Jessica Valdez: Observation #2 Lesson Plan

Subject/ Grade level: Language Arts, 1st Grade

Unit topic: Phonics & Poetry
Lesson goals: The student will learn the aw, ai, ow, and ou phonograms and will apply them in
poetry.
Lesson title or topic: Phonograms and Applying Them in Poetry
Estimated length of lesson: 45 minutes
TEKS Standards:
English Language Arts and Reading
1.3Av: Students are expected to decode words in context and in isolation by applying common
letter-sound correspondences, including vowel digraphs including oo as in foot, oo as in moon,
ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie
as in chief, ie as in pie, and igh.
1.8: Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and
draw conclusions about the structure and elements of poetry and provide evidence from text to
support their understanding. Students are expected to respond to and use rhythm, rhyme, and
alliteration in poetry.
1.21A: Students are expected to form upper- and lower-case letters legibly in text, using the basic
conventions of print (left-to-right and top-to-bottom progression), including spacing between
words and sentences.
1.21B: Students are expected to recognize and use basic capitalization for (i) the beginning of
sentences, (ii) the pronoun "I" and (iii) names of people.
1.21C: Students are expected to recognize and use punctuation marks at the end of declarative,
exclamatory, and interrogative sentences.
Learning Objective(s):
Students will be able to write the four phonograms in their notebooks and repeat their sounds.
Students will be able to record the poem in their notebooks and draw pictures relating to it.
Academic Language:
Phonics

Phonogram
Phonemic awareness
Capital letter
Comma
Period
Exclamation mark
Grouping: Whole class activity
Materials:

Johnny Can Spell cards (35. ay, 36. ai, 37. ow, 38. ou)

Johnny Can Spell red notebooks

Johnny Can Spell CD (Alice Nine)

CD player

Bake a Cake poem

Poetry composition notebook

Dry erase board

Dry erase markers

Pencils

Erasers

Resources:

Cooperating Teacher, Amanda Nieves

o Reasoning: CT has been doing Johnny Can Spell for many years now, and
therefore has the experience on how it is done. I have been able to observe as she
has done it so far this year, and has given me tips on what procedures to do as
well as how to check for understanding from students.

N.I.N.E. Enterprises Inc., Johnny Can Spell Program

o Reasoning: EPISD uses this phonics program, which helps students with
phonograms. Students not only learn the sounds, but they also learn the proper
way to write each letter. Repetition helps students understand the sounds and

where they will use them.

Scholastic Word Family Sing-Along

o Reasoning: This book provides poems that deal with phonograms that students are
currently learning.

Connections to Other Subjects: Music can be integrated into this lesson by allowing students to
sing along to their poems in connection to the tune of other songs they know.
Gradual Release of Responsibility:
I do: In Johnny Can Spell, I will begin the lesson by showing the students what letters we will be
working on today, each of the four cards will get its own turn. For each of the four cards, I will
say what sounds they produce and the rule that goes along with them. I will write the double
phonogram on the board, in order for students to see the proper way the letters are to be written. I
will then introduce the Bake a Cake poem, which will help build phonemic awareness.
We do: The students and I will say the phonograms out loud while air writing it. For the Bake a
Cake poem, I will write the poem on the white board and the students will follow by writing it in
their poetry composition notebooks. We will then all say the poem out loud.
You do: The students will listen to Alice Nine (CD), and as she says the phonograms and they
will follow along and write the phonogram in their red notebooks. They will write two lines
worth of each phonogram, saying it out loud as they write. For the poem, the students will draw a
picture of something that relates to it.
Instructional Procedures (including differentiation and targeted support)

Introduction: I will begin the lesson by reviewing all of the phonograms the students have
done so far, which they have in their red Johnny Can Spell notebooks. I will hold the 34
phonogram cards they have done so far and the class will review the sounds of each
phonogram. Each phonogram will also be air written.

Body of the Lesson:

o Step 1: I will introduce card #35, ay, and say: //, two-letter // that we do use at the
end of English words. I will write ay on the white board three times so the students
can see, while they practice by air writing. After I have shown them how to write it

and say it, I will play Alice Nine while they write two lines of ay. Students must be
repeating the sound as they write, while the teacher walks around to make sure
everyone is writing and saying it correctly.
o Step 2: The second phonogram will be introduced, card #36, ai, and say: //, two
letter // that we do not use at the end of English words, why?, English words do not
end with i. I will write ai on the white board three times so the students can see,
while they practice by air writing. After I have shown them how to write it and say
it, I will play Alice Nine while they write two lines of ai. Students must be repeating
the sound as they write, while the teacher walks around to make sure everyone is
writing and saying it correctly.
o Step 3: The third phonogram will be introduced, card #37, ow, and say: /ow/ and
//. I will write ow on the white board three times so the students can see, while
they practice by air writing. After I have shown them how to write it and say it, I
will play Alice Nine while they write two lines of ow. Students must be repeating
the sound as they write, while the teacher walks around to make sure everyone is
writing and saying it correctly.
o

Step 4: The fourth and last phonogram will be introduced, card #38, ou, and say:
/ow/, //, //, and //. I will write ou on the white board three times so the students
can see, while they practice by air writing. After I have shown them how to write it
and say it, I will play Alice Nine while they write two lines of ou. Students must be
repeating the sound as they write, while the teacher walks around to make sure
everyone is writing and saying it correctly.

o Step 5: Students will take out their poetry notebooks.

o Step 6: Students will recite the four English poems they already have.
o Step 7: The teacher will write the Bake a Cake poem on the white board as the
students copy it down in their notebooks.

Conclusion (closure): To bring the lesson to a close, the class will recite the Bake a Cake
poem together. The teacher will read it line by line, as students repeat after. The whole class
and the teacher will recite the poem together. Afterwards, the students will draw and color
pictures that relate to the poem.

Assessment: Students will be assessed formatively during the lesson as they write the
phonograms each time and while they write their poem. During the phonograms, I will walk
around making sure that each student is writing the phonogram correctly and pronouncing the
sounds correctly as well. During the poem, students will also be continuously checked on to
make sure they are on pace and writing words correctly. The summative assessment will come in
the form of a notebook check at the end of the nine weeks.
Accommodations/Modifications/Enrichment

Special Needs Learners

o I will be modeling how the phonograms are correctly written, as well as writing
the poem on the white board for the students to copy down.

English Language Learners

o The poem can be connected to their lives, such as asking if any of them have
baked a cake before.
o Writing and repeating will allow ELLs to better understand.
o Enunciation of the phonograms and words in the poem.
o Providing constant feedback.

Gifted and Talented

o Ask students to think of words that contain the phonograms they learned today.
o Ask students to identify words within the poem that contain phonograms they
already know.