UNION UNIVERSITYS LESSON PLAN FORMAT

Name Emilee Escue & Lauren Barnett

Date Sept. 1, 2014
Grade/Subject K/ English Language Arts: Reading Foundational Skills
TN CURRICULUM STANDARDS ADDRESSED BY GOALS AND OBJECTIVES:
CCSS.ELA-LITERACY.RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words
GOAL(S): TLW understand that words are made up of sounds
OBJECTIVES AND ASSESSMENT:
Learning Objectives
(stated behaviorally)
TLW demonstrate that words can be
segmented into sounds
TLW identify the number of syllables
in a spoken word

Assessment (formative/summative)
Formative
Formative

Level of Thinking (Blooms

Taxonomy OR Webbs Depth
of Knowledge)
Application
Knowledge

INSTRUCTION:

Lesson Opener
o Hook:
Begin by reading the familiar story How Now Brown Cow. As the story is being read, ask students to
identify what the words of the story have in common (they all are made up of sounds.) You are right,
these words are similar because these words are also made up of sounds. Have a few students
chose a word from the story; demonstrate how to count the syllables by clapping and counting the
syllables in each word. Then.. show BrainPopJr. Syllable video clip.
o Bridge:
Today we will be learning how to count syllables in spoken words. We need to know how to
recognize syllables in order to help us spell words when we are writing.

Development of concepts and/or skills (include monitoring and assessments of student learning integrated
throughout instruction related directly to objectives, description of classroom structure [groups, centers,
etc.], and strategies for pre-comprehension, comprehension, and post-comprehension)
Before beginning the practice portion of the lesson. The students and teacher will collaborate why it is important to
learn the syllables in words (to become better writers and readers).
Students will then sort picture cards from the story read above as a whole group in a pocket chart. As a new card is
chosen, students will sing the syllable song. Syllables are sounds we hear in each and every word. Clap the parts of
__________ and tell me what you heard!

Practice
Students will be dismissed to their literacy center small groups to work on the following differeientated activities
involving syllables.
1)
This group of students will be provided objects of assorted textures (foam, metal, plastic, tile, and
rubber). Have students practice sorting these items into objects of one and two syllables on cookie
sheets that are divided into columns
2)
This group of students will create and write their own words with 1 and 2 syllables
3)
This group of students will be teacher-led. These students will work on the iPad to listen, and sort
words on EducationCity.com.

4)

This group of students will use musical instruments (drums, tambourines, rhythm sticks) to tap out the
syllables for words of familiar objects.

Lesson Closure
o After appropriate amount of time for practice. Signal students to find their home on the rug. Perform a quick
self-assessment by asking students to rate themselves on how comfortable they are in identifying the number
of syllables in a word by holding up either a 1,2,3.
o Revisit the chart created in the beginning of the lesson. Ask a few students to share what they have learned
and record these answers on the anchor chart. (This will be used as a formative assessment)
o Today we have learned how to identify the number of syllables in a word. This is another step towards
becoming good readers and writers.

Alternative and/or supplemental activities for additional practice

o Students who need additional support will be given extra time in pullouts with the classroom educational
assistant. They will spend additional time on the iPad playing interactive games that allow them to sort spoken
words by their syllables.

Adaptations for individual learners with disabilities (include adaptations from at least three of the following
strategies: size, time, level of support, input, difficulty, output, participation, alternate, substitute curriculum)
Handicapping Condition (low/high cognition,
behavioral differences, learning disabilities,
hearing/visually impaired, physically
handicapped)

Type of Adaptation (size, time, level of

support, etc.)

Visual Impaired

Alternate

Low Cognition

Time

Behavioral Differences

Level of Support

Adaptation specific to this lesson

This student will have an alternate position in
the room for the whole group mini-lesson
This student will be given more time to
complete the small groups work
This student will have additional support from
the teacher by working in a small group
with the teacher

FUTURE ASSESSMENT TO DETERMINE RETENTION OF CONCEPT:

Students will be given a set of picture cards and a recording sheet. They will be expected to say the words, clap the number of
syllables that they hear and then circle the correct number on the recording sheet.
MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON:
How Now Brown Cow
Anchor Chart
Markers
iPad
Picture Cards
Pocket Chart
Objects of assorted textures
Cookie Sheets
Musical Instruments
Recording Sheets for small groups
EMERGING TECHNOLOGIES THAT WOULD BE USED WERE THEY AVAILABLE AND A DESCRIPTION OF USE:
If it were available, I would provide all students with an individual iPad. On the iPad, students would participate in a
formative assessment that involved using a program that differentiated questions based on their performance of each
question. (DreamBox Software)

Classroom management strategies to be used:

Preventative:
Greet, seat, complete
Active learning/MI LPs
X
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive:
X
Directions given
X
Students redirected
X
Positive learning behaviors recognized
Proximity control used
X
Individuals/small groups monitored
Appropriate learning behavior cued
X
Lesson pace considered
Teacher withitness achieved
X
Classroom management plan implemented
(routines/consequences/routines/procedures)
Corrective:
X
Procedures and rules cued
X
Individual behavior observed
Individual behavior described
X
Correction for individual behavior planned
Plan executed
Learning behavior rethought