NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT TROPHIES LESSON BRITTANY BASILE

Description of Classroom: 1st grade inclusion classroom. 24 students; 14 boys, 10 girls. 3 students have an IEP. Ages range from 6-8 Background: We are using Trophies Book 4 Time Together; At Home Around the World. Day 1 of 5 Content Objective(s): Students will focus on phoneme isolation using beginning word sounds from the big book On a Hot, Hot Day and identify ending phonemes using this weeks spelling pattern (long e). Students will brainstorm words with spelling pattern (long e) as I write them on the board and then take a spelling pre-test to determine which students get challenge words for the week. Spelling words for the week are (jelly, belly, bunny, funny, furry, hurry, take, came, world and over). Language Objective(s): Students will listen to the big book On a Hot, Hot Day and identify from the words I read off, what sound they hear at the beginning of the word and then what sound they hear at the end of the word. Students will then say the word back to me. Students will read sentences on the board together out loud. The sentences contain words with this weeks spelling pattern (long /e/ y). Students will write this weeks spelling words on their spelling pre-test. Nevada Standards: RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Key Vocabulary: Jelly, belly, bunny, funny, furry, hurry, take, came, world, over

Best Practices: (put an X next to those that you address in your lesson) Preparation X X Adaptation of content Links to background X Scaffolding Modeling Guided practice X Grouping Options Whole Class Small groups

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Links to past learning

Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on X

Partners Independent

Strategies incorporated X X Integration of Processes

Assessment Individual Group Written Oral

X X X X

Listening Speaking Reading Writing X X X

Authentic (Meaningful) Linked to objectives Promotes engagement

Teaching Strategies: Differentiated instruction, whole group instruction. Warm Up Activity: I will introduce the lesson by reading the big book, On a Hot, Hot Day aloud to students. Students will activate prior knowledge by thinking about and discussing the following questions in a whole group setting: Where do you go when it is hot outside? Where could you go when it snows? What kind of weather are we having today? What do you like to do in this kind of weather? Students will then read the Morning Message together with the blanks. I will ask for volunteers to fill in the blanks to the morning message. When all blanks have been filled in, students will re-read morning message aloud.

Lesson Sequence: 1. Students will be called to the carpet where they listen to me read the story On a Hot, Hot day and participate in reading the morning message and discussing questions related to the story. 2. Students will be reminded that On a Hot, Hot Day is a story about weather. From there, I will model the skill of phoneme isolation by saying the word rainy, emphasizing the initial phoneme /r/. I will ask students what sound they hear at the beginning of the word. Students will continue to practice this skill using the weather words from the big book and other weather words (icy, snowy, cloudy, chilly, sunny, breezy, windy, and foggy). I will say each word and students will tell me what sound is at the beginning of the word. 3. Next, we will move on to identifying ending phonemes. We will repeat the same activity as stated above (using the same weather words) but this time students will go through and identify what sound is heard at the end of the word. I will model again using the word rainy. I will tell students that I hear the long e sound at the end of rainy. 4. After a little bit of practice with our spelling pattern (long /e/ y), students will be able to brainstorm as many words as possible using our spelling pattern as I write them on the white board. We will then go through all the words and students will say the word, spell it, and then say it again. (Some possible words might be: many, silly, penny, funny etc...) 5. Students will be dismissed back to their seats and instructed to get out their whiteboards, dry-erase marker and their whiteboard erasers. I will tell students to begin the word building activity by writing the word jelly on their whiteboard. Students will build and read new words by: changing the J to B and then put their whiteboards up to show me the new word (belly). Students will read the word together aloud once I see everyone has their whiteboard up. Students will build the words (bunny, funny, furry and hurry). 6. Students will then be instructed to put their whiteboards away as I call up table groups to come up to get a privacy folder. Students will go back to their seats, put their privacy folders up and get out a pencil. I will be passing around the students spelling pre-test. The students that spell all the words correctly will get challenge words rather than the regular spelling test on Friday. Accommodations: I will come around and help students who are struggling with the the word building activity. Those students who have an IEP are in the resource room during the time we do Trophies. Supplementary Materials: Whiteboards for each students, dry-erase makers, spelling pre-test, Trophies Teachers Edition (Time Together) Review/Assessment: Students are informally assessed as I walk around and look at their whiteboards during the word building activity. The spelling pre-test will also be used as a form of informal assessment to determine which students get challenge words.