College of Saint Mary

Lesson Plan Format with Lesson Reflection

LESSON/ACTIVITY INFORMATION
Title: th as a consonant digraph
Your name: Corrie
Age or Grade
Lusch
Level: 2nd Grade

Integrated
Disciplines/Su
bjects:
English/Languag
e Arts

Time frame
for Lesson:
30 minutes

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Nebraska English/Language Arts 2.1.3.a

Know and apply letter/sound correspondence and spelling patterns (e.g.

consonant and vowel digraphs, diphthongs) when reading, writing, and
spelling grade-level text

Objectives: During the lesson, students will work in small groups to create
words beginning in th using word family notecards.
Assessment: The teacher will collect papers each of the groups used to
brainstorm th words.
Materials: Spelling textbook (see references), one large sheet of paper for
each work group, one set of word family notecards for each work group,
pencils, students spelling notebooks

LESSON PROCEDURES
Anticipatory Set: Last week we looked at the consonant digraphs ch, sh,
and th and brainstormed some words with those sounds. A digraph is two
letters that make one sound. (The class will repeat digraph aloud.) Today,
we are going to review the th digraph. (The class will make the th sound
aloud.)
Input/Modeling/Guided Practice/Check for Understanding

Teacher will do:

Explain todays spelling
objective in student-friendly

Students will:
Participate aloud in anticipatory
set

language
Divide students into two
groups
Give each group a large piece
of paper with TH written at
the top
Explain that we will be
forming words that begin
with the consonant digraph
th
Give each group a set of
flashcards with word families
written on them
Instruct students to form
words beginning with th
using the flashcards and to
write them on their groups
sheet
Call upon students to share
words they formed
Write those words on the
overhead to keep track
Provide any words the
students may have missed
and add them to the running
list
Go over the completed list,
and then provide students
with words that contain th
in the middle or at the end of
the word

Divide into two groups for

spelling activity

Work within their groups to form

words that begin with th using
the word family flashcards
Document the words formed by
writing them on the sheet of
paper
Give an example of a word
brainstormed by the group when
called upon by the teacher

Copy word lists into their

spelling/phonics notebooks

Closure: I will review the lesson with students by going back over the
definition of a digraph, reviewing the th digraph and the sound it makes, and
by discussing that a digraph does not necessarily have to be at the
beginning of a word.
Differentiation:
By providing students with word family notecards, I am scaffolding for
students who may not be able to brainstorm th beginning words

independently. The notecards are a support and also serve as a physical

manipulation so students can actually see how the words are formed and
identify the separate digraph piece.
References:
Sitton, R. (2006). Sourcebook for teaching spelling and word skills (3rd ed.).
Scottsdale, AZ:
Egger Publishing, Inc.

LESSON ANALYSIS

Content Knowledge:
This lesson aids in familiarizing students with a common consonant digraph.
The introduction of word families and digraphs allows students to recognize
patterns in phonics. Students will need to be proficient in using these skills
in order to advance their reading, writing, and spelling.
Teaching Methods/Strategies:
This lesson includes a mixture of small and whole group instruction. It is my
intention to have students work together collaboratively during the small
group component. I believe this will help students build knowledge of the
concept by allowing them the opportunity to discuss and experiment
alongside their peers. The whole group component involves my modeling of
more difficult concepts the th digraph in the middle and at the end of a
word. I will model this for the whole class as I have only one or two students
who would be able to do so independently.

REFLECTION
Most students performed this task with ease; however, there was a lot of
down time where not all students were participating. If I taught this lesson
again, I would most likely split students into smaller groups to minimize
down time.