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Haoen Liu David Language

40 minutes Grade 3; Class 3E

Lesson: PHONICS: Consonant clusters (r, l, s)

Unit Overview
Main Idea (Claim) Summative Assessment
1. Read and write words with consonant Final test , spelling bee
clusters
2. Learn academic language: consonant cluster
3. Know what is consonant cluster

Guiding Questions Objectives (know/understand/do/value)

1. What is consonant cluster?
2. Who can give me an example about
consonant cluster?
3. Who can find the consonant cluster in this
word?
The student will . . .
1. Students will be able to pronounce the word
with consonant cluster
2. Students will know what is consonant cluster

Time Instructional Procedures and Strategies

Beginning the Lesson
1. Introduction and rules
2. Definition of consonant cluster:
 A consonant cluster in a word is a group of consonants with no vowels between
them.
3. Practice together
5 mins  Trade
 Plan
 Stop
 Grab
 Plot

Developing the Lesson

1. Use a short video to start the lesson. In this video the students will follow the video and
practice consonant cluster (r, l, s)
https://www.youtube.com/watch?v=_ggZiysbi0k
25 mins
1. Students will open their practice book page 136 and finish the work
2. After doing the practice book and we will check the answer together (or one by one;
depends on the situation)
3. Try three letters clusters
 Spring
 Street
 Strict
5 mins  Stroke
 Stretch
 Split
 https://www.youtube.com/watch?v=_YfuGb8f7Jo&list=PLabqGGCbc0BOF53w
eg5jqP2jWyZ4HSCtq
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Haoen Liu David Language
40 minutes Grade 3; Class 3E

Closing the Lesson

1. Check their understanding by asking questions.
Ex. Frog，

Formative Assessment Differentiation

Quiz Students can learn through watch video, or do the
exercise

Resources
White board, YouTube, text book, exercise book, marker, Power point

Evaluation and Reflection

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Haoen Liu David Language
40 minutes Grade 3; Class 3E

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to ●
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward ●
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
● Factual- knowledge or fact-based questions
● Conceptual- questions that enable exploration of big ideas that
connect facts and topics
● Debatable- questions that expose areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is ●
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables ●
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing ●
Lesson creative tension. May include review and/or activation of prior
knowledge.
Developing the The content learned and the strategies employed towards that end ●
Lesson
Closing the A conclusion or review of what was learned, providing closure to the ●
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to ●
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners ●
Resources any texts, materials, technology, people, places or other resources that ●
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the ●
Reflection following questions:
 Did my students come to understand the main idea, essential understandings?
 Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?