Lesson Plan

HEADING:
Subject Area(s): Literacy, Health, Visual Arts
Concept/Topic: Short Vowel Sounds & Healthy Diets

Grade Level: 3
Time: 40 minutes

DESIRED RESULTS:
Objectives:
SWBAT:
Sort pictures based on their vowel sounds (short or long)
Explain the importance of eating a variety of foods

Curriculum Standards:
Pennsylvania Core Standards
Subject Area: English Language Arts
CC.1.1.2.D. Know and apply grade level phonics and word analysis skills in decoding words
Distinguish long and short vowel sounds when reading regularly spelled one-syllable words
CC.1.1.2.E. Read with accuracy and fluency to support comprehension
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary
CC.1.3.2.G. Use information from illustrations and words, in print or digital text, to demonstrate
understanding of characters, setting, or plot
Pennsylvania Academic Standards
Subject Area: Concept of Health
10.1.3.C: Explain the role of the food guide pyramid in helping people eat a healthy diet.
o Variety of food
o Nutrients
Academic Standards for the Arts and Humanities
9.1.3.A: Know and use the elements and principles of each art form to create works in the arts
and humanities
Visual Arts
o Elements: color, form/shape, line, space, texture, value
o Principles: balance, contrast, emphasis/focal point, movement/rhythm,
proportion/scale, repetition, unity/harmony
LEARNING PLAN:
Materials and Technology:
Student:
Pencils and eraser
Notebook
Teacher:
Marker, eraser, and white board
Word Sort cards

Green Eggs and Ham by Dr. Seuss

Words Their Way: Resources and Ideas. (n.d.). Retrieved October 21, 2014.
Johnston, F. (2004). Words their way: Word sorts for letter name-alphabetic spellers. Upper
Saddle River, N.J.: Pearson/Merrill Prentice Hall.

Step-By-Step Procedures:
Engage:
The small group lesson will take place at a small table. A picture of green eggs and ham will be
hung up on board. Vocabulary words (eat and nutrition) will also be written on the board. The
students will be asked to contribute to the discussion guided by the following questions:

What does it mean to be a picky eater?

Are you a picky eater?

What are some foods that you like? Why?

What are some foods that you dislike? Why?

What is nutrition?

Would you ever eat green eggs and ham?

Explore:
After the discussion, the teacher will read Green Eggs and Ham to the students. The teacher
will ask questions during the book reading to check for comprehension.

After page 6: what is the name of the character in the orange hat?
After page 12: where is Sam?
After page 15: how do you think the character in the black hat feels?
After page 29: what does Sam want the character in the black hat to do?
After page 30: what is the character in the black hat going to do?
After page 34: what happened at the end of the story?

Explain:

Do you think theres a reason why Dr. Seuss made the eggs and ham green?
o Maybe because lots of people dont like their greens (vegetables)
o Mold is sometimes green
What is the point of this story? What message does Dr. Seuss want to share with us?
o Dont be a picky eater
o You wont know if you like it or not without trying it
o Dont be afraid to go out of your comfort zone
What happens if you only eat your favorite food? Is it a healthy thing to do?

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o No because you should eat everything in moderation

o You need a variety of nutrients; this comes from eating a variety of foods
Think of it as a painting. You could use a few colors, but it looks better if
you use a bunch of different colors.
Is there a Sam-I-Am in your life? Does anybody know what I mean by that?
o Sam-I-Amsomeone who pushes you to try new foods
(parents/grandparents/siblings/friends)

Elaborate:
To extend this lesson, students will complete two word sorts using one set of cards.
Students will be given a set of cards. Each card will have a label. Students will have the
opportunity to create their own illustrations for each card to best represent a way in which they
can remember the word on the card. The first word sort will involve differentiating foods that
they like and dislike. Afterwards, ample time will be provided for students to complete the sort
independently, the group will have a short discussion of the students like and dislikes. For the
second sort, the students will be given the same cards to be sorted as words with long or short
vowel sounds with a partner. The teacher will remind students that long vowel sounds say the
name of the vowel. Again, the group will regroup and discuss answers. Students will be
evaluated based on how accurately they are able to individually sort the cards.
Evaluate:
Being a small group lesson, the teacher will be able to actively engage each student by
having frequent checks for understanding. This involves reiterating or repeating key points of the
lesson. For example, after explaining how to differentiate between short and long vowel sounds,
the teacher can ask a student or two to explain what was just taught to them. The teacher could
also ask students why they sorted a word as having a short or long vowel, or the importance of
eating a variety of foods. At the end of the lesson, the teacher will also have the students
complete two word sorts where they will be evaluated based on how accurately they are able to
sort the cards.
EVIDENCE:
Formative Assessment:
Being a small group lesson, I will be able to actively engage each student by having
frequent checks for understanding. This involves reiterating or repeating key points of the lesson.
For example, after explaining how to differentiate between short and long vowel sounds, I can
ask a student or two to explain what was just taught to them. Throughout the lesson, I will ask
the each student to:
Sort pictures based on their vowel sounds (short or long)
Explain the importance of eating a variety of foods
ATTACHMENTS:
Word List for Word Sorts (these words will be made into cards with images and labels)

Eggs

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Ham
Apple
Broccoli
Spinach
Pizza
Soda
Kiwi
Toast
Tomato
Potato
Onion
Pineapple
Zucchini
Fries
Burger
Chicken

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