LESSON PLAN

Name: Bethany Vance

WGU Task Objective Number: EAT Task 4
GENERAL INFORMATION
Lesson Title !ubject"s#: Making, Rhyming words

To$ic or Unit o% !tu&': Phonics
Gra&e(Level: Kindergarten
Instructional !ettin):
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
Small grous o! " to # students seated at a circular ta$le
!TAN*AR*! AN* O+,E-TI.E!
/our !tate -ore -urriculum(!tu&ent Ac0ievement !tan&ar&"s#:
To view standards: o to Tas!"tream "tandards #anager under $rograms % &esources. T'en go to
(rowse "tandards ("tandards )izard). "elect your state. "elect standard(s).
%&%&'& (nderstand and aly honological awareness and honemic awareness&
Lesson Objective"s#:
(e.g., w'at students will accomplis' by t'e end of a single lesson* needs to align wit' core
curriculum+student ac'ievement standard)
Students will $e a$le to identi!y the sound that is made $y )&
MATERIAL! AN* RE!OUR-E!
Instructional Materials:
#aterials needed for t'e lesson (e.g., textboo!, construction paper, scissors, $ower$oint, guided note
templates)
Magnets and $oards
*hite$oards, markers, erasers
Resources:
"upplementary information and+or places w'ere you found information for t'e lesson
Selling Through Phonics + The Mac,rackens
IN!TRU-TIONAL 1LAN

!e2uence o% Instructional 1roce&ures(Activities(Events "$rovi&e &escri$tion an&
in&icate a$$ro3imate time %or eac0#:
1. I&enti%ication o% !tu&ent 1rere2uisite !kills Nee&e& %or Lesson:
(e.g., anticipatory set, sc'ema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Ask students what an ) sounds and looks like& Ask students to think o! words that ha-e ).s in
them&
/" minutes0
2. 1resentation o% Ne4 In%ormation or Mo&elin):
(e.g., term definitions, concepts, processes and+or approac'es)
1emonstrate how changing one sound in a word makes a comletely new word&
/" minutes0
3. Gui&e& 1ractice:
(e.g., teac'er directed, scaffolding, c'ec! for student understanding , including any -uestions
to as! or anticipate from students)
)a-e students do the Making *ords Acti-ity&
/%2 minutes0
4. In&e$en&ent !tu&ent 1ractice:
(e.g., teac'er monitored, c'ec! for student understanding , including any -uestions to as! or
anticipate from students)
Ask students i! they can write out the sentence, )enry hid his horse& *ork with students to
sound out the words&
3e4t, challenge students to think o! words with ).s in the middle&
/%2 minutes0
5. -ulminatin) or -losin) 1roce&ure(Activit'(Event:
(e.g., review terms, concepts, and+or learning process* establis' connections to t'e next
lesson* c'ec! for student understanding , including any -uestions to as! or anticipate from
students)
Today we learned a$out ).s& 3e4t time we will learn a$out 5.s&
/" minutes0
1e&a)o)ical !trate)' "or !trate)ies#:
(e.g., direct instruction, cooperative learning groups, partner wor!)
,ooerati-e learning grous and Sel!6directed learning&
*i%%erentiate& Instruction:
.escribe accommodations for suc' groups as /nglis' 0anguage 0earners, 'earing impaired, learning
disabled, p'ysically disabled, and+or gifted+accelerated learners.
E77 students will $e gi-en an oortunity to comare the sound o! ) to a sound in their nati-e
language& They may also think o! words in their !irst language that ha-e a similar sound&
!tu&ent Assessment(Rubrics:
.escribe 'ow you will !now if students 'ave met t'e ob1ective(s) for t'is lesson (include pre2 and
post2assessment plans3formal and+or informal, summative and+or formative, etc.).
8n!ormal assessment o! student while working on the Making *ords Acti-ity&