Updated: December 12, 2021

LESSON PLAN TEMPLATE

Wednesday November 17th, 2021

Lesson Day/Duration
Context/Background Info No, they have not

Is this lesson a piece of a larger unit? Did they learn information

earlier in the week that is connected? Etc.

PA Standards
List the Pennsylvania Standard(s) relevant for this lesson. Standard - CC.1.1.1.C

Demonstrate understanding of spoken words, syllables, and sounds

(phonemes). • Distinguish long from short vowel sounds in spoken
single-syllable words. • Count, pronounce, blend, and segment
syllables in spoken and written words. • Orally produce single-syllable
words, including consonant blends and digraphs. • Isolate and
pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words. • Add or substitute individual sounds
(phonemes) in one-syllable words to make new words.

Standard - CC.1.1.2.D

Know and apply grade-level phonics and word analysis skills in

decoding words. • Distinguish long and short vowels when reading
regularly spelled one-syllable words. • Decode two-syllable words with
long vowels and words with common prefixes and suffixes. • Read
grade-level high-frequency sight words and words with inconsistent
but common spelling-sound correspondences. • Read grade-
appropriate irregularly spelled words.
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Academic Language  Pug
What language will students be expected to utilize by the end of the  Bud
lesson? Consider Language function and language demands (see  Cup
Lesson Plan User Guide).  Mud
What key terms are essential?
What key terms are essential to develop and extend students’ academic
language?
What opportunities will you provide for students to practice the new
language and develop fluency, both written and oral?
Understanding words with a short U sound.
Objective(s)
(1c: Setting Instructional Outcomes)

Taking into consideration the learning goal what is the objective(s) of

this lesson that will support the progress toward the learning goal.

The statement should be directly observable (use verbs that can be

measured).
 Bud the pug short U book
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)  White board
 Dry erase markers
What texts, digital resources, & materials will be used in this lesson?  Sound chart
How do the materials align with the learning objective/outcomes? If  Sound card
appropriate, what educational technology will be used to support the  Powerpoint
learning outcomes of this lesson? How do the resources support the
learning objectives?
Cite publications and any web resources.
Teacher will bring small group to the back table for a guided reading lesson.
Anticipatory Set
T: “Good morning! Today we are going to be learning about words that have a shirt
(1a: Demonstrating Knowledge of Content and Pedagogy)
U sound! Does anyone think they already know some words?”
____ minutes Teacher will allow students to think of some words.
How will you set the purpose and help students learn why today’s T: “Great! Some other words are pug, mud, Bud etc.”
lesson is important to them as learners? Teacher will then hand out the small group short story books to the students.
How will you pique the interest or curiosity regarding the lesson topic? T: “Before we begin to read together, we are going to be using our sound cards to
How will you build on students’ prior knowledge? talk more about the short U sounds.
How will you introduce and explain the strategy/concept or skill?
Teacher will then demonstrate the activity using sound boxes having the student’s
Provide very detailed steps.
practice. (Orange paper with boxes)
*Reminder, this is the low reading group.
Updated: December 12, 2021
T: “We are going to read together, as we are reading, I want you to be listening for
Instructional Activities
some words that have a short U sound!”
(1a: Demonstrating Knowledge of Content and Pedagogy;
Teacher will then send students off to whisper read with a partner.
1e: Designing Coherent Instruction)
After reading, teacher will discuss the short U sounding words in the story and how
Exploration (Model): How will students explore the new concepts? we know they are short U sounds and not long U sounds.
How will you model or provide explicit instruction? T: “Now we are going to try a few examples together, using the fundations board I
am going to say a word with a short U sound, and you are going to create that word
Guided Practice: How will you provide support to students as they
on your board.
apply the new concept? How will you allow them to practice (with
Teacher then will review some sight words while skimming through the book and
teacher support)?
then send students off to whisper read with a partner.
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?
Provide very detailed steps.
Teacher will then bring the small group back together and they will have the chance
Closure
to write a written response after reading. The students will each make a sentence
(1e: Designing Coherent Instruction)
with short U words and then they will circle the words with the short U sound.
___ minutes
How will students share or show what they have learned in this lesson?
How will you restate the teaching point and clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
Differentiation
 Students who require language breakdown will be assisted by the teaching
(1e: Designing Coherent Instruction)
staff as they circulate the classroom. Further explanations of vocab and
What differentiated support will you provide for students whose activity instructions can be done 1:1 with students during this time.
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or *There will be no students who need this during the small group lesson.
learning environment do you plan to employ to meet the needs of all of
your students?
How do your lesson support student differences with regard to
linguistic, academic, and cultural diversity?
How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the experience?
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning? 
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
Updated: December 12, 2021

Accommodations
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to increase
curriculum access for students identified with special education needs
or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).
Modifications N/A
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the participation
of students identified with special education needs?
Assessment (Formal or Informal). Informal assessment during the closure activity, students will complete the
(1f: Assessing Student Learning) short U activity independently and it will be collected to see who understands
and who needs more help, will not be graded.
How will you and the students assess where the learning objectives,
listed above, were met?
Each formal or informal assessment should describe how it is aligned
to the above objective(s).
Reflection on Instruction I could tell that my students understood the material I was teaching because
when I asked them to form and find words that had that short u sound, they
What evidence did you collect to demonstrate that your students have were able to. They were asked to find and tell me the word aloud and they all
met or are progressing towards the learning outcome? did very well. The students did become a little confused with words like ‘out’
What changes or adjustments had to be made during the lesson (justify because the short u words we were discussing all had the letter U in the
those changes) to ensure students make adequate progress in meeting
middle. I don’t think they thought ‘out’ was a short U word because of the
the learning objective?
What changes will have to be made to the next lesson in order for sound, I think they saw a middle letter U that was the same as out short U
students to be on pace in meeting the overall goal of the unit or lesson? sounding words like run,bud,pug, etc.
I had to adjust this lesson because I didn’t have as much time as I would have
Taking good notes about each lesson will help as you develop a formal liked. Luckily, this was a small group lesson, and I knew my mentor teacher
reflective narrative at the end of the SLO.
was going to be going over this again with the class so I was able to introduce
this to the students comfortably knowing if I didn’t get through everything, I
wanted they would be going over it again at some point. The changes I would
make next time would just shorten the lesson that way I can get into the
material more. I would do this by not having as many activities since I didn’t
have a lot of time and I would do the story, and the fundations and the search
for the words in the story.
Updated: December 12, 2021