Teacher: Mrs.

B (Bilanski)
Lesson Title and Grade Level: The Four H Brothers 1st going into 2nd
Unit Theme: Phonics
Lesson Topic: Wh, Ch, Th and Sh
Date: 7/12/2014
Context for Learning

Complete the chart below to include demographic information including learning needs, number of
students and supports and accommodations pertinent to the IEP goals. Consider the variety of
learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g. students with IEPs or 504 plans,
English language learners, struggling readers underperforming students or those with gaps in
academic knowledge, and/or gifted students needing greater support or challenge).
Learning Needs Category
Students with NWEA reading
scores below grade level.
Some problems observed were
of fluency, decoding and
phonemic awareness.

Trouble concentrating

Number of Students
6

Supports, Accommodations,
Modifications, and/or
Pertinent IEP Goals
Frequent monitoring of
progress
Additional literacy
instruction in a small
groups
After making revisions
continue to review

Central Focus

Students will learn about Consonant Digraphs.

Goal:

May require personal

attention/ can be a
helper.
Pair student with
another student who
shows proper classroom
etiquette.
Use cues to keep
students on track.

To be able to identify the Ch, Sh, Th, Wh consonant Digraphs.

Objectives:
Content
Standards/Objectives

1. Students will understand the sounds associated with each consonant digraph.
2. Students will listen to the story of The Four H Brothers and practice the Wh, Ch,
Sh, and th sounds.
3. Students will demonstrate their learning by participating in a matching activity.
4. Students who successfully complete the matching game will be asked to write a
sentence using one of their words and draw a picture to accompany their sentence.

Common Core Content Standard

Learning Objective

RF.2.3 Phonics and word recognition

Know and apply grade level phonics and word
analysis skills in decoding words

Objective 1

RF.2.3 Phonics and word recognition

Know and apply grade level phonics and word
analysis skills in decoding words
RF.2.3 Phonics and word recognition
Know and apply grade level phonics and word
analysis skills in decoding words
L.2.3 Knowledge of Language
Use knowledge of language and its conventions
when writing, speaking, reading or listening.

Objective 2
Objective 3
Objective 4

Include New York State Learning

Standards/Common Core Standards
appropriate for grade level/content on
the left and construct a
specific/measureable objective that
matches the standard in the column on
the right.
All objectives must be assessed in the
lesson plan. Include at least one
objective that addresses academic
language (vocabulary, syntax,
discourse). Language functions for art
may include:

Consonant Digraphs, Soft Th, Hard Th

Vocabulary/Concepts/Langu
age
Rationale

Students should understand consonant digraphs in order to correctly pronounce and decode words.
This is important as it will help students in developing reading and writing skills. It will also address
the Common Core Standards for phonics.

Essential Questions
(Formative Questions)

What sounds do Ch, Th, Wh and Sh make?

What are the different sounds made by Th?
How do we decode words using Consonant Digraphs?

Assessments:
Type of assessment

Formative or
Summative

Formative

Description of
assessment
Examples include: teacher
observation, discussion,
questions, project rubric,
entry/exit ticket,
presentation rubric, essay
rubric, checklist, student
self evaluation

Students will
participate in a
discussion in
which I will ask:

Does anyone know

what sounds these
letter blends make Ch,
Th, Sh, and Wh make?

Summative

Do you know any

words that use these
sounds?
Students will be
given clothes
pins with

Modifications to the assessment

so that all students could
demonstrate their learning.
Only list necessary modifications not
all assessments will require
modifications.

If Students cannot we will

read the four H brothers
and discuss the topic
further. Teacher will model
sounds and provide
examples such as:

Chick
Short
Where
Those
They

Evaluation Criteria - What evidence

of student learning (related to the
learning objectives and central focus)
does the assessment provide?
List specific objectives. All lesson plan
objectives must appear in this column.
Provide evidence of the point in the lesson
that clearly identifies instruction (how and
why of the lesson)

Objective 1
Students will understand the sounds
associated with each consonant
digraph.
Objective 2
Students will listen to the story of
The Four H Brothers and practice the
Wh, Ch, Sh, and th sounds.

Objective 3
Students will demonstrate their
learning by participating in a

consonant
diagraphs glued
on them and
small pieces of
paper with word
parts.

Students will
work individually
to match the
consonant
diagraphs with
the word part.

Students who
master the task
of matching
word parts to
their correct
consonant
digraphs will be
asked to write a
sentence and
draw a picture
using one of the
words from the
game.

matching activity.
Objective 4
Students who successfully complete
the matching game will be asked to
write sentences using one of their
words and draw a picture.

Instructional Strategies and Learning Tasks

Procedure

Teacher will:

Students will:

Modifications (RTI/UDL
Strategies)

Anticipatory Set
__5___ minutes

Brainstorming, Assessing
Prior Knowledge, Do Now,
Question of the day,
literature, think/pair/share,
group activity, visual or video

Write the letter

combinations on
the board in the
following order:

Wh
Ch
Sh
Soft Th
Hard Th

Model:
Teach the sounds
and have them
repeat after me.

Explanation:

Define :
These are Consonant
diagraphs or letter
blends. Conosonant
diagraphs are two letters
that come together to
make one sound.
Consonant digraphs are
important because they
will help you sound out
or decode words.

Participate in a
discussion
regarding
consonant
digraphs.

Students will be
able to define
consonant
digraphs.

Students will
repeat sounds of
the consonant
digraphs I write on
the board.

Discussion:

Lets sound out these

words together
Chick
Short
Where
Those
They

Learning Tasks and

Instructional
Strategies
___15__ minutes

Demonstration, Guided
Practice,
Journals, Critique, Activity,
Work Time (for example)
This section should be
separated into individual rows
as needed.
Consider transitions: supply
distribution and clean up.

Teacher will explain

that shed like to
tell them a story
about four brothers
and these four
brothers used a lot
of consonant
diagraphs.

Teacher will read

the story of The
Four H Brothers.

Teacher will ask

students to repeat
the sounds of the
consonant blends
throughout the
story.

Teacher will finish

Students will sit in

a circle or on the
rug.

Participate in the
read aloud and
answer questions
orally.

story and discuss

words that use
these consonant
digraphs and
reference story.
Questions examples:
Can we remember any of
the words from the story
or any new words that
use Sh?
Independent
Practice/Exploration
of Concepts
___20__ minutes
Practice/implement skills;
cooperative learning; group
work, etc.

Teacher will give

each student a
matching game in
a zip lock bag with
his/her name on it.

Teacher will ask

students to pair
the correct
consonant digraph
with the word part.

Consider transitions: supply

distribution and clean up.

Teacher will ask

students who finish
this activity quickly
to write a sentence
with one of the
words from the
game and draw a
picture.

Students will work

independently to
pair the correct
word parts to the
corresponding
consonant
diagraphs.

Students who
complete this task
before the allotted
time will use one of
the words to write
a sentence, as well
as draw a picture.

Students who can easily identify

words using their consonant digraph
will be asked to write a sentence
using their words and draw a picture.

Closure
__10___ minutes
Share understanding of the
concepts (journal, verbal
share-out, exit slips, etc)

Teacher will ask

students to place
their matching
game back in their
bags.

Teacher will review

concepts
referencing The
Four H Brothers.
Explanation:
Lets briefly review
the sounds of the
letter blends we
have learned
today.
Our first letter
blend WhCan
anyone tell be
some words we
encountered today
using this letter
blend?
(will repeat for
each consonant
digraph)

Teacher will assess

Students will
participate in a
classroom review
of concepts.

If the majority of students do not

grasp this concept, I will conduct
another activity and once again
review consonant digraphs.

students
understanding by
collecting and
checking that they
correctly matched
the consonant
digraphs to the
word parts.

Instructional Resources, Materials and References: (Including all images used.):

Writing sheet
Clothes pins
Word parts and Consonant digraphs
Please see attached Power Point entitled The Four H Brothers

Rationale and Reflection/Commentary:

1-Rationale Prior to Teaching:

prior academic learning or prerequisite skills

personal/ cultural/ community connections
anticipated student learning outcomes
management organizational strategies for transitions

2-Reflection/Commentary After Teaching:

What influenced your decisions/choices (strategies, materials, activities, assessments, etc.)

What were the outcomes of the lesson/student learning