Intern Name: Olivia Kinert

Topic/Title of Lesson: What Word Would You Pick?

Grade: 1st
Length of Lesson: 30 mins.
Date Taught: Feb.15.2017
LESSON PLAN TEMPLATE
In this lesson The students will be practicing identifying sight words
amongst other sight words and then practice selecting which word fits best
Overview within a sentence. This will test if they can see which word is being asked for in
the mix of other words and then test if they understand the words by placing
them correctly within a sentence.
Standards of ELA.K 4.5 Recognize a selection of high-frequency sight words.
ELA.K 4.4 Read fifteen or more meaningful, concrete words.
Learning ELA.K 4.3 Read and explain their only writing.
Who is my audience? How does it affect the words I use and the way I use
Essential Questions them? What is my purpose for writing? How does it affect the way I write?
What is my plan for writing this text? How do I know if I got my point across?
Students will be able to select/pick out which sight word is being asked from
the group of other sight words that are in front of them. They should also be
Objectives able to spell the sight words they are working on and hopefully, will be able to
decifer which word fits best for a sentence given to them.
I can pick out which sight words are being stated amongst all the other
Learning Target words. I can select which sight word fits best within a sentence.
Sight Words for this Lesson [over, new, sound, take, only, little, work, know,
place, years, live, me, back, give, most, very, after, thing, our, just, name, good,
sentence, man, think, say, great, where, help, through, much, before, line,
Key Vocabulary right,too, means, old, any, same, tell, boy, following, came, want, show, also,
around, farm, three, small, set, put, end, does, another, well, large, must, big,
or Concepts even, such, because, turn, here, why, asked, went, men, read, need, land,
different, home, us, move, try, kind, hand, picture, again, change, off, play,
spell, air, away, animals, house, point, page, letters, mother, answer, found,
study, still, learn, should, America, world]
Materials Sight word cards, white boards, dry erase markers
For the hook, Im treating it more as a warm-up. I want the students to be able
to review the words and practive with just the identification of them before we
Introduction/Hook do the sentence activity. So we will lay out all of the words that we will be
working with and I will call out a word and whoever touches it first will receive
the card as a point.
Instructional o GREET THEM! This is something new to them as for lessons with me
so, I want to get them excited.
Activities o Warm-Up , this is an activity they are used to!
o Lesson Activity. I will write a sentence for each student (knowing more
so of what they can handle, and then leave a blank space that will fit one
of their sight words; to make it easier, I will pick out three of their sight
words to pick from)
o Closing activity, have them each select three words they would like to
do the assessment on, which I will explain to them at that time.
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 o Assessment
With sight word work, they arent as used to doing the activity that I have
Accommodations planned, so they might need a little more support than they usually need in their
reading group lessons.
PICK THREE WORDS! Im going to explain to them the assessment activity,
Closure Activity and ask them to pick three words in which they think they will be able to write
about.
The students will select three words each in which they want to write sentences
about within their notebooks for writing practice. They must use the words
Assessments properly and they must be spelled correctly for them to get a good grade on the
assignment.
VA Standards of Learning
Resources Mrs. Agreste
Previous Lesson Plans

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Olivia Kinert
Date of Lesson Taught: Feb. 16. 2017
Cooperating Teacher: Agreste
Cooperating School: Tallwood ES
Subject Taught: Language Arts
Grade: 1st
Time of Day: Mid-Morning

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your
lesson?
With this lesson, it was honestly pretty simple. I have never done a lesson plan that wasnt for a reading
group, so I was quite nervous that it wouldnt go well. But after I had what I wanted to do pop into my
mind, I got permission from Mrs. Agreste and got the words I needed and fromt there it was smoothe
sailing.

2. How did the SOLs and Objectives help focus your instruction?
For this lesson, and topic in general, the objectives werent as helpful and Mrs. Agreste agreed. When it
comes to sight words, they are something that the students must just work on and memorize. The objectives
and guidelines are very broad and they just set a statement of what teachers already know needs to be done.

3. What parts of the instructional plan worked as you anticipated?

The activity that I had planned went AMAZING. I did not expect to have such a great response from my
kids because they are six/seven year olds and you never know what to expect from them. But they
absolutely loved it and were excited and attentive. It was also challenging for them, which was what I had
planned for it to be, so I am very proud of how it went.

4. What, if any, adjustments needed to be made once you began?

The sight words that the group were on had not been cut out yet so I couldnt give them the card or word if
they got to it first for the warm-up. So instead, I just kept track of their points because they love to SEE and
have their peers see how well they are doing.

5. How well did you anticipate the materials needed?

The materials for this lesson were easy and minimal. The words werent cut out but it was not that big of an
issue. The kids didnt know any different. And they love doing activites with the white boards and markers,
so they were quite thrilled when I pulled those out.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
Due to introducing them to a new activity and having had it been challenging, I wanted to give them an
assessment that was normal to them and one that would show if they understood the activity on their own. I
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 have not had the chance to see their work because they have other written work that is priorioty right now,
but they know to work on it when they have time and that I will be checking their writing journals.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success
of the lesson? (Hint: Student learning is the key to a lessons success!)
I feel so good about how this lesson went. It was so simple but they were so excited and all told me how
much they enjoyed it, which is sweet when it comes from first graders. It challenged them and I saw them
thinking and working hard. I knew it was a success because they were able to complete most of the
sentences on their own by the end of the lesson without even trying to look off their neighbors board. (haha,
oh first graders)

8. How did the time spent preparing for your lesson contribute to its success?
I really tried my best to think about an activity that was new to them but also duable for their age and
capabilities. I really wanted to think of something that was good for them and I would do it again!

9. If you could do this lesson again with the same students, would you do anything differently? If so,
what?
The only thing I would change is the amount of time. I wouldve liked more time just because the set of
words they are working on is a large amount. So more time wouldve permitted for more practice, but other
than that I think this is a lesson that I could do with any group level, grade level, or set of words.

10. Any last comments/reflections about your lesson?

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)