USF Universal Design For Learning

Lesson Plan Template

Name: Jessica Diaz

Dates: March 9 13

Grade/Course/Period: 1st/ WTW

Monday

Tuesday

Wednesday

Thursday
Shared Reading
Intervention

Friday

Performance Objectives

Performance Objectives

Performance Objectives

Performance Objectives

Performance Objectives

SWBAT identify ending

sounds (ad, ed, ab ob) in
words.
SWBAT differentiate ending
sounds (at, ot, it) sounds.
Standards/Benchmarks
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.

CCSS.ELALITERACY.L.1.2.D Use
conventional spelling for
words with common
spelling patterns and for
frequently occurring
irregular words.

CCSS.ELA-LITERACY.L.1.2.
Spell untaught words
phonetically, drawing on
phonemic awareness and
spelling conventions.

11-9-13

SWBAT identify short a and

long as with ai in words.

SWBAT identify short a and

long as with ai in words.

SWBAT differentiate short a

and long as with ai sounds.

SWBAT differentiate short a

and long as with ai sounds.

Standards/Benchmarks

Standards/Benchmarks

CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.

CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.

CCSS.ELALITERACY.L.1.2.D
Use conventional
spelling for words with
common spelling
patterns and for
frequently occurring
irregular words.

CCSS.ELA-LITERACY.L.1.2.
Spell untaught words
phonetically, drawing on
phonemic awareness and

CCSS.ELALITERACY.L.1.2.D
Use conventional
spelling for words with
common spelling
patterns and for
frequently occurring
irregular words.

CCSS.ELA-LITERACY.L.1.2.
Spell untaught words
phonetically, drawing on
phonemic awareness and

SWBAT identify main topic

and provide evidence

Standards/Benchmarks
CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and
retell key details of a text.
CCSS.ELA-LITERACY.RI.1.8
Identify the reasons an author
gives to support points in a
text.

SWBAT define a variety of

vowel sounds

Standards/Benchmarks
CCSS.ELA-LITERACY.L.1.2.
Spell untaught words
phonetically, drawing on
phonemic awareness and
spelling conventions.

1.

2.

3.

4.

Procedures
Monitor and check on other
groups as students get
materials together.
Test papers are to be out
and students will be
assessed on last weeks
sorts objective.
As collecting test papers, the
teacher will make sure
students turn in their test
sheet with the new sort of
the back.
Motivation: Today, we are
going to learn about ending
sounds ad, ed, ab ob. Turn
and talk with your partner
about what these endings
sound like. Bridge: Today
youre going to learn all
about how to know these
sounds and tell the
difference between them

5.

Have students sort words

that you give them on their
white boards

6.

Write ad, ed, ab ob on the

board and prompt students
for words following under
categories, one category at
a time. (Playing rally robin)

7.

Remind students to notice

patterns (consonant in front
of these words) and make
connections back to
anticipatory set.

8.

Introduce new sort

11-9-13

spelling conventions
Procedures
1. Monitor and check on other
groups as students get
materials together.

spelling conventions
Procedures
9. Monitor and check on other
groups as students get
materials together.

2.

Collect notebooks and old

sorts.

10. Collect notebooks and old

sorts.

3.

Test papers are to be out

and students will be
assessed on last weeks
sorts objective.

11. Test papers are to be out

and students will be
assessed on last weeks
sorts objective.

As collecting test papers,

the teacher will make sure
students turn in their test
sheet with the new sort of
the back.

12. As collecting test papers,

the teacher will make sure
students turn in their test
sheet with the new sort of
the back.

Motivation: Provide words

having students identify
whether the word is short
or long by giving hand
signals

13. Motivation: Provide words

having students identify
whether the word is short
or long by giving hand
signals

Write short a, long a, and

ai on the board and
prompt students for words
following under
categories, one category
at a time. (Playing rally
robin)

14. Write short a, long a, and

ai on the board and
prompt students for words
following under
categories, one category
at a time. (Playing rally
robin)

7.

Remind students to notice

patterns and make
connections back to
anticipatory set by pointing
out the vowel rules by
turning and talking about
the rules being used in the
categories. (One category
at a time).

15. Remind students to notice

patterns and make
connections back to
anticipatory set by pointing
out the vowel rules by
turning and talking about
the rules being used in the
categories. (One category
at a time).

8.

Introduce new sort and

16. Introduce new sort and

4.

5.

6.

Procedures
1.

Motivation: Have students

recall strategies to use
find main topic and
evidence

Self correct SR activity briefly

with two example problems
2.

Show nonfiction text with

pictures

3.

Each student will have

text with them.

4.

Read aloud story

5.

Fill out organizer together

(model)

6.

Have students provide

evidence

7.

Go back to text to prove

whether students were
correct or incorrect

8.

Send out students who

got it, keep those who are
still struggling

1.

Procedures
9.

Motivation: review vowel

sounds Bridge: Today we
are going to practice
vowel sounds!

10. Play bingo by saying

words with short and long
vowel sounds
11. Take advantage of
teaching points as needed
12. Closure: Give me the
symbol of weather the
following words are short
or long.

Close: Think of a new word using

a one of the consonant blends
we learned about today. Once
you have thought of the word,
come up and you can begin your
new sort.

Planning for Differentiation

9.

explain oddball (doesnt

have a short or long a
sound, also can say, a
word that doesn't follow the
long and short vowel
rules).

explain oddball (doesnt

have a short or long a
sound, also can say, a
word that doesn't follow the
long and short vowel
rules).

Close: Find the oddball by

saying the words aloud to
yourself. When you have
found the word, come up
and whisper it into my ear,
and you can go back to
your desk and begin
working on your new sort.

17. Close: Find the oddball by

saying the words aloud to
yourself. When you have
found the word, come up
and whisper it into my ear,
and you can go back to
your desk and begin
working on your new sort.

Planning for Differentiation

Planning for Differentiation

Students choose the level of

difficulty in words to identify.

Students choose the level of

difficulty in words to identify.

Students choose the level of

difficulty in words to identify.

Each group is differentiated

based on students need(s) in
spelling concepts.
Assessment

Each group is differentiated

based on students need(s) in
spelling concepts.
Assessment

Each group is differentiated

based on students need(s) in
spelling concepts.
Assessment

TWASAT identify ending sounds

ad, ed, ab ob words by observing
group discussion.

TWASAT identify short a and

long as with ais in words by
observing students provide
words in whiteboard activity.

TWASAT identify short a and

long as with ais in words by
observing students provide
words in whiteboard activity.

TWASAT differentiate between

TWASAT differentiate between

short a and long as with ai

in sounds by observing

short a and long as with ai

in sounds by observing

Students who have difficulty in

closure will receive one-on-one
assistance.

students in identify rules in

addition to the discussion and
closure
Planning for Differentiation
Students who have difficulty in
closure will receive one-on-one
assistance in sound vowel
sounds.

students in identify rules in

addition to the discussion and
closure
Planning for Differentiation
Students who have difficulty in
closure will receive one-on-one
assistance in sound vowel
sounds.

Students choose level of difficulty

Students choose level of

Students choose level of

TWASAT differentiate ending

sounds ad, ed, ab ob sounds. by
checking students future sorts for
accuracy, in addition to the group
discussion

Planning for Differentiation

11-9-13

Planning for Differentiation

Students are pulled for
intervention based on their
learning needs

Assessment
TWASAT identify main topic
and provide evidence by
observing students in activity
and checking responses for
accuracy

Planning for Differentiation

Students are pulled for
intervention based on their
learning needs

Assessment
TWASAT make connections by
observing students in activity
and checking responses for
accuracy

Planning for Differentiation

Planning for Differentiation

Students with attention deficits

(1) will be given a timer to aid
in staying on task for the
lesson.

Students with attention deficits

(1) will be given a timer to aid
in staying on task for the
lesson.

for words to list in closure

11-9-13

difficulty for words to list in

closure.

difficulty for words to list in

closure.

Seating is differentiated for

effective discussion and
collaboration.

Seating is differentiated for

effective discussion and
collaboration.