Common Lesson Plan

Teacher: Rachel Hartmann

Grade Level: 1st
Subject: Language Arts
Common Core/State Standard(s):
L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling then writing.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
Learning Objective(s): Students will be able to(SWBAT)
Students will be able to read and spell one syllable, short vowel words with consonant l blends
in them.
Describe how this lesson is developmentally appropriate:
What skills and content are needed to master the lesson objective(s)?
Students should know the short vowel sounds of the English language in order
to be successful in this lesson. Students should also be able to share in front of
the class if they are called on to share an answer.
How is this objective relevant to students, their lives, and/or the real
world?
Signs and stories are a part of everyday life. It is important for students to learn
reading and spelling in order to be independent in everyday life.
What types of instructional strategies will you use to deliver the
content?
I will be using the direct instruction teaching strategy as I will be stating the
objective, presenting new material, model what I want the students to do with
the activity, and then allowing them independent practice time.
How does your lesson reflect educational theories/theorists?
This lesson reflects Vygotskys theory of scaffolding. In the beginning I will be
providing lots of support as students practice and then I will gradually withdraw
as students become more independent with the content.
Pre-Assessment
How will you measure students readiness/level of understanding prior
to teaching this lesson? (e.g., KWL chart, SMARTboard responder quiz,
whole-class Q&A with response cards, individual student pre-test,
etc.).
The day before the lesson I will have students complete a pre-quiz so that I can get an
understanding of what we need to focus more on and so that I have a chance to
change some things in my lesson if needed. The pre-quiz will consist of words from
their spelling list and I will verbally say the words and have them write them down and
spell the words. Then, once they are done I will ask them to underline the consonant
blends in the words. I will adjust my lesson according to the results and put more
emphasis on the concepts they are struggling with.
Assessment
How will the students demonstrate that they have attained the goals
of the lesson?
Explain how the assessment aligns to the objective.
Include a copy of the lesson assessment.
Provide exemplar student responses/products (model outcome).

I will be walking around the classroom as I verbally give students new words to spell.
They will be expected to spell the word to the best of their ability and then underline
the consonant blend in the word as I had modeled before. As I walk around the
classroom while they work, I may challenge students to why they spelled it that way or
why they underlined certain words so they can share what they have learned.

Post-Assessment
How will you evaluate the students work/performance? ( e.g., rubric,
weighted responses, checklist)
Report results in qualitative and/or quantitative format.
To evaluate students performance I will check their lists with an answer key and
evaluate how they did. After I have done this I will give the students their lists back
and we will go over the answers so we can discuss why we spell the words the way we
do and discuss the sounds and the consonant blends to again review what we have
learned today. If there are certain students that are still struggling with the content I
will pull them in a small group (while other students are working on something else)
and do more of a one-on-one tutoring on the content.
Key Vocabulary:
Technology needed:
Consonant blend
Smart Board
Words from spelling list
flat
blast
Other required materials:
slim
flap
L consonant blend pre-test
class
black
Blender with consonant blend letters
blot
flag
L consonant blend spelling list
flip
clock
Paper
slip
block
Pencil or pen
clap
flint
sled
blend
slam
plug
blink
slab
Accommodations:
What accommodations/modifications will you include for specific
students during each phase of the lesson? (remediation and
enrichment levels)
Input for students with vision impairments, I will have them sit in the
front of the classroom so they are able to see the board. For students with
hearing impairments I will wear the classroom microphone so that my
voice can be heard better.
Guided Practice as students are working I will be walking around the
classroom to make sure students are understanding the concept and
guide those that may need a little extra help
Independent Practice I will be available for any questions the
students may have while completing the assignment
Assessment For students that need so, I will verbally assess them and
have them spell the word and how me what they would underline for the
consonant blend.

I Do
We Do
You Do

Lesson Plan Implementation

Analyze

Lesson Opening:
How will you
activate student interest?
present the learning objective(s) in an engaging and studentfriendly way?
make connections to past learning?
convey the importance of the learning objective and make it
relevant to your students lives?
explain to students the sequence of instruction? (preview the
activities for the period)
communicate what knowledge or skills students will be expected
to produce by the close of the lesson?
To activate student interest I will introduce the Magic Letter Blender to grab their
attention. I will explain what the Magic Letter Blender does and explain that we will
use it later in the lesson. I will also explain that they have received their spelling list
for the week, and today we are going to be able to read and spell words with /l/
consonant blends in them. I will explain how if we can do this we will become better
readers and spellers. To let the students know the sequence of instruction I will tell the
students exactly what we will be doing for the lesson, including how we will work
together and then they will the opportunity to practice on their own and show me how
they read and spell the words.
Instructional Input
How will you model/explain/demonstrate all knowledge and
skills required of the objective?
Restate the objective
Introduce new material (describe what types of
Guided Practice
How will students practice, with your support, all content and
skills required to continue to internalize the objective? (How will
students be engaged?)
How willPractice
you ensure that all students have multiple
Independent
How will you clearly state and model academic and behavioral
expectations?
How will students independently practice the knowledge and
Lesson Closing
How will you
Review the skills/content taught in an interactive manner
(whole/small group, individually)
Reemphasize and clarify the objective
Reassess students mastery of, or progress toward the objective?
(if not already assessed)
After students are done with the independent practice I will restate the objective and
remind them how this lesson will help them be better readers and spellers for the
future. I will review the /l/ blends and repeat the sounds they create. Then, I will allow
students to reflect and have a little What I learned today session with the whole
group. I will allow students to share something that they learned from this lesson that
they might have not known before.
After you have administered your assessments (formal or informal) for this
lesson, analyze the results.
How did the students perform on this assessment? To what
degree did they achieve mastery toward the lesson objective(s)?
How will you provide opportunities for remediation and

Reflect

Reflect on your effectiveness as a teacher based on the analysis of students

performance.
List two things you feel you did well to plan, implement, or
assess instruction.
Describe the changes you would make if you were to teach this