Alicia Barrios

Lesson Plan: Language Arts

Date: February 27, 2017

Lesson Title: Syllables, Words and Sentences.

Length: 45-60 minutes

Context: Whole group, small groups, individual groups.

Grade: 1stgrade

Objective: Students will be able to effectively use vocabulary words to write a sentence
about a story. Students will be able to use syllables to create words.
Standards:

Use the illustrations and details in a text to describe its key ideas. (1.RI.7)
Demonstrate understanding of the organization and basic features of print.
Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation). (1.RF.1)
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Content Area: Language Arts

Introduction: (5-10 minutes)

We will start the lesson as a whole group. As the students are sitting on the carpet
I will introduce the new syllables for the week. The syllables this week will be que, qui,
ya, ye,yi, yo, yu. These syllables will be taught with a story (La orugua Hambriente) . As
we talk about the syllables we will discuss how we see the syllables in our words. The
students already are used to this, and I think that they will be able to understand this
process very well. I illustrate to students how we can make words using different
variations of syllables. One way that we can do this is by breaking the syllable into
different parts. I will demonstrate what I mean on the board. I will underline the syllables
I use on the board.

Body of Lesson: (20 minutes)

After the students have had a demonstration about the syllables they will be able to
understand what they will do in their own groups. The teacher will tell the students that
they are to work as a group in the next ten minutes. As a group the will be using all the
syllables that they have learned in the school year to create words. They will all have
index cards with syllables written on them. Using those index cards they will work
together to make words (eg. Ca-ma, so-fa). As the students come up with words they will
write them on their poster board. At the end of 10 minutes we will see which table came
up with most words. (Conclusion on body portion) Students will stand up to represent
their table and say the words. This will give other tables ideas about words that they
missed
Conclusion: (20 minutes)
After the students have reviewed how to make different words out of their syllables they
will work individually to create a sentence. The sentence they will write will go along
with the theme/story of the week. The students will have to write: Me gusto cuando la
oruga muy hambriente comio___________ porque______________.
The students will be encouraged to complete the sentence by breaking the word into
syllables. This will reflect the body of the lesson. The students will be able to talk to
their neighbor about their sentence after they have finished the sentence.

Evaluation:
The evaluation of this will be as a whole group and individually. The teacher will observe
participation on the carpet as part of the participation points. The teacher will also
evaluate students by the number of words that are obtained at the end of ten minutes.
Students will receive full points if they get at least 15 words. The teacher will look at
individual growth by gathering and grading the students ability to complete the sentence
on their own.

Differentiated instruction:
Students who need support will get it in multiple ways.
1- Students can get their own paper to write down words (this can help with a
behavioral outburst)
2- Students who need support with letter recognitions/ word recognition will be able
to work one-on-one with the teacher to help finish the sentence. The teacher will
write what the students tell her on a white board. Students will be able to copy the
sentence.