KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Lindsay Hand

Date: 3/1/16

Cooperating Teacher: Cristy Clemson

Coop. Initials: C.C.

Group Size: 23 students

Allotted Time 45 Minutes

Subject or Topic: Language Arts: Spelling

Grade Level: 4th Grade

Section: Dr. Varano

STANDARD:
CC.1.4.4.F: Demonstrate a grade appropriate command of the conventions of standard
English grammar and spelling
CC.1.1.4.D
Know and apply grade level phonics and word analysis skills in decoding words. Use
combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology to read accurately unfamiliar multisyllabic words.
I. Performance Objectives (Learning Outcomes):
A. The fourth grade students will identify the letter pattern of each spelling word
by placing the correct letter pattern in the missing space to complete each
spelling word.
II. Instructional Materials
A. Doctor Poster Board
B. Owl Poster Board
C. Poster Board with all of the spelling words covered
D. 23 student spelling reference sheets
E. 276 band aids
F. 23 pens
G. 8 laminated owls
H. 12 laminated band aids
I. 6 containers full of sand
J. 6 sets of spelling cards
K. 6 sets of alphabet letters
L. 23 student worksheets/assessment
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)

A. Prerequisite skills
1. That some words have the same sound, but mean something different.
2. That some words and letter combinations cannot be sounded
out/decoded.
B. Key Vocabulary
1. None specific to the lesson. The lesson is focused on the spelling of
each word, but the definition to all 20 words is also important.
C. Big Idea
1. Some words have similar sounds, but use different letters to make
those sounds.
D. Content
1. This lesson and the understanding of different letter patterns will help
students better decode and encode words.
IV. Implementation
A. Introduction
1. The teacher will place two poster boards up on the white board.
a. One will say Tell the doctor what makes you say ou and the
other will say Tell the owl what makes you say ow
2. The teacher will ask the students to tell the doctor what makes them
say ou and then the owl what makes them say ow. As the students
respond write their answers under each poster board.
3. Tell the students that they are correct they are all things that make
them say the sound of ou/ow aloud. Tell a student to say mountain and
then another to say however. Ask the class if they just said ou and ow
when saying those words. Tell the students that they will be learning
about their spelling words today that all have the ou/ow sound in them.
B. Development
1. Place the poster board of all the covered spelling words on the board.
Reveal each word one at a time and ask the students to give you the
word used correctly in a sentence. If the students are unable to give
you a correct sentence. Give them the definition and then re-ask them
to put it into a sentence. Go through all 20 words like this.
2. At the end tell the students to look and see if they see any patterns
within their spelling words. Tell them if they need a hint it is on the
poster boards from the beginning of class.
3. Talk with the students about how each of the words have either the ou
or ow sound, that both make the same sound. Tell them they are going
to go through each of the words and decide which poster it should be
on. The doctor or band aid poster or the owl poster. Give each student
their two column sheet of paper and their bag of 12 band aids. Tell the
students that if it is an owl word they write it next to the owl on their
paper as you put it on the poster, but if it is a band aid word they must
place a band aid on their paper and write the word on their band aid as
you place it on the board.

4. Once everyone has completed their sheets, the students will go into
their afternoon reading groups and rotate between four stations every 6
to 8 minutes (using their sorted word chart at each station):
-Stations:
-word building (using alphabet letters to build each spelling
word in groups: they can use their paper as a reference)
-sand spelling (using their finger to spell each word in the
sand: they can use their paper as a reference)
-word sort (sorting the words by their letter patterns: ou to
one pile and ow to another) (then putting the words
into
alphabetic order: they should not need their
paper for this
activity)
-choosing the correct letter pattern (filling in the missing
letters from their spelling words with either ou or
ow: they
can use their papers to mark if they are
correct or incorrect)
5. After the completion of the groups, the class will come to a whole and
play the fly swatter spelling review game if there is time.
C. Closure
6. The teacher will tell the students that they can remember if a word has
ou or ow by thinking of the words as band aid or owl words.
7. The teacher will tell the students that they will be learning about
subject verb agreement tomorrow for grammar.
D. Accommodations/Differentiation
1. The lesson is directed to all types of learners: visual, auditory,
kinesthetic, etc
2. Throughout the lesson, one student must be individually asked yes or
no questions.
3. If there is a formal assessment, the assessment must be read aloud to
three students.
4. The students will be creating a sheet that they can use as a reference to
determine if the letter pattern for a certain word should be ou or ow.
5. The students will be working individually and with partners
E. Assessment/Evaluation Plan
1. Formative
a. The students will be independently completing and grading
their own formative assessments. The students must decide if
each spelling words has the ou or ow spelling pattern.
2. Summative
a. None for this lesson
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. Did I give the students enough practice opportunities to spell their
spelling words?
2. Did each of the stations help the students better understand the letter
patterns and how to spell each of their spelling words?
3. Did I lay the lesson out in a logical and efficient way?
VI. Resources (in APA format)
A. Afflerbach, P., & Education, I. (2013). Reading Street Common Core.
Glenview, Ill.: Pearson
B. Google Images. (n.d.). Retrieved February 27, 2016, from
https://images.google.com/
C. Pinterest. (n.d.). Retrieved February 27, 2016, from
https://www.pinterest.com/