Lesson Plan Form

Candidate: Subject: Grade Date:

Lulu Steele Early Literacy level(s): 1st April 28, 2018
Standard​:​ ​CCSS.ELA-Literacy.RF.1,2
Demonstrates understanding of spoken words, syllables, and sounds (phonemes).

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning?
● Students are learning new vocabulary and learning to differentiate words with one
syllable to words with two syllables.

II. LEARNING OUTCOME (Objective):

● Students will identify words with one syllable and words with two syllables.
● Students will recognize syllables in words by clapping or counting the syllables.
DOK/Cognitive Rigor Level: ​Level One (Recall)
Language Demands
The assessment requires grade level reading. The vocabulary words being used are at grade
level and can be thought of as sight words.
Purpose: ​Why are students learning this? Why is it important?

Language Demands​:
What vocabulary will be learned throughout this lesson?
● Grade appropriate sight words.
● Grade appropriate syllables

III. CURRICULUM CONNECTION:

What lesson would come before this lesson? What lesson would come after this lesson?
● Assessment: An assessment will come before the lesson in order to compare what the
students know before the lesson and after the lesson. Students will be given a
worksheet with vocabulary words on it. Students will be asked to color the word red if
it has one syllable, and blue if it has two.
IV.​ ​INSTRUCTION
A. ENGAGEMENT:
I will introduce the assessment by asking students what their experiences are with word
syllables. I will mention the methods we will use to break apart a word by its syllables and
ask them which one they feel most comfortable using. I will ask students to first try this by
using their name. For example, my name is Lulu, I will break apart my name by clapping
twice Lu-Lu. This part of the activity will help them in making connections when we start
our assessment.

A. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1:
● Teacher will go around the table and ask each students to write their name on a blank
sheet of paper.
● Teacher will ask students what their experiences are in word syllables.
● Teacher will help students find the syllables in their name by modeling it using her
name.
● Students will be asked to find the syllables in their own name in order to connect with
the lesson.

Step #2:
● Students will write their name, if they are having a difficult time, teacher will step in.
● Students will explain to the teacher what they know about word syllables, using
examples.
● Students will break their name apart by syllables and using the clapping method or the
counting method.

Step #3:
● Teacher will explain to students what is expected of them during the assessment,
handing them the worksheet they will be using throughout the whole process.
● Teacher will ask students to read the vocabulary words in order to know which
students are having difficulties with reading.
● Students ill read the vocabulary in order. This will help them in breaking the word
apart by syllables.

Step #4:
● Teacher will ask students to use their blue crayon to highlight the word with one
syllable and their red crayon to highlight the word with two syllables.
 ● When the student is having a hard time with the syllables, they will be asked to clap
or count. This will help them not only see the break in the word but also hear the
rhythm of it.

Step #5:
● Once students have finished highlighting their vocabulary words with their two colors,
teacher will read the story out loud.
● Teacher will read story and stop at every word that is on the vocabulary list
● Students will cla out the syllables in the word by using their worksheet that is
seperated by color (blue, red).

A. APPLICATION ACTIVITY:
How will students apply what they learned?
● Students will apply what they learned during story time since they will recognize
familiar vocabulary and know how many syllables those specific words have.

A. MATERIALS & RESOURCES:

What do you need for the lesson?
● Crayons
● Markers
● Sentence strips with vocabulary words
● Book (Brown Bear, Brown Bear by: Eric Carl)
● Worksheets

V. ASSESSMENT STRATEGIES:

Formative​:
How will you check for understanding throughout the lesson and monitor progress?
I will use observation in order to check for understanding during the process. I will also ask
questions that can better help me in knowing what level my students are in when it comes
to reading, EL, and any students with special needs.
Summative​:
How will you know if they mastered the standard?
If possible, I will give the students a worksheet that they can complete at home as an
activity. The worksheet will be based on a new vocabulary list that consist of words with
 one and two syllables. The students will use the same highlighting technique that was
used during our assessment.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS

● EL students: For my EL students, I will provide visuals and sentence strips with
vocabulary printed on it. I will also model each step for them and ask questions in
order to check for understanding.
● High Achievers: In order to keep my high achievers from getting bored, I will provide
an extra sheet with a few extra words. If they finish their work sooner than others, I
will ask for them to show me the syllables in their words through clapping or
counting. This strategy will keep them entertained without giving them too much extra
work.

VII. CLOSURE:
How will you conclude the lesson?
I will conclude the lesson by getting input from the students. Student feedback will help me
knowing if they enjoyed the lesson or if it was to easy or vice versa.
 Take Home Practice Sheet  
Directions: Use a ​red​ crayon to underline the word with one 
syllable. Use a ​blue​ crayon to underline the word with two 
syllables. 

 
Fun ​ ​Happy 
 
Joy Paper 
 
Sun ​ ​ ​Water