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UNLV/Department of Teaching and Learning


Elementary Lesson Plan Template

UNLV Student: Rylie Ens PSMT Name: Carolyn Pepe

Lesson Plan Title: Phonics, Grammar, Lesson Plan Topics: Phonics, Grammar,
and Language for Language, Proper
week 3-day 1 nouns, Capital letters,
Segmenting, Blending
words, Short /e/
words

Date: 8/31/18 Estimated Time: Approx. 30-35 mins

Grade Level: 2nd Grade School Site: Griffith ES

1. State Standard(s):
● RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
● RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable
words.

2. Teaching Model(s):
● Direct instruction
● Lecture

3. Objective(s):
● Students will be able to identify and use proper nouns appropriately.
● Students will be able to identify the short /e/ sound in words.
● Students will be able identify and correctly spell unit vocabulary (high frequency) words.

4. Materials and Technology Resources:


● Personal whiteboards-class set
● Dry erase markers-class set
● Pencils-class set
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● Erasers-class set
● Reach for Reading Teacher Edition
● Phonics song book-pg. 12
● Whiteboard easel

5. Instructional Procedures: (30-35 minutes)


a. Motivation/Engagement: (5 minutes)
● Teacher and students will gather at the carpet in front of the whiteboard easel.
● Teacher will review anchor chart outlining nouns before introducing proper nouns.
● Teacher will ask students to think of names that are of specific people, places, or things.
b. Developmental Activities or Learning Experiences: (20 minutes)
● Teacher will begin with grammar. After collecting a list of specific people, places, and
things, the teacher will introduce the concept of proper nouns. Furthermore, the teacher
will demonstrate how proper nouns begin with a capital letter.
● The teacher will explain how titles of people, like Mister or Doctor, can tell about a
person’s status or job and that you can abbreviate titles beginning with a capital letter
and ending with a period. (Examples that the teacher can provide to the students include:
Mister-Mr., Captain-Capt., and Doctor-Dr.)
● Moving into phonics, the teacher will say the words sit and feet then have students repeat
words.
● As a class, the teacher and students will segment sounds in those words and discuss a
possible pattern. (Final sound-/t/)
● Teacher and students will say /t/ sound together.
● Teacher and students will repeat routine with sack/bike, sad/hid, Ted/ride, home/beam,
and town/on.
● Teacher and students will repeat routine with the following trio of words: call/bell/wheel,
keep/top/step, and fun/down/then.
● Teacher will turn to pg. 12 of phonics song book and sing song along with students.
● Teacher will tell students that the following words have a short /e/ sound in the
beginning: end, elephant, and egg.
● Teacher will tell students that the following words have a short /e/ sound in the middle:
men, net, fed, let, and get.
● Teacher will say the following words and ask students to show a thumbs-up in the air
anytime they hear a short /e/ sound: met, sad, fit, let, not, set, leg, pat, and peg.
● Teacher will display picture-only side of /e/ sound/spelling card. Displayed on the picture
is elephant. Teacher will say the word then ask students to repeat.
● Teacher will say short /e/ sound then ask students to repeat.
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● Teacher will give examples of words with short /e/sound: fed, set, leg, jet, ten, wet, bed,
Ben, and bet.
● Teacher and students will blend the following words on the whiteboard easel: leg, net,
bed, ten, web, yes, pep, met, hen, and Bev.
● Students should use personal whiteboards and dry erase markers for this next part.
● Teacher and students will segment the following words: get, red, pen, vet, and fed. Then
students will spell the words on their personal whiteboards.
● Teacher will ask students to present personal whiteboards in order to check and correct
spelling.
● Teacher will say the high frequency word down, say a sentence with the word, ask the
students to repeat the word, and last write it on their personal whiteboards.
● Repeat the routine with words: or, their, they, with, them, your, and be.

c. Closure: (10 minutes)


● Students will return to seats, put away personal whiteboards and dry erase markers, and
retrieve a pencil.
● Teacher will pass out short /e/ worksheet for students to complete independently.

d. Extension: (5 minutes)
● In the event there is time allotted for an extension activity, teacher and students will
come back together to review the answers to the short /e/ worksheet.

6. Accommodations, Modifications and Differentiations for Diverse Learners: There are nine
students with IEPs in the classroom. These students, in addition to other students struggling,
will receive one-on-one support with the teacher or a resource aide, and the teacher may
accept shorter answers. While students are completing the problem set, the PSMT will have a
small group working with students who need the extra help. For students who finish early or
are accelerated learners, the teacher will encourage students to retrieve a personal whiteboard
and dry erase marker and write high frequency words or words with short /e/ sound.

7. Assessment and Evaluation of Learning:


a. Formative: The teacher will gauge student understanding throughout the course of
the lesson. The teacher will assess whether or not to continue with more practice while
students are on the carpet with their whiteboards. The short /e/ worksheet will not be
for a grade; instead the teacher will review and check for student understanding.
b. Summative: The skills taught in this lesson will be assessed during the end of module
assessment. Meanwhile, the short /e/ worksheet will be graded for completion.
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8. Homework Assignment: No homework assignment directly related to this lesson. Instead,


students are expected to practice reading for at least 20 minutes at home and fill out their
reading log to be returned at the end of the week. Because the homework assignment created
for this lesson will not be used as homework, problems from the homework will instead be
used for an extension activity.

9. Lemov Strategy: Technique #30-Work the Clock


● There is only a 45 minute period allotted for phonics, grammar, and language
instruction that takes places between specials and recess. This means I have to learn
how to manage my time and continually watch the clock to ensure I’m progressing
through the lesson before it’s time to get ready to leave for recess. I’m going to
implement this strategy throughout my entire lesson, because I constantly have to
check the clock and maintain an appropriate pace.

*The following section will be completed after the student candidate has taught the lesson
10. Reflection:
a. Strengths: I felt much more confident after teaching this lesson than when I taught my
first math lesson. I felt that the students remained engaged throughout the entirety of
my lesson. I think that the amount of student participation I encouraged attributed to
the engagement during the lesson. I constantly had the students repeating words,
repeating sounds, segmenting or blending words, singing a song with vocabulary words,
identifying sight words on the wall, identifying proper nouns that use capital letters and
more. It turned out to be a very active lesson in terms of participation and student
responses. Another aspect of my lesson that I enjoyed that when the students returned
to their seats to complete a corresponding worksheet, they finished quickly and
correctly. As I circulated the classroom, students seemed to have a strong grasp of the
concept. This allowed us a couple extra minutes for students to partner share their short
/e/ words and high frequency words on the carpet before we left for recess.
b. Concerns: The lesson in the teacher manual directs the teacher to spend more time
practicing phonics. This entails more practice identifying words with the short /e/ sound,
segmenting and blending example words, and more interaction with the high frequency
words beyond reciting them as a whole group. I think this extra practice would’ve been
beneficial for students to have, because there are several students who need help with
recognizing sounds.
c. Insights: It’s important to prepare and review the lesson in the teacher manual before
teaching. I think this is important for any lesson in any subject, but this teacher manual
for National Geographic is overwhelming. There are several activities, games, and more
prepared for teachers to complete with their students, but they cannot all be done
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within the same lesson. I need to look through the manual and select which words I want
to use as an example and which activities or games to do with the students. If I went into
a lesson without previewing the content, I’d spend a lot of time reading rather than
teaching.