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Lesson Plan Design

Subject: English Language Arts Grade: 2nd
Lesson Topic: Long E spellings _ y & _ ie _
Candidates Name: Ian Frasier ID #: 023019277
Site Supervisor: Marilyn Sugimoto
Date: 1/11/2016
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s),
rationale, focus learner, create bridges from past learning, behavior expectations)
.
Standard:
Demonstrate understanding of spoken words,
syllables, and sounds.
Bridging of Past Learning:
In previous lessons we have been going over the
Long E spellings of e, e_e, and ee. Before
introducing the new long E spellings for this
lesson we will briefly go over the spellings we
have previously covered in order to activate their
prior knowledge and lead into the new spellings to
be covered in this lesson.
Behavior Expectations:
There are five students in the class that
consistently need to be reminded to stay on task
participate. I will be making an announcement
before the lesson as to how I expect everyone to be
focused and attentive, and willing to participate at
any point in the lesson.

Rationale:
For students to prepare themselves
for the lesson they will need to
know exactly what they are doing.
Knowing what the lesson content
will be will also give them the tools
needed to succeed.
It is necessary to bridge previous
learning. By bridging concepts
already taught to my students in
previous lessons I am allowing
them to actively engage their
memory of past learning, which
will ultimately help them learn
these new concepts within the
lesson.
Behavior expectations will be set
prior to the start of the lesson and
will be an important aspect of the
success of this lesson as a whole.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson?

How will you measure mastery of the outcome?)
Objective of Lesson:
Students will be able to associate the long E sound

Rationale:
This outcome will all be met

with the spellings _ y, _ ie _.

Measure of Mastery:
Mastery will be measured by various means
throughout the lesson. I will use five different
pieces of evidence to measure what students
understand.
1) Informal discussion throughout the lesson
2) Phonics Connect Four game
3) Decodable readings
4) Dictation and spelling activity
5) Phonics skills workbook pages

through the activities involved with

this lesson. Furthermore, these
outcomes directly relate to the
specific content standard being
addressed.
These methods being used in order
to gauge the students mastery of
the objective will benefit my
teaching both during and after this
specific lesson. These five different
methods I will be using to gauge
the understanding of the students
will give me an overall well
rounded understanding of how well
the class is processing the concepts
within this lesson.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner

Outcome and prescribe instruction accordingly. Consider: linguistic background,
academic language abilities, content knowledge, cultural and health considerations,
interests and aspirations, physical development, social development, emotional
development. )
As a pre-assessment activity we will review the
previous spellings of long E that we have covered
within the class. I will prompt students to think
back to the four previous spellings covered and
identify them. We will also use these spellings
within words to demonstrate how they are used.
This will be done verbally.

Rationale:
Students have worked with four
other long E spellings in previous
lessons. This pre-assessment will
act as a refresher, and will be a
good way to determine how many
students remember these concepts
from previous learning before
moving onto the spellings covered
in this lesson. This will also act a
brief reteaching activity.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the preassessments, modify Learning Activities based on learner characteristics to meet the
needs of ELL & special needs students, highly achieving students and low achieving
students)
- I will differentiate my instruction by providing
Rationale:
both verbal and visual representation of the lesson - - By providing both verbal and
material.
visual aspects to my instruction it
- I will perform a read aloud during the reading of
will allow students to understand

the two decodable books that go along with this

lesson, and also have students perform a read aloud
individually and as a whole class.
- Students will have the option to use a variety of
materials to practice and work with the Long E
spellings being covered within this lesson.
- During the individual practice portion of this
lesson I will focus on students that are having
trouble with the material and provide them with
one-on-one instruction.

the lesson material better.

- Performing a read aloud will
model and demonstrate
pronunciation and fluency of the
material being read.
- Using the various materials that
will allow students to work with the
material being covered, and
demonstrate their understanding
will allow them to gain a better
understanding of the lesson overall.
- During group, and individual
work times of the lesson I will
make sure to focus on students who
are struggling with the concepts.
This will be the time where I can
efficiently provide one-on-one
intervention if needed, and will
allow me to assess their
understanding.

5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)
Whiteboard
Decodable books: The City Bus, and Nellie and
Charlie.
Highlighters
Individual whiteboards
Whiteboard markers
Phonics skills workbook
Writing utensils

Rationale:
These materials directly relate to
the lesson material, and will allow
students to meet the lesson
objective in an efficient manner.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model,

Demonstrate, Check for Understanding)
Explicit Instruction:
To start this lesson we will perform the preassessment activity. To introduce the spellings for
this lesson we will perform a blending activity.
Once we have finished the blending activity with
various words, we will play the Phonics Connect
Four game.

Rationale:
- I will have students sit on the
carpet in order to have more control
over the entire class. Not only will
having all of the students in a
smaller area easier to have and
maintain control, it will also allow

Check for Understanding:

The Phonics Connect Four will act as the main
check for student understanding. However, I will
have a short recap of the spellings and words
covered in this lesson.

me to see what students are

understanding the material more
efficiently.
- This blending activity will
effectively introduce how these
long E spellings are used within
words.
- The Phonics Connect Four
game will give students the
opportunity to practice their
pronunciation of words that have
these spellings, as well as how to
verbally spell them.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for

understanding and provide feedback and re-teaching)
Guided/Collaborative Practice:
For the collaborative practice portion of this lesson
I will pass out the two decodable books that go
along with this lesson. I will also give each student
a highlighter that they will use as we read through
each decodable book. During the reading I will
begin by reading the page aloud to the class. I will
then draw two name sticks and have each student
take turns reading the page that I have just read.
Once each student has had a turn reading the page
I will instruct the class to read the page aloud all
together. As we read through the pages students
will be instructed to use their highlighter and
highlight each word that uses the specific long E
spelling we are covering.
Check for Understanding:
To check for understanding I will listen to each
student pronunciation while they read, and I will
also roam the room to make sure students are
highlighting the correct words within the
decodable book.

Rationale:
Performing the read aloud with
these two decodable books will
help strengthen students
understanding of how these
spellings are used within words, as
well as how they are being
pronounced. I will read the page to
the class to start off in order to
model correct pronunciation and
fluency. Furthermore, having
students highlight the words that
contain the specific spellings we are
covering will make sure they are
following along, and will have
them pay close attention to specific
words and how the spellings are
incorporated in them.

8. Independent Practice: (Provide practice that supports the learning outcome.

Note: Independent activities are assigned assuming that students understand the
concept well enough to work on their own.)
Independent Practice:

Rationale:

For independent practice students will each be

given a whiteboard and a whiteboard marker. Once
each student has received their materials I will
begin a dictation and spelling activity. I will
verbally give students six words to spell on their
whiteboards. I will begin by saying the word by
itself, then use it in a sentence, and say the word
one more time. Once each student has finished
spelling the word I will write the word on the
board, and then move onto the next word. Once we
finish with the verbal dictation and spelling
activity students will be instructed to
independently complete pages 124 and 125 of their
phonics skills workbook.

This dictation and spelling activity

will allow students to individually
display their knowledge of forming
words using the long E spellings we
have just covered. Being able to
pronounce and spell these words
will be essential to their progression
with reading and writing. Finally,
having student complete the two
pages in their phonics skills books
will also allow them to work on
their spelling and sentence forming
using words with the long E
spellings.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students learning. Describe differentiating assessment strategies you will use for
ELL, special needs students, highly achieving students and low achieving students.)
Assessment for this lesson will consist of various
methods throughout the entire lesson itself. For
starters, student will be informally assessed
verbally to gauge their initial understanding of the
content. This will be done during the blending
activity and the Phonics Connect Four game.
Students will also be assessed in a verbal manner
while performing their read aloud during the
reading of the two decodable books that go along
with this lesson. Furthermore, I will assess each
students ability to spell words utilizing the two
long E spellings of this lesson during the dictation
and spelling whiteboard activity. Finally, the two
pages students will need to complete dealing with
these concepts will also act as a form of
assessment.

Rationale:
It is vital to the success of the class,
and my teaching to consistently
check for understanding. Whether it
is informal or formal assessment,
this is an aspect of the lesson that is
ongoing. I will perform many
assessment strategies throughout
the lesson to continually assess
student learning, which will have
an effect on the speed and explicit
teaching of the lesson.

10. Closure: (Describe how students will reflect on what they have learned.)
To close this lesson I will ask students why it is
important for their education to know these
various spellings. This closing discussion will be
lead by me in order to guide students thinking
regarding the importance of this information, and
in what ways it will help them in the future.

Rationale:
The closing discussion will recap
on what was being introduced and
taught within the lesson, and will
also allow students to share their
thoughts and opinions regarding the

lesson material. This will be a time

for students to ask any further
questions they might have on the
material covered within the lesson.