Lesson Plan

Chloe Heiser

Date of Lesson: 11/1/18 Name of Unit: Writing Grade Level: 2nd Grade

General Unit of Study English

Standards that apply Know and apply grade level phonics and
word analysis skills in decoding words

Day’s Lesson Concept Name of lesson concept: ​Practicing Two

Syllable Words
Umbrella question to be answered with
this lesson: ​What is a two syllable word and
what are some examples?

Learner Characteristics Number of students: ​19

Age(s): ​7-8
Boys: ​11
Girls: ​8
Special Needs: ​n/a
Behavior Problems:

Content Objectives What are two or three main things you

want them to learn from your lesson,
WRITTEN AS MEASURABLE OBJECTIVES
Today the students will be able to:
1. Explain what a two syllable word is
2. Demonstrate writing two syllable words
instructed by teacher
3. Construct two sentences with two syllable
words in them
How will you link the new materials to
prior learning?
Build on their knowledge of one syllable
words; review what they have learned about
two syllable words in the past

Process of Learning What will students do?

-The students will first get out their
whiteboards and markers.
-As a class, we will then go through the drill
sounds warm up of all the letters
-We will then discuss what a syllable is and
 examples of one syllable and two syllable
words.
-I will say aloud one word at a time and as a
class we will clap out the syllables in the
word. The students will then write down the
word on their whiteboards and I will ask for
volunteers for how to spell it. This same
process will be done for 10 different words.
-After the students have practiced writing 10
different two syllable words, the students will
apply their new knowledge of two syllable
words with their previous knowledge of other
words by writing a complete sentence on their
whiteboards. I will say a full sentence aloud
and the students will copy what they hear
onto their boards. Next, I will ask for
volunteers to tell me what the two syllable
word in the sentence is. I will say a total of
two complete sentences.
(1. We sat on the cliff at sunset.)
(2. Kim was upset when she lost the
contest.)
How long will be spent on each
part(timing)?
-Drill sounds warm up: 5 min
-Discuss as a class what a syllable is: 3 min
-Write individually on their white boards the
words I say aloud for practice: 10 min
-Writing the two sentences: 5 min
Will all students be doing the same thing?
Yes

Post Assessment How will you know if students understand

the content objectives?
By looking at their answers on their
whiteboards during the lesson and reviewing
their complete sentences at the end of the
activity
When will assessment occur?
During and after the lesson in the form of
writing on their whiteboards

Instructional Strategies How will you get the student’s attention

•Introduction/ transitions (hook)?
•Teacher talking By asking the class “Who knows what a
•Questioning syllable is?”
•Student interactions Which strategies are you going to use
•Individual seat work (list)?
•Small group work Introduction
•Activity Teacher talking
•Lesson closure Questioning
Individual seat work
Lesson closure
How are you going to teach this lesson?
It will be whole class instruction and a mix of
teacher and student centered. At the
beginning of the lesson, we will sound out the
letter sounds all together as a class. I will
then be saying the words aloud that they
should write down, and then the students will
independently write the words.
How will you summarize and check for
understanding?
I will review what they wrote on their
whiteboards to check for understanding; I will
also ask for volunteers to share what they
wrote

Instructional Materials What materials will you use to teach the

•Textbook lesson?
•Writing on board -Projector for projecting my white board with
•Projecting answers on the screen
•Visuals -The word list from Mrs. Schuppert’s
Foundation book
•Worksheets (name)
-Students’ individual whiteboards and
•Homework
markers