Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate: Subject: Grade level(s): Date:

Patricia Romo Language Arts 5 October 24, 2017

Standard:

RF.1.2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-
syllable words.
2.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation
and in text.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? Underline content type.
Students will learn how to identify and produce final consonant sounds in words. This activity will help
build further understanding and awareness of the ending sounds in a word. Students will learn that
words are made of smaller speech sounds called phonemes.

II. LEARNING OUTCOME (Objective):

Given a worksheet, students will learn how to identify and produce final consonant sounds by sounding
out and listening closely to the sound being produced.

DOK/Cognitive Rigor Level: 1 & 2 Recall/Construct

Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?): Letter recognition, sound recognition, and knowledge of how these
letters/sounds come together to form a word

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson
comes before this lesson? What lesson comes after this lesson?

The lesson that comes before this lesson will include an introduction to phonics. The students will review
the alphabet and listen closely to the individual sounds that each letter makes. Have students focus on
familiar words, such as their name and last name. The lesson that follows will be focus on how the suffix
of a word changes the meaning of the root word. Also, we will review the vowels and decoding words.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Teacher will provide students will letter cards. Students will be expected to recognize the letter and the
sound that it produces. This is meant to be a fun game before starting the actual lesson, meanwhile
helping the students refresh their knowledge.

Student friendly objective: By the end of our lesson you should you should be able to recognize
the ending sound that different words end with by using the tools provided to you.

Purpose: Why are students learning this? Why is it important? Students are learning this because they
need to learn how to read through a word. It is important because without decoding words they will not
be able to read and comprehend. Reading is essential to their learning; therefore, they must learn to
focus on the entirety of a word, which includes the ending sound/letter.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Teacher will teach students how the meaning of a word can easily change by simply replacing
the ending letter. Teacher will provide letter cards: p, o, l, a, m, g, r, s, d, u, t, i, e, c, b.
a. T input Teacher will tell students that there are many fun and exciting words to be created by
replacing the ending letter. Ex: Cat is the word we are given, but we can change the t to a p and
create the word Cap
a. T model Teacher will say several different words (cat, map, dog, lip, pig, car, ran. These words will
be read aloud in separately. After first word is said teacher will place the two letter cards c and a on
the table. Then, teacher will provide students with the letter cards and have them fill in the blank.
b. Student response: Teacher will have students turn and discuss with their partner the letter that they
have chosen and their reasoning. If students have chosen the same letter and agree with each other they
will turn to teacher for further discussion. If students have chosen different letters, then they must
expand on their reasoning until they figure out who chose the wrong letter. Students must have the
same answer before turning their attention back to teacher.
Step #2: Teacher will tell students they have a mission to complete.
a. T input Teacher will give the option to work either individually or in pairs, but are suggested to
work in pairs. Teacher will introduce the picture cards by reading off what each picture is. (bug, egg,
cup, sheep, rope, bat, feet, hat)
a. T model Teacher will introduce the mission by pointing out that these picture cards share a
similarity. Hint: the similarity will most likely be what we have been working on during this lesson.
Teacher will tell students that they must group the picture cards based on the similarity that they share.
b. Student response: When students claim they have completed the mission, teacher will ask students
if they all agree with the groups they have created. If

Step #3: Students will sound out the middle part of the given words.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
 Step #4: Students will sound out the ending of the word.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #5: Students will blend the entire word.

a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)

D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Notecards with words
 a student does not agree then he must discuss with his partner his reasoning. They must then decide
whether to keep the groups the same or change them around. When students are confident in their
groups, then they will shout Mission completed! to teacher.

Step #3: Teacher will introduce Ending x and p worksheet to students.

a. T input Teacher will relate this worksheet back to the lesson and what students have been learning.
b. a. T model Teacher will read instructions to students as they follow along. After answering
questions, if any, students will work individually on the worksheet.
c. b. Student response: Students will work individually on worksheet. When students have
completed the worksheet teacher will go over each problem. Teacher will choose different students
to share their results.

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation

I will show confusion when they have claimed to have completed their mission with
paper cards (see attachment). EX: If students place the picture cards bug and egg in the same
group, inform them that you do not understand why. This will push students to dig deep.
Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
I will have each student point out two objects in the classroom that end with the same sound.
Ex: The map on the wall ends with the p sound just like the cap on that pen.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)

I will modify the lesson by giving less problems to students that are struggling with the material and
assigning more problems to those students who are having no issues. For the students who are struggling, I
will only assign the first three problems of the x and y ending sound worksheet. If necessary, rather than
simply providing these students with the pictures in the worksheet, I will write the names of the photos on
top, so that the student will make connections with how the word sounds and how it is spelled.
For the overachievers, I will assign 1. Boy with images: toy, box, milk 2. Wax with images: snacks, rock,
tax.
I will make accommodate students by giving extra time for completion of worksheet.
VII. HOMEWORK (if appropriate): Students will create their own picture cards. The group of words
they choose must have at least two different ending sounds.