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Lesson Plan Template Backward Design



Lesson Plan Type(s) - Check all that apply
__YES__ Direct Instruction
__YES_ Inquiry
__YES_ Concept Attainment
__YES_ Cooperative Learning


A. Pre-planning: Objectives and Purpose TARGET
Objectives and Link to Nebraska Standards/National Standards
1. LA 0.1.1.d Demonstrate understanding that words are made up of letters.
a. The learner will rephrase the parts of the letter to make a word.

2. LA 0.1.2.d Blend spoken onsets and rimes to form simple words (e.g., v-an, gr-ab).
b. The learner will identify different parts of a word to make a sound.

3. LA 0.1.3.d Use phonetic knowledge to write.
c. The leaner will write the different parts of the word inside the boxes.

Teacher Cues
The students will be present with different things to do during the lesson as the
teacher presents them.


Explanation of the Lesson:
First start by opening up by explaining the topic we have. Then state who our client
is and a little about her. Then start the role play with some student in the class with
one of us being the teacher and help the student with the worksheet. Frist the
teacher will explain that the goal for today is to be able to understand different
parts of words. As they know we have been working on this all week. Then hand out
the worksheets asking the children to wait till everyone has a sheet before
beginning. First explaining what we will be doing by saying the word out loud then
writing down the different parts of the word that is heard. Then once everyone has a
sheet tell the children that we will do one together with me (the teacher) helping.
Then they will have the chance to do it on their own, but tell them not to worry
because if they do not understand just yet they can raise their hand and get help
from me (the teacher). All while this is going on Julie will be getting help from the
para to be working on her sound box this way it help her to better understand the
lesson. Julie has used the sound box before and is ready to use it. Once the children
are all done ask them to put there pencil down and then they will review them as a
class. This way it gives the children a chance to see what they have done and what to
do if they need to fix it and why. Once this is finished the teacher will pick up the
finish worksheets and hand out new ones for homework to take home (the students
putting on the presentation will send home copies of the worksheet for their
references). After the lesson is over and have done the role play the people in charge
of the presentation will ask the rest of the class if they have any questions to why
this is important in teaching student like Julie and everyone else. Then will say
Thank you and turn in papers.

Rationale for the Lesson:
Want the child to understand different parts of each word. Want the child to be able
to communicate on a daily basis using word that he or she can pronounce with no
problem. Wanting the child to be able to, have an overall awareness of phonological
processing skills.



B. Assessment Plan Method

Formative Assessment
The worksheet provided to the children during the role play. For Julie
it will be the sound box provide.



C. Materials/Equipment/Resources Needed:
Pencils, worksheets, large paper for the teachers explanation, sound box and
volunteers.

D. Lesson Match
1. Procedures
A. Anticipatory Set
Sponge activity; this activity will be at the beginning of the lesson. This is
where the teacher uses his or her large paper with the top picture to help
the children to understand into what they are doing and why.


B. Objective and Purpose (articulated to the student)
To have the students that we are teaching in the role play to better
understand the different parts of words to better manipulate there phonological
processing skills.



C. Instructional Input
At the beginning of the lesson the student will be show how to do their
worksheet and also be told how to do it. This way they can have a
auditory and visual presentation of the lesson before having to do it
themselves.

Skills Cues
The children know how to separate the different part of a word by
sounding out the word. They will know how to write the letter need and
should know how to spell the word if not they can ask for help from the
teacher.


D. Modeling
Modeling will be done at the beginning of the role play by the teacher
showing and sounding out loud the different parts of the word. The teacher will
ask the children to help him or her, but will write it down on the large sample at
the front of the room. This way the children and the teacher work together to
better understand what is expected from them.

E. Monitoring
In this point of the role play the teacher and the para will walk around the
children making sure that they have the knowledge and skills then need to
complete the task they are expected to do.


G. Independent Practice
The children will get a second sheet at the end of the lesson to take home for
homework to try on their own.

H. Closure
The students in charge of the presentation will ask the rest of the class if they
have any questions to why this is important in teaching student like Julie and
everyone else. Then will say Thank you and make sure copies are handed out for
their future references.

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