SETON HILL UNIVERSITY

Lesson Plan Template Abridged

Pre-Planning
TOPIC Insects CK
Name Halea Stairs, Amanda Smith-Chonko, Samantha Dickensheets
Subject Language Arts/Science
Grade Level AS 1-3
Date/Duration 1 day, 30-45 minutes
Standards/ Standard - CC.1.1.1.C Demonstrate understanding of
anchors/ spoken words, syllables, and sounds (phonemes).
competencies Distinguish long from short vowel sounds in spoken single-
PA/Common syllable words. Count, pronounce, blend, and segment
Core/Standards syllables in spoken and written words. Orally produce
(Plus any others single-syllable words, including consonant blends and
as may be digraphs. Isolate and pronounce initial, medial vowel, and
required) final sounds (phonemes) in spoken single-syllable words.
Add or substitute individual sounds (phonemes) in one-
syllable words to make new words.
Standard CC.1.2.11-12.K Determine or clarify the
meaning of unknown and multiple-meaning words and
phrases based on grade-level reading and content, choosing
flexibly from a range of strategies and tools.
Standard9.1.M.2.J1Useavarietyoftechnologiesforproducingor
performingworksofart.
Standard9.1.M.2.E1Useimaginationandcreativitytodesignandperform
musicanddance.
StandardAL.2.2.A1Completeatask,despiteinterruptionsorclassroom
disruptions.
Formal Evaluation
Formative Students will show their knowledge by reading the sight
AND/OR words to their PCA/teacher while they check off the
Summative words they can read.
Assessment Summative Evaluation
Evidence Students will show their knowledge by completing the
bug sight word activity.
Objectives With the help of their PCA and teacher the students will
A-B-C-D be able to read and write their site words by using the
bug site word activity with, 8 out of 10 accuracies, over
Bloom's Taxonomy the entire unit.

Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for the We will be connecting to the students interests of insects to CK
Learning Plan their sight words and spelling. The students will have an
awareness of different types of insects and be able to identify
those different types of insects by their name.
Introduction Activating Prior Knowledge
 Talk to the students about if they like or dislike insects
and which ones they like/dislike and why.
Ask the students to name some different insects they
have seen.
Hook/Lead-In/Anticipatory Set
Insects body song
Explicit Big Idea Statement
Instructions There are many different kinds of insects.
Big Ideas Essential Question Statement
What are different names of the insects?
Essential What are different body parts of an insect?
Questions What is the difference between a bug and an insect?
Key Vocabulary
Bug
Insect
Bee
Ant
Worm
Fly
Flea
Slug
Wasp
Moth
Spider
Lesson Procedure Pre Assessment of the Students
Must include During a group discussion, the students will show their
adaptations & knowledge about different types of bugs and insects
accommodations while the teacher lists them on the board.
for students with Modeling of the Concept
special needs The teacher will show the different types of insects we
will be learning about and how to spell them on the
Accommodations, board.
Modifications Providing the Independent Practice
Students will be provided the bug sight word activity.
They will read the sight words aloud to their PCA/teacher
and then spell them using the bug sight word activity.
Transition
The students will name their favorite bug during the
transition period.
Insect Body Youtube Video
Adaptations/Accommodations for Students with Special
Needs
The students will have help from the PCA/teacher.
The students will have a picture of the word completed
to check for correctness.
The students will have the words color coded based on
the insect they are working on and the letters that
coincide with that particular insect.
Materials Insect body song
(reading, White board
technology, Dry erase markers
equipment, Bug sight word activity bugs and the velcro letters
supplies, etc.)
Sight words for all students
Insect body Youtube video
Closure Summary & Review of the Learning
We will go over the sight words as a class every day as
we work on the unit.
Each student will pick which sight word insect is their
favorite out of the 10 insects they have and identify its
name aloud.
Homework/Assignments
NA
Other(This area The sight word letters are not color coded as of now that
is to be is only if the teacher feels this is necessary.
determined by Teacher will go over the sight words everyday with the
instructor OR students.
student as
needed)
Supervising
teacher
comments and
signature

Teacher
Self-reflection
What
worked?
What would
you
change?