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edTPA Lesson Plan Template*

Subject: Literacy

Central Focus: Phonics

Essential Standard/Common Core Objective:


CCSS.ELA-Literacy.RF.1.3.E
Decode two-syllable words following basic
patterns by breaking the words into syllables.

Date submitted:

Date taught:

Daily Lesson Objective: Students will be able to know the difference between open and closed syllables and
identify them.
21st Century Skills: Communication and
Collaboration

Academic Language Demand (Language Function and


Vocabulary): N/A

Prior Knowledge: CCSS.ELA-Literacy.RF.1.2


Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Activity
1. Focus and Review
2. Statement of
Objective
for Student

3. Teacher Input

4. Guided Practice

Description of Activities and Setting


Students, remember yesterday when we talked about words having word
parts called syllables?
Today students we are going to learn about segmenting words
which is when students are given a whole word and break it into
syllables.
Today we are going to learn about the differences between open and
closed syllables and how to identify them. You can tell if a syllable is
open if the syllable ends in a vowel and the vowel sound is long (eg: me,
she, ve, and to veto). On the other hand, a closed syllable is when the
syllable ends in a consonant. The vowel sound for closed syllables is
usually short (eg: fish, men, bat).
Let me show you how we tell the difference between open and closed
syllables. To being, lets look at the word robot. (Write the word robot on
the board). The two syllables in robot are ro / bot. (Separate the syllables
on the board). In the syllable /ro/ the vowel sound is long and the syllable
ends in a vowel, so ro is an open syllable. The syllable /bot/ has a short
vowel sound and the syllable ends in a consonant, so /bot/ is a closed
syllable.
Lets try another one. If we have the word dolphin, the syllables would be
dol / phin. The o sound in /dol/ is short and the syllable ends in a
consonant so that syllable is closed. In the syllable /phin/, the vowel is
also short and since the syllable ends in a consonant, phin is also a closed
syllable.
Students are going to try and decide how to pronounce the vowel sound
in open or closed syllabus by remembering if there is a vowel at the end
of the word then it is an open syllables and the vowel sound is long. If
there is a consonant at the end then the word is a closed syllabus and the
vowel sound is short. I will write on the board a list of syllables. Pointing
to a certain syllable and asking students if the syllable is open or closed,

Time

and if there is a vowel at the end or a consonant. I will point to the first
word pa and ask, Is there a vowel or a consonant at the end of this
word? Then ask, Is the vowel long or short? After the students
determined whether or not the vowel is long or short, we will read the
word out loud altogether while I swipe my finger from left to right under
the syllable.

5. Independent Practice

Students will get a worksheet. The worksheet has two boxes on it. One of
the boxes is a labeled open syllable and the other box is labeled closed
syllables. Students need to take the syllables that are in a plastic baggy
and figure out what box they go in and glue them in that box.
With students with ADD/ADHD I will keep an eye on the student and
check on them frequently making sure they are staying on task and
understanding what they are suppose to be doing.

6. Assessment Methods
of
all objectives/skills:

Students who get 10 or more correct (80%) out of 12 will have met the objective.
Students who have 9 or less correct will not have met the objective.

7. Closure

I will ask students what they learned and have students as a review tell
me each step they took and also have students give examples of how to
use it. Therefore, this lesson, students learned the differences between
open and closed syllables and being able to identify them.

8. Assessment Results of N/A


all objectives/skills:
Targeted Students Modifications/Accommodations
ADD/ADHD Student(s)

Create a quiet area free of distractions for


test-taking and quiet study.

Create worksheets and tests with fewer


items; give frequent short quizzes rather
than long tests.

Reduce the number of timed tests.

Test the student with ADD/ADHD in the


way he or she does best, such as orally or
filling in blanks.

Show the student how to use a pointer or


bookmark to track written words on a page.

Divide long-term projects into segments


and assign a completion goal for each
segment.

Student/Small Group Modifications/Accommodations

Let the student do as much work as


possible on computer.

Accept late work and give partial credit for


partial work.

Materials/Technology: White board, worksheet for students, plastic baggy which included the open and closed
syllable words, and glue sticks.
Reflection on lesson: N/A