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Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject: English

Grade level(s):

Date: 11/6/2014

Emerald Chang
Language Arts
1
Standard:
CCSS.ELA-Literacy.RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Distinguish initial and final sounds in single-syllable words
Concept Identify and Distinguish
II. LEARNING OUTCOME (Objective):
Given a list of words, students will understand the /ch/ sound with the letters ch by covering the initial and
final sounds in single-syllable words in a tic-tac-toe game with 100% accuracy.
DOK/Cognitive Rigor Level: 2-Distinguish initial and final sounds
Language Demands:
Skills: Listening, Speaking, Reading
Language System: Vocabulary, Instructions
Functions: Inquiring, Identifying
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
Before: Initial and final sounds of /sh/
After: Final sounds of /k/ and spelling ck
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
The teacher will ask students a series of questions about what they remember about the spelling /sh/.
What do you remember about the spelling sh? Teacher will remind students to look at the shell card.
What are some words that begin with the /sh/ sound? What are some words that end with the /sh/
sound? Students will respond with many ideas.
By the end of our lesson you should be able to understand the /ch/ sound with letters ch by
covering the initial and final sounds in single-syllable words in a tic-tac-toe game.
Purpose: Students are learning about /ch/ sound words because when they read books, it will help
them pronounce those words.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):


Step #1: Introduce the /ch/ sound.
a. T Turn the Chipmunk Sound/Spelling card and introduce the spelled ch and tch. Sound out the /ch/
sound for students to repeat after you.
b. Student response: Students will listen attentively and verbalize the /ch/ sound.
Step #2: Ask students what they know about chipmunks.
a. T Teacher will ask students what they know about chipmunks. Hint students with What letters
does the word chipmunk begins with? What sound does the chipmunk make?
b. Student response: Students will pair share with their partner, then raise their hand to answer.
Step #3: Read the Chipmunk poem
a. T Teacher will read the Chipmunk poem aloud. Emphasize the /ch/ sound each time it is read.
b. Student response: Students will listen for /ch/ sounds and words as the poem is read aloud. Students
may repeat the /ch/ sound each time it appears in the poem.
Step #4: Practice Writing ch.
a. T Write ch on the board and sound out the sound /ch/ for students to hear
b. Student response: Students will write ch several times in their palm or in the air. Students will
pronounce /ch/ each time they write the spelling.
Step #5: Practice Writing tch.
a. T Write tch on the board and sound out the sound /ch/ for students to hear.
b. Student response: Students will write tch several times in their palm or in the air. Students will
pronounce /ch/ each time they write the spelling.
Step #6: Listen for initial /ch/ sound words
a. T Write some words that begin with ch on the board and read them aloud to the students
b. Student response: Students will signal thumbs-up when they hear a word that begins with the /ch/
sound.
Step #7: Listen for final /ch/ sound words
a. T Write some words that end with ch or tch on the board and read them aloud to the students
b. Student response: Students will signal thumbs-up when they hear a word that ends with the /ch/
sound.
Step #8: Blending
a. T Point to each word on the board. Finger each sound to help students to read the word, then blend
the word together.
b. Student response: Students will slowly sound out each word phonetically and blend the words
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will play tic-tac-toe. Each student will receive a tic-tac-toe card with phonemes th, sh, and ch and
some card markers. The teacher will call out a word with a /ch/, /th/, or /sh/ sound. Students will cover the
correct phoneme with a marker. Students who cover three in a row (vertically, horizontally, or diagonally)

win. Clear off the boards and repeat game. Optional: incentives for winners.
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Sound/Spelling Card Chipmunk
Tic-Tac-Toe cards
Card markers
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During Lesson, Check for Understanding, Teacher observation
Teacher will observe students and check for understanding during steps 6-8 and the application activity.
Summative: Exit Slip Students will read a word on the board and erase it. The teacher will ask questions
like Which one-syllable word means to talk
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Accommodations: Time Spend more time on instructional steps 6-8.
Modifications: Input Differentiate the input. Reread the poem slowly. Repeat words
that need more emphasis.
VII. HOMEWORK (if appropriate): None

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