Walk-Away Evidence (Summative): Students will be able to know and understand how to use phonics strategies to read unfamiliar words in a text. Language Walk-Away Evidence (Summative): Students will be able to read unfamiliar words in a text by using phonics strategies.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Question Searcy, Kaylee, and Miranda to make sure they understand the meaning of the words. Provide visuals, and hands on for Luis. Behavior; Seat Randy next to Damien Provide extra support for Searcy, Kaylee, and Miranda in completing their graphic organizer. Ask volunteers to help with small group and/or individually.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge Display the objective on the smart board. Today boys and girls we are going to learn how to use phonics strategies to read unfamiliar words in a text. Remember yesterday when we were learning how to breakdown compound words, so they are easier to read. Can anyone give me an example of how to breakdown compound words. Wait for responses. Well, today we are going to breakdown words kinda the same way, except they are not compound words. Some of them might have words that we might know and then well have to use phonics strategies to figure out the rest of the word. After we learn these strategies we will be reading The Benevolent Goblin by Gesta Romanorum, to practice these phonics skills. (SIOP 1,2,7,8,)
Formative assessment: Listen as students gives examples of compound words and how it makes it easier to read by breaking them apart. Modification/accommodations:

SIOP 1&2 Content and Language Objective SIOP 7 Concepts linked SIOP 8 Links made

Focus Lesson (I do it) Today we are going learn some strategies to help us read words we may not know how to read. You will use these strategies all the time when reading different books. I use these same strategies when I come to a word I may not know. You will be reading the Benevolent Goblin by Gesta Romanorum, and I have picked out some vocabulary words you may not know how to read, or you may not know the meaning of the word. I will write examples on the board for you to use these phonic strategies. Write churlish on the whiteboard. Now lets take a look at the word churlish, the first step is to see if there is any part of the word I might know. Lets see, I know that ish is an ending so I will cover ish up. Ok that leaves me with churl. I think I can sound out churl. ch is /ch/ as in chair and church, and ur is Rcontrolled vowel as in turn. So the word is churl, and now I add the ending ish which forms churlish. The word churlish is an old English word for rude or bad-mannered. Everyone say churlish. Ok now I want you turn to your shoulder partner and use it in a sentence. Very good, I really liked how you used the word churlish in a sentence! OK, now lets try another word together.(SIOP 4,6,9,16,17,18)
Formative Assessment: Listen as students use churlish in a sentence. Modification/accommodations:

SIOP 4 Supplemental Materials SIOP 6 Meaningful activities SIOP 9 Key vocabulary SIOP 16 Interaction SIOP 17 Grouping configuration SIOP 18 Wait time Specifically ask Searcy, Kaylee, Miranda, and Luis questions about vocabulary.

Guided Instruction (We do it) Lets see, I want everyone to write the word ingratitude on your white board. First step is there any words you know? Call on someone raising their hand. Wait for responses. Good lets all cover up the word in. OK, now lets sound out the word, gra-ti-tude. Does anyone know a word that sounds like the word gra-ti-tude. Very good! Now lets put the prefix on the word gratitude, which makes it ingratitude. Ok does adding the word in to the word change the meaning for the word, wait for a response. You re right, it is just the opposite it means he is not grateful. This is a hard word to use in a sentence let me think of one, Johnny shows his ingratitude everyday by not saying thank you to anyone. Now its your turn, I want you to turn to your shoulder partner and use the word ingratitude in a sentence. Nice, I heard some real good sentences. OK, now lets try another word. Please write the word benevolent on your whiteboard. Are there any words you know? Great, lets cover up the word ben. OK, lets sound out the word evo-lent. OK, what if we change the short o sound to the long o

SIOP 3 Content Concept SIOP 4 Supplemental Materials SIOP 6 Meaningful activities SIOP 9 Key vocabulary SIOP 16 Interaction SIOP 17 Grouping configuration SIOP 18 Wait time SIOP 30 Assessment of learning

Specifically ask Searcy, Kaylee,

sound. What does the word say evolent. Great now lets uncover the word ben, and say it all together benevolent. Great, does that sound like a word we might know? Does anyone know what the word might mean? Wait for responses, and then explain that benevolent is kind and caring. Boys and girls please turn to your shoulder partner and use the word benevolent in a sentence. Great job, I heard some good sentences. OK, now I want you to figure out what this word is by using the phonics strategy. Write the word countenance on the white board. (SIOP 3,4,6,9,16,17,18,30)
Formative Assessment: Listen as students make suggestions and use the benevolent in a sentence. Modification/accommodations:

Miranda, and Luis questions about vocabulary.

Collaborative/Cooperative (You do it together) Have students write the word countenance on their white board and discuss the strategy they might use to read the word countenance. Call on someone to explain what they did to read the word benevolent. Very good boys and girls does anyone know the meaning of the word countenance. OK, the word countenance means somebody's face, or the expression on it. Now boys and girls I want you to turn to your shoulder partner and use countenance in a sentence. I heard some real good sentences. (SIOP 4,5,6,9,30)
Formative Assessment: Observe students as they try and decode the word countenance, and listen to students answers and how they used countenance in a sentences. Modification/accommodations:

SIOP 3 Content Concept SIOP 4 Supplemental Materials SIOP 5 Adaptation of content SIOP 6 Meaningful activities SIOP 9 Key vocabulary SIOP 30 Assessment of learning

Independent (You do it alone) OK, boys and girls it is time to read The Benevolent Goblin and when you come to a word you do not know try and use the strategies to figure out what the word is. (SIOP 3,30)
Formative/Summative Assessment: Listen as students read The Benevolent Goblin and see if they can use phonics strategies when they come to a word they do not know. Modification/accommodations: Provide extra support for Searcy, Kaylee, Miranda, and Luis when they are using phonics strategies to read unfamiliar words.

SIOP 3 Content Concept SIOP 30 Assessment of learning Provide extra support for Searcy, Kaylee, Miranda, and Luis when they are using phonics strategies to read unfamiliar words.

Comprehensible review of content and vocabulary Ask questions about what each word means, churlish, countenance, benevolent, gratitude. Then ask for volunteers to use them in a sentence. Provide feedback. (SIOP 28,29,30)
Formative/Summative Assessment: Listen as students give examples of what churlish, countenance, benevolent, and gratitude mean, and have them use each one in a sentence. Modification/accommodations:

SIOP 28 Feedback SIOP 29 Review content SIOP 30 Assessment of learning

Summarization Ok, boys and girls you did a great job in using phonic strategies to figure out what a word is when you do not know how to read it.

NOTES TO TEACHER
What do I need to remember to do? Have definitions for each vocabulary words ready. Materials to have ready? A copy of the The Benevolent Goblin by Gesta Romanorum for each student. Approximate time needed for lesson? 10 minutes