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Teacher Education Lesson Plan Template

Teacher: Mrs. Tiffany Crisp Date: Monday, April 23rd, 2018

Title of Lesson: Guided Writing Lesson- Cooperating Teacher: Dr. Charlene Winley

Core Components
Subject, Content Area, or Topic
Language Art- Guided Writing- Sight Words

Learning Objectives
ELA.K.8.1- Demonstrate early concepts of print.
ELA.K.8.1a- Print uppercase and lowercase letters of the alphabet independently.
ELA.K.8.1b- Print his/her first and last names.
ELA.K.8.1c- Demonstrate mastery of directionality in writing.
ELA.K.8.1d- Use appropriate spacing between letters, words, and sentences.
ELA.K.2.2- Identify words according to shared beginning sounds.
ELA.K.5.2- Match consonant, short vowels, and initial consonant digraph sounds to
appropriate letters.
ELA.K.5.4 - Identify beginning consonant sounds in single-syllable words.
ELA.K.8.5- Write complete sentences.

Virginia Essential Knowledge and Skills (SOL)

K.4- The student will identify, say, segment, and blend various units of speech sounds.
d) Segment one-syllable words into speech sound units including beginning phoneme
onsets and ending rimes.
e) Identify words according to shared beginning and/or ending sounds.
K.7- The student will develop an understanding of basic phonetic principles.
d) Identify beginning consonant sounds in single-syllable words.
K.12- The student will write to communicate ideas for a variety of purposes.
b) Draw pictures and/or use letters and phonetically spelled words to write about
c) Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.
d) Write left to right and top to bottom.

Guided writing flip-chart, promethean board, guided writing paper, pencil, crayons

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
ü Homework & Practice 28%
Nonlinguistic Representations 27%
ü Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
ü Practice by Doing 75%
ü Discussion 50%
ü Demonstration 30%
Audio Visual 20%
ü Reading 10%
Lecture 05%

(min.) Process Components
1 *Anticipatory Set
minute TTW remind the students writing is very important and is used every day.
Different forms of writing include letters, print, words, sentences, and
drawing pictures.
TTW read the “I can” statement to the class.

30 *State the Objectives (grade-level terms)

seconds I can write sentences.

4 *Instructional Input or Procedure

minutes TTW introduce the new sight word for the week: “when”
Show the sight word “when” and talk about the beginning and end
Have the students look at the letters of the words and sing the sight
words in the BINGO song.
“There was a sight word for today and ________ was the
sight word.
_____________ ______________
And ________ was the sight word.”
TTW hand out the sight words and ask the students where to put on the
word wall.
TSW place it on the wall.

3 *Modeling
minutes TTW write the sight word on the board and write the sentence starter.
Point out which letters start at the top of the line and which start at
the bottom (h is at the top and the other letters start at the dotted
middle line).
Remind the students that they will start on the left side of the paper and
move to the right.
30 *Check for Understanding
seconds TTW say, “Give me a thumbs up if you understand what we are supposed
to be working on.

20 *Independent Practice
minutes Centers:
per TSW rewrite the sight words on the guided writing paper. After they have
center written it multiples of times, TSW write down sentences using the sentence
(4 starter, “He said, “When ________?” or “She said, “When_________?”
centers) Students will draw pictures of their sentences.

1 *Closure
minute TTW wrap up the lesson by reminding the students that the new word is on
the word wall for their reference.
Repeat the “I can” statement to the class.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning

For the students who cannot write the letters, use a highlighter to write the words so
that the student can trace your writing. Use scaffolding to write less and less letters to
let the student try it on their own.

Classroom Management Issues

TTW restate expectations before the start of the lesson.
Hands in the lap, eyes on the teacher, mouths are off, crisscross apple sauce.