Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Jasmine Jackson

Date: February 25, 2015

PART I: PLANNING
Making Words
Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Source

Reading Street Series First Grade/Original

Subject Area (s)

English/Language Arts

Grade Level

1st Grade

Curriculum Standards

Common Core Standards

RFS.1.2- Demonstrate understanding of spoken words, syllables,
and sounds.
b. Orally produce single-syllable words by blending sounds,
including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds.
RFS.1.3 Know and apply grade level phonics and word analysis
skills in decoding words.
f. Read words with inflectional endings.
g. Recognize and read grade appropriate irregularly spelled

words.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background Teacher will re-introduce the new spelling words and high
frequency words to help students to understand how they are
Information
used in the story and making sentences. First, teacher would get
students attention by telling them the objective and standards of
what they will be learning during the lesson. Next, teacher will go
over the agenda for the day of the lesson. Next, teacher would
get students attention by re-introducing the spelling words. Next,
teacher will have a student to come up (at least two) and
unscramble the letters to figure out what spelling word is being
revealed. If the student needs assistance while unscrambling the
word they may call on one of their classmates to help them. Next,
the teacher will have students to break up into two groups. The
first group the teacher will have the students to go back to their
seats and write their spelling words on index cards. For early
finishers, they must write their spelling words in alphabetical
order in their writing journals. Next, the teacher will work with the
2nd half of the class playing a matching game on an educational
website(spelling city.com) using the vocabulary words. Students
are to match the words together to make a pair. After pairing the
words together, students are to spell the word out loud for
understanding. Next, once the first group has finished writing their
words on index cards they will rotate with the other group to
complete their matching game and vice versa. Finally, the teacher
will call all students back to the rug to review the words over
again. Teacher will place the words underneath the LUMENS for
students to spell and recite the words as a whole group.
Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

TWBAT- 80% of students will be able to identify various spelling

words and demonstrate their knowledge through writing the
spelling words on index cards to study both in school and home
and using the interactive website spellingcity.com to pair the
spelling words together through a matching game.

Varying Objectives for

Individuals Needs

How will I vary these objectives for students who do not understand the material?
How will I vary these objectives for students who have already mastered the concept?
How will I vary these objectives for students who are presently learning English?
-For

students who do not understand the material, the teacher will

pair up the student with another student who has mastered the
concept.
- For students who have already mastered the concept, the
teacher would have those students to quiz themselves on how
much they think they know of the spelling words. The students

will have one of their classmates to call out the spelling word to
him/her and as they are calling the words out the students are to
write the words down in their writing journal. Students may also
use IPads for a program entitled compass learning to practice
various reading skills. Students may also have the option of using
other educational programs such as: Star fall, XL reading, and
room recess.
-For students who are learning English will pair the ELL students
with English native speaking students and have them to help the
student point out the word and try to sound out its letters to find
the meaning.
Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

Students learn the concept of the making words to grasp

understanding of how words are important in communicating with
others as well as helping identify words in their reading and
writing.
What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

Anticipatory Set

Index cards
Spelling Words
Smart board
Cut up letters
Lumens camera
Writing/Reading Response Journal

What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?

a. Conduct behavior/standards- Before beginning the lesson, I

will remind the students of the classroom rules during instruction.
I will explain the objective for the students to be fully aware of
what they will be learning during the lesson.
b. Transfer- To build off prior knowledge I will remind students
that each week we have a new list of spelling words and those
words are linked by a specific spelling pattern. I will remind them
of last weeks spelling words and then explain that I am going to
introduce a new set of words.
c. Motivation/hook- To serve as a focus for the lessons activities
the teacher will gain students attention by playing the game
unscramble the word. Teacher will have at least two students to
come up and unscramble at least two of the spelling words to
check for understanding. Students may get assistance from
classmates if they seem to struggle. To motivate the students to
learn the words, I will give them the opportunity to work on their
iPad if they follow the rules during instruction.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

The teacher will have students to identify the spelling word using
the scrambled letters that will be given to them. Students are to
unscramble the letters the best way they can based on their
studying of the words for the week.
What will I do to show students what is expected?

Teacher Modeling or
Demonstration

The teacher will model or demonstrate the words by participating

with the students in a whole group activity game matching the
words together. The students are to match the correct words
together. Each student will have the opportunity to go forth to the
smart board and try to match the words together. Once the
student matches the pair together, as a class the students are to
spell the word out loudly for understanding.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for Understanding

The teacher will have the website loaded for students to practice
matching the spelling words together. The teacher will call
students up one by one to take a chance at making a pair for the
spelling words. As the students are going forth, the teacher will
encourage the student to pick one.

What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

While students are matching the words the teacher is asking the
question such as What is that word? The teacher wants the
students to speak loudly and clearly for the teacher as well as the
students to understand. When the students spell the word out
loudly this gives the teacher a chance to see who knows the word
and who doesnt. The students who arent spelling the words
those are the ones that I know I have to work with before the test.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

In small groups the students will each go back to their seats and
write the words on index cards to have at home to study as well
as school. Students are to write their words on different color

index cards to ensure they have all their words to study. This
helps them to keep organize of their spelling words and to keep
up with the words theyve already written.
Closure

How will I conclude the lesson and relate it to future experiences? How will you wrap up
the lesson to reinforce concepts taught during the write lesson?

The teacher will recap what students learned about the words by
having students to repeat all the words over again. As the teacher
places the words underneath the LUMENS, students are to say
the word and spell the word for understanding and practice.
What will students do to demonstrate what they have learned?

Assessment
(attach to lesson plan)
Extension Activities

Students will finish completing the assessment of writing the

words on index cards to ensure their understanding of spelling
and learning the words.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

The students can extend this concept in the home with a

homework activity; they can use their index cards and have the
parents to call out the words and the students can practice
spelling the words individually or together. The students can also
cut out letters of their own and practice constructing the words
using the letters. This will help them to see the words and gives
them practice on spelling the word. The parents can also log into
spellingcity.com where students are able to practice their spelling
words working with different concepts such as: find the missing
letter where students are to find the letter that is missing out of
the spelling word, they can also make sentences using the words,
or also listen to the word be placed in the sentence and the
student has to identify what spelling word is in the sentence.
Teacher can also send the cubes home where parents can place
the alphabets on the cubes and students can connect the correct
letters to make the spelling words. This will help with identifying
letters and making letter connection to make words and also help
with building their fine motor skills. Students can use the activity
within the community by collecting different items from places
they eat and using the letters from the logo to make up the
spelling words. This could show their creativity with the letters.

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

In this lesson, the teacher will use the LUMENS lens to show the
words on the smart board. The teacher will also use the website
www.spellingcity.com for the matching game.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the

The Arts: The students could use making words in art by making
a word collage of words to help students to arrange the words for
better understanding and how they can be used to make art.
English/ Language Arts: Making words can be use in Language

Curriculum

Arts by constructing sentences to see the word meaning of the

spelling words.
Math- Students can use their spelling words in math by
constructing an open ended problem using their spelling words
and the math concept that they are reviewing.
Physical Education- Making words can be used in physical
education class by using it in a basketball game. This activity
could be done in whole group where students can stand in a
circle and the teacher would call out the spelling word to one
student. If the student spells the word correctly then they are able
to make a basketball shot. Whoever has the most points at the
end of the game wins.
Science- Making words can be related to science because in
science has certain skills that make a certain plan to construct the
scientific method. There is a method when making words such as
asking questions to construct words and its meaning and also
observing letters and word recognition through making the word
itself.
Social Studies- Students can use making words in Social
Studies and using the words to describe their family values and
family tides. For example, that week we can use the words me
and place. They can use these words to describe background
information about themselves and then talking about where they
grew up or their family heritage. This would get the students to
better know the individual and their culture.

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

I felt that the lesson went really well. The students seem to be
really enthusiastic about playing the unscramble game. I think
this is a good strategy to use because the students wont get into
the focus of always doing multiple choice testing figuring out the
correct spell word. I want the students to be able to look at a word
and decode it instantly. I also liked the way I was able to rotate
groups. I was able to get two things done at one time to ensure
that all the students had the opportunity at both stations.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

My weakness for this lesson I would say getting more students

involved. When the students see that they already know the word
they seem to shy away and dont say anything. So I can definitely
get those students to help their classmates who are struggle so
that they get on the same level as them. Another weakness is
definitely time management. I certainly have to pay close

attention to my time to ensure that I stay on task. I need to

certainly get a stop watch so that it will keep me focused and not
run over my time.
What would you change when teaching this lesson again?

Suggestions for
Improvement

When teaching the lesson again I would certainly remain on

schedule which is something very important. Staying on task
keeps everything organized and intact to what is taking place
next. I would also have the advanced students to be more
involved and help those students who seem to be struggling.
Sometimes, students learn better from their peers. Therefore,
linking them up during the matching game and them working
together to get a match would be a good idea.
Revised 6-2013
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY