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.