Daily Lesson Plan Class: Language Arts Topic: Phonics and Word Recognition Date: September 3rd, 2014
Time: 45 minutes
Content Standards: Know and apply grade-level phonics and word analysis skills in decoding words Technology Standards: Standard 5 Technology and Information Literacy A. Describe types of information: facts, opinions, primary/secondary sources; and formats of information: number, text, sound, visual, multimedia; and use information for a purpose. B. Use technology to find information by applying a research process to decide what information is needed, find sources, use information and check work. C. Use the Internet to find, use and evaluate information. D. Identify, access and use electronic resources from both free and fee-based Internet sources
Learning Objective(s): Students will be able to decode regularly spelled words. Students will be able to decode words following basic sound patterns. Students will be able to read high-frequency words. Activities or Procedures (number: 1, 2, 3, etc): 1. Class will have reviewed the list of spelling words at home and listen to the recording on the page before class. 2. Class will use smart board to review words, number of syllables, and spelling. a. Teacher will write words on the board and pronounce with the class, then have the class pronounce as a whole. b. Teacher will say word and have student write the correct spelling on the smart board. c. Teacher will have ask students what the correct number of syllables is for each word and have them write it on a mini dry erase board, then hold it up. 3. Class will be divided in groups of 3 and begin to create a poem that uses at least 8 of the spelling words. The poems must contain words that rhyme with the spelling words. (activity will continue the next day) 4. Homework: Class will use a recording tool while reading the provided paragraph. The paragraph will
contain the spelling words. The recording will be sent to the teacher for review. Assessment and evaluation: Pre-Test before the lesson (given September 2nd) Spelling test given orally at the end of the week (September 5th), Poem is due September 4th. Rubric for Poem Criteria
Did Student Demonstrate Skill? A. Basic Phonetic Skill Development Use of consonants Use of long vowels Use of short vowels Use of silent "e" rule "ed" "es" and "s" "ing" spelling words rhyming words prefixes suffixes contractions Brief Evaluator Comments
w w w w
B. Use Of Simple Endings To Words
y y j j y y j y y j
w w w
C. Use Of Special Types Of Words
w w w
Evaluator Comments: Materials needed: Computer (outside of/after school), smart board, small dry erase boards, smart phone/tablet (optional)
Other Important Considerations: In what ways does this lesson stimulate higher order thinking? What evidence do you have that all students are thinking beyond knowledge and comprehension?
This lesson stimulates higher order thinking by having students collaborate to create a poem that uses words which rhyme with the spelling words presented to them. This ensures that students recognize how to pronounce the given spelling word by having them present words that sound the same. On the same note, they learn to work together to create something. Also, the students are given tools to use and practice the spelling words on their own. This promotes independent learning.
How does this lesson reflect your knowledge of learning styles/intelligences? Are students with
various learning styles/intelligences having their learning needs met? What evidence do you have of this?
This lesson is able to accommodate various learning styles because the spelling words are presented orally, visually, and tactility. I pre-recorded the words so that students have a permanent example of how to pronounce the words. They can listen to the recording as many times as the need to. We also review the words in class again. Not only do the students have continuous access to this page which has the words presented visually, we will review them in class on the smart board, presenting another visual. Last, for students who learn more by doing, we will use the smart board or mini dry erase boards to fill in the blanks, so that students are hands-on writing the words.
In what ways does this lesson reflect your appreciation of human diversity? (exceptionally, language, socioeconomic status, culture, family and community values)
This lesson reflects my appreciation of human diversity because it includes so many learning strategies. I make sure to include visual and auditory presentations for students with different learning styles, as well as students with disabilities. Students whose second language is English are presented these words, along with pronunciation, and a definition, to truly enforce an understanding of the new word, not just spelling. While I would like students to review the words ahead of time, for those student from lower economic areas, I make to go over the words again in class, I would present the lesson as if it were brand new.