Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate: Carlos Ayala Subject: Syllables Grade level(s): Date:

Through Science 5th Grade
Standard:
CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? will learn how to use identify syllables, and apply word division rules by
syllables.

II. LEARNING OUTCOME (Objective):

Given a set of post it notes with letters, a bank piece of paper, and a pencil students will put
together words using post it notes, and then breaking them up by syllables on a blank piece of
paper.

DOK/Cognitive Rigor Level: 2

Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?): This Lesson requires students to be Orally fluent
(emerging) in English.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson? The lesson that comes before this
lesson is Phonetics, in particular enunciation of words. The lesson that is after is
suffixes, prefixes, and roots. Understanding prefixes, suffixes, and roots can help
students to determine the meaning of new and unfamiliar words as they come
across them while reading.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
A diagram of the digestive system will be shown with descriptions of all the parts that pertain to it.
Point to specific parts of the digestive system and ask students what parts of the digestive system they
recognize.

Student friendly objective: By the end of the lesson students will understand how to sound out, and
divide words by using syllables.
Purpose: Why are students learning this? Why is it important? To be able to identify words with more than
one syllable, and the different techniques that they can apply to determine how many syllables pertain to
each word. Being able to decode words will help students become fluent in oral and
written language. Summarizing information orally and in writing is, in turn, a
byproduct.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Define Syllable

a. T input: Provide Definition of Syllable
a. T model: A Syllable is a word part, all words have syllables. A syllable is the sound of a
vowel that is created when pronouncing the letters, A, E, I, O, U, or Y
b. Student response: Students will turn and talk to their neighbor to tell them what the definition is.

Step #2: Sounding Vowels

a. T input: Teacher will say 5 words out loud and ask students to listen for the amount of syllables in
each word. (Stomach, Energy, Intestines, Mouth, Nutrients, Blood Stream)
a. T model: Teacher will put hand under chin and say each word again, this time asking students to
pay attention to the amount of times the teacher opens his mouth every time he says a syllable.
b. Student response: Students will mimic what the teacher did so they can hear and feel how many
vowels are in each word. Then they will turn and talk to their neighbor briefly and confirm how many
Syllables are in each word.

Step #3: Identifying Vowels

a. T input: Teacher will write the 5 words on a post it board, and ask the students to take out their
piece of paper and write down each word. Once they have written down the word teacher will instruct
the student to underline each syllable in the word.
a. T model: Teacher will write the word Esophagus
b. Student response: Students will take 2 minutes and underline the syllables in each word, then as a
group we will discuss to see how many syllables each word had.

Step #4: Dividing words by Syllables

a. T input: Teacher will give the students a set of post it cards. Teacher will ask students to view each
word and divide each word each time a syllable is present. They will do this by writing each part on a
post it note.
a. T model: Teacher will show the students how to divide the word Esophagus The first post it will
have e second post it will have soph third post it will have a the fourth post it will have gus
b. Student response: Students will take 2 minutes to break down the 5 words. After they are done They
will discuss their results with their neighbor, then we will go over them as a group, and the teacher will
underline each syllable on the big post it board with a red pen after the discussion has ended.

Step #5: Digestive System Story

a. T input: Teacher will have a story already written out on a big post it board with 5 blank spaces.
Using their knowledge and the 5 words that we have covered they will say what word goes in the
correct place.
a. T model: Teacher and students will fill in the first blank space together. After the first blank space
only students will say what word goes in its appropriate place in the story.
 b. Student response: Students will read the story together aloud.

APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity) Students will point on the digestive system diagram the
words we covered.

C. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
post its, white post it board paper (2 pieces), 3 pieces of white paper, pencils, red
marker

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During the lesson if the student has a hard time understanding how to
identify what a syllable is then I will stop and repeat the step and re-model it as well.

Summative: I will collect all papers, and post its.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation): Have all
students divide words with syllables that they are familiar with.

How will you help struggling learners or differentiate (challenge) high

achievers? (Modification): have students clap out syllables, and have them create
their own story.

VII. HOMEWORK (if appropriate): Take their worksheets home and teach their parents or siblings
what they learned in the lesson.