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Ed 462 LESSON PLAN


TEACHER
Kaitlyn Trotter
MATERIALS
Chart Paper
Bingo Cards
Picture File

INSTRUCTIONAL UNIT
GRADE
SUBJECT
nd
2 Grade
Language Arts: Consonant
Digraphs
TECHNOLOGY
Powerpoint
Youtube

EQUIPMENT
Document Camera/Smart
Board

STANDARDS AND OBJECTIVES


ACADEMIC OBJECTIVE
ELA STANDARDS
All students will be able to identify
consonant digraphs in a word, by 1.12 Use knowledge of vowel
hearing the word, as well as
digraphs and r-controlled letterseeing the word.
sound associations to read
words.
LITERACY ACTIVITIES
Two Poems:
The Invitation- Maria Fleming
Fishing- Maria Fleming

COMMON CORE STANDARDS


CCSS.ELA-Literacy.RF.2.3.e
Identify words with inconsistent but
common spelling-sound
correspondences.
CCSS.ELA-Literacy.RF.1.3.a
Know the spelling-sound
correspondences for common
consonant digraphs.

ADAPTATIONS FOR LEARNERS


FOCUS STUDENT #1
RATIONALE
English Learner:
The partner would act as a model
for the English Learner, as well as
Have the student work with
provide clarification if there is
a partner, providing the
student with an opportunity misunderstanding.
for collaborative learning.
FOCUS STUDENT #2
Special Needs
Give the student text to go

RATIONALE
This gives the student time to

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with the picture, rather than


just display the picture by
itself.

METHOD OF
ASSESSMENT
(outcome, product
based)

Teacher
observation as
the students
participate in
the activity.
Activity at the
end where
students are
practicing
writing words
with digraphs,
as well as
circling the
digraph within a
word.

figure out what digraph they are


looking for, as well as plenty of
support and context.

TEXT FEATURES
(layout, format,
headings)

The text will be


featured in big
letters for the
entire class to
see.
The text will
also have
pictures to go
along with the
poem.

VOCABULARY/ACADEM
IC LANGUAGE

Students will be
able to hear and
identify the
digraph that is
present within a
word.

LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)
The teacher will first introduce the concept of a digraph, asking the
students if they had ever heard that word. After briefly explaining what
a digraph is, the teacher will show a video of a song relating to the
consonant digraphs the class will be working on for that day (-sh, -th,
-wh, -ch, -tch). After the video, the teacher will introduce a poster of
the digraphs that we will be practicing in class. As an entire class, we
will practice saying the sounds that the digraphs make. We will go one
step further by saying words together where digraphs are present. For
example, I would show a picture of the word chair and ask the class
to say it with me, emphasizing the /ch/ sound. Lastly, I would present
two poems to the class, through the use of the document camera. I
would ask the students to chorally read the text, while I tracked the
words with my finger. After we were done reading the first poem, I
would ask for volunteers who could come up and use highlighter tape
to underline a word that had a digraph in it. For example, I would say,

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Who could find a word that has the /th/ sound in it? We would do this
for both poems, until all the digraphs were found. We would then move
onto our next activity.
GUIDED PRACTICE (THROUGH)
After the poems, I would pass out bingo cards to each student. Each
card would have various words with digraphs in them (i.e. sh, th, ch,
etc). Using a picture file, I would present various pictures to the class.
I would ask the class to say what the picture is. I would then ask them
what digraph is present in the word that represents the picture. After
they identified the picture and thw digraph, I would ask the class to
find the word with the digraph in it that corresponds with the name of
the picture, and mark it. For example (I will model this), I would have a
picture of cheese. The class as a whole would identify that the picture
is cheese. They would then find the word cheese on the board, and
circle the digraph to mark that they have the word on their sheet. The
should circle the ch letters at the beginning of cheese (this would
be how they mark their card) We would do this until one or more of the
students sheets are full and they would yell Bingo! In order to win
bingo they would have to circle the digraphs within the word.
INDEPENDENT PRACTICE + FORMATIVE ASSESSMENT (BEYOND)
After the game of Bingo, I would give students an activity where they
had to find all the consonant digraphs within a paragraph and circle
them. I would then ask the students to write a five-sentence paragraph
on their own using the all 5 of the digraphs that we learned in class.
Recap: Indicate where in the lesson the activities include
opportunities for the following (Write either Into, Through, or
Beyond)
Into, Through, Beyond 1.

Speaking, Listening, Reading, Writing

Into, Through
situations

2.

Providing low affective filters or low risk

Into

3.

Building schemata or background knowledge

Into

4.

Appropriate contextualization support

Into, Through

5.

PEP (purpose, engagement, prediction)

Engagement Principles: Indicate which engagement principles


you incorporated into your lesson and how.

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___X___ Interesting Text: Two fun, engaging


poems__________________________________
________
Choice________________________________________________________________
______________
___X___ Relevance: Activated students background knowledge
by relating digraphs to common words they use every day
____________________________________
________
Collaboration________________________________________________________
______________
____X___ Concept-Building: Helped them identify digraphs and
remember how they are
pronounced__________________________________________________________
__________
Reflection: What do you consider went well in teaching this lesson
(effective activities, assessment, presentation, text, engagement,
etc.)? What do you consider did not go as well as you had planned
(unclear modeling or guided practice, lack of engagement, poor text
choice, etc.)? What adaptations would you make to the lesson in order
for it to be more effective?
There were many things that went well during the lesson.
The students were engaged for the entirety of the lesson and
enjoyed the activities. First, the students were very responsive
to the picture I showed at the beginning of the lesson. There
was much participation and they were able to chorally respond
to every question I asked. Furthermore, the poems that I chose
were interesting to the students. They loved the rhyming and
the rhythm of the poetry. Lastly, the actual game of bingo kept
the students fully immersed in the activity and excited to
participate. I observed the students throughout the game and

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the vast majority were circling the correct digraphs. Bingo


was the perfect activity and it worked well for the concept. The
students enjoyed it and it allowed me to perform an informal
assessment to see which students did not understand the
concept.
There were, of course, things that need to be improved
on in this lesson. One thing that I would incorporate is to have
the students work with a partner to mask the digraphs within
the poems, rather than have them come to the front of the
class to do this. This would lower the effective filter, and also
allow me to further observe which students are struggling with
the concept. By doing it with the entire class, only the
students that already knew the answer volunteered to come to
the front. Thus, not allowing me to easily identify who needs
more help with this concept. Furthermore, the beyond activity
needs improvement. Having the students circle the digraphs in
the sentences was effective as it reinforced what we had just
gone over the through activity. However, the 5-sentence
paragraph using digraphs was much too difficult for them and
would have most likely been an entire lesson in itself. Thus, I
would certainly change that aspect of the beyond activity.
Overall, the lesson went very well. The students were
engaged and I was mostly happy with the activities I chose to

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give them. I would certainly use this lesson again, but with the
changes that I mentioned.