ELEMENTARY SCHOOL LESSON PLAN

(Adapted from Madeline Hunters Research)

Student Name: Tonika Dunn Date:

Grade: 1 / 2 Split

Unit/Subject: Initial Sounds (Short & Long Vowel sounds)

Materials:

(List the materials needed for - Vowel Chart

this lesson) - YouTube
- Short & Long vowel worksheet
- Individual worksheet

Objectives:

(What the students should According to the Ontario Curriculum, the

learn/accomplish/master/unders children will be able to:
tand as a result of the lesson)
(3.2) spell unfamiliar words using a variety of
strategies that involve understanding sound-symbol
relationships, word structures, and word meanings
(ex. Short and long vowel sounds & patterns).

Anticipatory Set:

(In what way will you activate A YouTube will be played to remind the
their prior knowledge and students of their vowels sounds.
experience to help them relate
to todays lesson?)
 Old Macdonald Had Some Vowels-
YouTube video

Teaching:

(Step by step discussion for how

the lesson will be taught)
Instructional Input:

A vowel chart showing the vowels will be

Instructional Input:
What knowledge will you
communicate to the students so
that they understand the
objective of the lesson (film,
tape, video, pictures, etc)
Guided Practice:
What activities will the students
perform under your supervision
to ensure that they are able to
practice the material/concepts
taught in the lesson?
How will you support students
when errors are made?
projected on the smartboard. Words with
the long and short sounds of the vowels will
be practiced.
Guided Practice:
- As a class, we will be going through a
worksheet where the children and
myself will need to identify the word
given.
- then the children will determine
whether the word has a long or short
sound of the vowel.
- The words will be sorted in a T-chart.

Modeling:

How will you demonstrate the

skill or competence so the
student will also be able to do it?
(Use of materials to show
students examples of what is
expected as a final product of
their work)

Checking for Understanding:

How will you check that the

students have
understood/learned the
Checking for Understanding:
objectives?
As the activity is going on the children will be
Questioning Strategies:
participating and answering which of the
What types of questions might letters in their spelling words have a long or
you ask to probe for higher level short vowel sound.
thinking?

Closure:

Develop a statement that brings

the lesson to an appropriate
conclusion. A statement of
closure is the act of reviewing The lesson will be closed when all the words
and clarifying the key points of a are sorted. When all the words from the list
lesson. It is used to: are complete, the children will be informed
that they are to complete a worksheet that
1. Cue students to the fact
requires them to sort the letters provided
that they are at the end of
the lesson into the correct category. If they need
2. Help organize student assistance with saying the words provided,
learning myself and supervisor will be around to help.
3. Help students form a
clearer picture of what the
lesson is all about
Independent Practice:

List homework or seatwork

assignments the students will be
expected to complete in order to
practice the material/skill
without teacher supervision
A worksheet with vowels containing both
short and long sounds will be provided. The
words provided also incorporate some of
the childrens sight words.

Reflection:

- What went well? Provide

examples for how you know it
went well.
- What didnt go well? Provide
examples for how you know it
didnt go well.
- What did you learn?
- What might you do differently
next time you implement this
same experience and why?
- Did you have to make any
adaptations or modifications?
If so, what were they?
- What type of experience might
you plan to extend on this
one?
Field Supervisor Feedback:
Signature:______________________________________Date:______________________