LESSON PLAN OUTLINE

JMU Elementary Education Program

A. The following information should be included in the header of the lesson plan:
Meghan Tomasi
March 16, 2017
March 9, 2017
TITLE/TYPE OF LESSON
Word Study

B. CONTEXT OF LESSON
Students will be learning about when to double consonants after adding an -ing ending to
words. The class is split up into four color groups based on level, and I will be performing this lesson
on the blue group, with this material being the next part in their curriculum to learn.

C. LEARNING OBJECTIVES
Understand what are the broad
generalizations the students should
begin to develop? (These are
typically difficult to assess in one
lesson.)
Students should begin to
understand when to double the
consonant letters before adding an
-ing ending to words
Know what are the facts, rules,
specific data the students will gain
through this lesson? (These knows
must be assessed in your lesson.)
Students will learn specific rules
to follow (based on my flowchart
included at the end of this lesson
plan) that help to decide whether
or not a word needs double
consonants before an -ing ending.
Students will also understand that
there are exceptions to these rules
for certain words in the English
language.
Do what are the specific thinking
behaviors students will be able to do
through this lesson? (These will also
be assessed in your lesson.)
Students will work together in
their group to sort words into the
double consonant category and
the single consonant category in
order to practice using the
flowchart rules on when to double
a words consonant letters before
adding an -ing ending.

D. ASSESSING LEARNING
I will lead and observe the short sorting activity, watching for student involvement and
understanding of when to double the words consonants.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

4.4
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

F. MATERIALS NEEDED
Flow chart (provided by me)
Practice word cards (provided by me)
G. PROCEDURE
Preparation of the learning environment (if required)
Put the flowchart up on the board for students to see and follow
Engage -Introduction of the lesson
I will begin the lesson by asking students whether a word changes its spelling when adding an -ing ending, and if so,
how? (if students know this answer, they should bring up the example of doubling the consonant of a word before the
-ing ending).
I will have a brief review of what a consonant is vs. a vowel and ask for students to give me the definitions of these
words.
 I will then begin pointing to and explaining the flowchart to students. Students should follow along as I explain the
chart and ask questions as needed if something is misunderstood or needs clarification.
Implementation of the lesson (specific procedures and directions for teacher and students)
I will begin having students work on the practice word cards. Because I will be working with a small group of students
(4-5), I will split the group in half and give each pair half of the practice cards. They will discuss and work together
with their partner(s) on which words fit in each category.
Once both pairs have finished their half of the cards, I will have the students trade their half of the cards with each
other and check each others work. The students will need to use the flowchart as they work in order to decide if the
other group has ordered their cards correctly.
Once all students have finished going through all of the practice cards, I will pull the students all together and we will
talk about the cards as a group. If any of the cards were wrongly categorized, we will discuss those cards.
As we discuss the sorted cards, if there is extra time, we will sort them as a whole group into the words that DO need
doubling consonants, and we will sort the words that DO NOT need doubling consonants into sections based on the
rule they broke. This will be to re-emphasize the rules of when not to double a words consonants before adding an
-ing ending.
o For example, if (based on the flowchart), some of the words end in an x, which breaks one of the doubling consonant
rules, those words will go in one section
o If some of the words end in an h which breaks another one of the doubling consonant rules, those words will go in
another section
Closure
This will simply be asking students for any questions they may have, or adding to the discussion by bringing in other
words that were not included in the practice cards
We can also talk about words that are the exception to the rules included on the flowchart if time allows
Clean-up (if required)
I will collect all of the practice cards and take down the flowchart from the board

H. DIFFERENTIATION
The group I will be working with is grouped together because they are on similar levels,
which means that not much differentiation needs to be made to the lesson. Having students working in
pairs will also help in not needing to differentiate the lesson because students will be working together
to sort the practice cards, and will therefore be aided as they learn by both their peers and myself as I
sit and observe. If students finish earlier than expected with the practice cards, I will simply expand
the discussion by asking for other words students can think of and seeing whether or not the word
follows the flowchart. If students can come up with a word that is an exception to all of the rules on
the flowchart, they will earn one cardinal cash.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.
The only thing I can see going wrong with this lesson is if time becomes an issue. I am
expecting this lesson to take the full amount of time allotted, but if this activity goes faster than I think
it will, then having too much time left at the end could be a problem. As discussed in the
differentiation section, however, I will account for the extra time by having students come up with
more words to practice with using the flowchart, and by making a game out of this where students can
earn cardinal cash by thinking of words that are exceptions to every rule on the chart.
ADMIT APPEAR
BAN BAT
CLAP CHIP
CUT DETER
DIG DROP
EXPEL MARVEL
OVERRUN WRAP
ZIP ACCEPT
 ACT ADD
ADOPT ALLOW
ANNOY ASK
BARK BOW
BUY CHEW
COUGH CRASH
DRAW FIX
GNAW GUSH
 FORM SAW
TAX WASH
BEGIN TRUST
DANCE LAUGH
MIX SPY
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made
them.
The big change was to the timing of the lesson; I had only planned for a 15-20 min lesson because I
was working with a small group of students during one of their stations, but ended up needing to teach
them for 30-45 min during two stations worth of time. Because of this, I had to be very flexible with my
lesson and find ways to expand the material to match the lesson time. Some information I did not know
when going into the lesson was that the material I was teaching had already been taught and my lesson was
scheduled as a review, which made expanding the lesson even more difficult because it made the lesson go
by faster with students not having as many questions and already knowing a lot of what I was going to
teach them. I had the students working with word cards and a flow chart to sort words into which would
double their consonants and which would not when adding an -ing ending. To expand this lesson, I split
the cards in half and had students work in two groups to sort the two groups of cards and then had them
switch cards after they were done to check each others work. Then as a group we sorted the cards that we
knew did not double their consonants, into groups based on the rules those words broke according to the
flow chart. Some of the words broke more than one rule so we put those words in another group and
 discussed them. Finally, I had students work to think of six words they knew that ended in -ing, with three
of those words doubling and three of those words not doubling their consonants so that I had an extra
assessment to see if they understood the lesson and to give them extra practice on the concepts. I noticed
from this extra assessment that where they had trouble was finding words that ended in -ing, which
surprised me; we then went over the difference between nouns and verbs to show that action words are the
ones that can end in -ing. These changes helped me to fill the extra time allotted to me for the lesson.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn?
Who learned? What did they learn? What evidence can you offer that your conclusions are valid?
I had two forms of assessment; the first form was observational where I simply watched the students
as they worked and looked for their understanding of the material based on their group discussions and their
success in being able to correctly sort the provided words into different groups based off of my instruction.
The second form was when I asked them at the end to think of six words each, three in the Dos and three in
the Donts categories. In both assessments, students proved to me that they understood the material and could
use the flowchart to sort words, but in the second assessment, I realized that while they could sort words I had
provided them, they could not think of words to sort themselves. They did not yet fully know the difference
between nouns and verbs so they had trouble thinking of words that could end in -ing. Once they HAD thought
of words ending in -ing, however, they could sort them correctly.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough
way if you were to teach this lesson again.
If I had known that I would have had the extra time for the lesson, I think I would have incorporated
some sort of webquest for students to use in order to learn about how to find words that double their
consonants and words that do not. I could have then branched off of that topic to have students work
online to find the difference between verbs and nouns and why verbs are the ones that can have an -ing
ending. They could have worked together to learn the information on their own through their searches
online rather than me having them sort words together that I had prepared and provided for them. They
seemed to need more work in finding words on their own rather than using words provided to correctly
sort them.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?
I know I keep repeating this, but I would go over nouns and verbs with the students. They were
completely unable to find words on their own that could end in -ing, so this would be my biggest focus
because once they have words, they completely understand the concept of whether or not the words double
in their consonants. This next lesson could even be the one where I incorporate a webquest for students to
complete because they could learn on their own (with each others support) why verbs are primarily the
words that end in -ing.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as
learners?
I learned that you never know what information students may already know and what information they
may know nothing about. Students are also very unpredictable on what they will catch onto really quickly
and which information they may struggle with. Because of this, working in groups and having multiple
forms of assessment can be a large advantage to teaching. When working in groups students can teach
each other concepts that some may understand and others may still be confused about, and by having
multiple forms of assessment the teacher has more of a chance to see exactly where students still need
improvement and can focus their next lessons on those concepts.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
Preparation is a concept that I have had reinforced over and over again. Teacher preparation can be the
deciding factor between a lessons success and a lessons failure. If the teacher is not fully prepared to
teach a lesson and hasnt thought about all of the variables necessary, students may not learn anything and
the time spent teaching may be a waste. With this lesson, although it ended up being successful, could
have been improved exponentially if I had been more prepared to handle an extended lesson and if I had
been provided all of the information about my lesson, such as that it was a review lesson rather than a new
 concept to the small group of students I was working with. If I had planned for only these two aspects, I
could have been prepared to teach students so much more than I was able and the students may have been
able to even better understand the material I was teaching them.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
I learned that I am capable of successfully completing a lesson with my students, but that the more I
am able to work on my lessons, the better they can become and the more learning my students will receive.
While I would have planned for more had I known, I also learned that the unknown is a huge part of
teaching and that even though flexibility is just as important, being over-prepared is almost a requirement
in and of itself. There is always room for improvement and we are constantly and consistently growing in
our learning as teachers, as well, which is both for the betterment of our students and for ourselves as
people.