Lesson Plan Template
Teacher Candidate:
Activity Title & Source, & Description of
activity:
Class description & Differentiation:
Describe the important characteristics of the
students that need to be considered in
planning & teaching to facilitate learning for
all students.
Students' prior content
knowledge, language development,
social & emotional developments,
special needs
Include how you
differentiate your instruction based on
this information
Common Core ELA Standards: Identify
strand, grade, number (e.g. RL4.3) &
include entire standard.
Student Learning Objective: ABCD
Audience: Who (the student)
Behavior: What (standard)
Condition: How (strategy/text)
Degree: Measureable outcome
Assessment Strategies: How you will
document the student's ability to meet the
objective. (Degree) List quizzes, rubrics,
handouts, or any additional documentation
related to your assessment.
Instructional Materials, Equipment &
Technology: List all of the texts, materials
& technology the teacher & students will
use during the lesson, including titles &
sources.
Also indicate the level of technology
integration using the SAMR Model.
Key Vocabulary: List the vocabulary from
the text/strategy that you will discuss.
Highlight words in procedures.
Abby Cook
PLAN
The Little Red Hen
11 girls
14 boys
IEPs: 1 for OT
ADHD (medicated): 2 students
Hearing impairments: 2 students
My instruction will be differentiated through prewriting in the
endings of the short e words. For my students who need the
additional help they will already have the endings pre-written so
they will just have to find consonants that complete the words.
RF.1.3
Know and apply grade-level phonics and word analysis skills in
decoding words.
The student will know and apply grade-level phonics and word
analysis in decoding words through writing at least 4 out of 5
short e words correctly.
The students ability to meet the objective will be measured
through the student writing 4 out of 5 short e words on their own.
They are making a craft to go with the story, The Little Red Hen
and they will be writing the short e words on eggs.
The Little Red Hen by Byron Barton
Construction paper (red, brown, white, orange, and yellow)
Scissors
Glue
Pencil
Black crayon
Red
Hen
Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT
 ENGAGE & INSTRUCT

Learning Activities: Give detailed, step-by-step, scripted instructions on how you will implement the
instructional plan in the procedures below. Describe exactly what you & the students will do during the lesson &
how you will scaffold their learning. Please use a numbered or bulleted list.

In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

Opening: Elicit students prior knowledge
about concept & strategy in multiple ways
(not just questions).
T: Hi class! I hope you had a fun lunch and recess, and are ready
to learn! So far since school has started we have talked about short
a, i, o, u. Can someone tell me what short a makes?
Picks on a student who is sitting quietly
T: Great! Can someone tell me what short i makes?
Picks on a student who is sitting quietly, repeats same process for
short o and u
T: Now that we have reviewed our vowels, we are going to talk
about a new vowel sound today. Can anyone tell me which vowel
we have left to learn about?
Picks on a student who is sitting quietly, once they say short e ask
the student if they can make the short e sound. Correct student if
necessary
T: Very good! Short e makes the eh sound. We are going to read
a book today called The Little Red Hen and I want to be paying
paying very close attention to the short e words in this story.
Whenever you hear a word that has short e I would like you to
place your finger on your nose. Its very important that you have
your listening ears turned on so you can hear the short e words. If
you have a comment during the book try to remember it and raise
your hand after!
Teacher reads aloud The Little Red Hen and stops whenever a
short e word is read (focus only on short e CVC words: hen, red,
eggs)

Teacher Modeling: This should describe
how you alone will demonstrate the entire
strategy to the students (no participation
from students)
T: Now that we read the story we are going to practice coming up
with some more short e words by doing an activity about a hen
and her eggs. I would like the boys to stand up and quietly walk
back to their seats. Great job boys, girls you can now stand up and
walk quietly back to your seats.
T: Today we are going to put a hen in a nest on this piece of paper,
and come up with more short e words to put in the eggs. I would
like you to watch me first before you do it yourselves. I have
everything cut out so all you need to do is glue yours to look like
mine!
Teacher demonstrates what order to glue pieces on paper while

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT


Guided Practice: During this part of the
lesson, the teacher and the students practice
together. You will assist the students, takes
turns & participate along with the class.
Independent Practice: Release the students
to demonstrate their ability to complete the
activity alone. Include complete directions
that explain what students must do to
complete the activity.
Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT
students watch
T: Now that I have my hen and nest glued to the paper, I am going
to brainstorm a short e word to put on my eggs. I am going to say
the short e word out loud and look up at the alphabet to help me
think of word.
Teacher sounds out the eh sound and demonstrates how to use
the alphabet above the whiteboard as a crutch for constructing
a short e word
T: I am going to write the word jet because I hear the eh
sound in the middle. It doesn't matter what my ending is as long as
the short e sound is in the middle. Now that you watched me make
my hen, it is your turn to do yours! Lets do the first couple of
steps together.
Teacher and mail helper pass out the first couple of pieces they
need to start the craft and has students get out their pencil box
T: The first step I would like you to do is glue the brown nest to
the blue paper. Place your hand on your head once you have
completed the first step.
Teacher walks around to make sure everyone is completing the
first step correctly
T: I see a lot of hands placed on heads, thank you for following
directions quickly. Now I would like you to glue the red hen so
she right above the nest. You can look at mine to know exactly
where to place it.
Teacher walks around to make sure everyone is completing the
second step correctly
T: I am going to pass out the pieces that give the hen detail to her
face. It is important you look up at mine to know where the pieces
go. You can begin gluing the rest when you get your pieces. Please
raise your hand if you need my help!
T: Now that you have completed the hen in her nest, it is time to
glue your 5 eggs down and write your short e words. I want you to
think really hard about the sound the vowel makes and try
different consonants in front of the vowel and after the vowel. The
alphabet above the whiteboard and on your nametag is a very
important tool that will help you. Please write the word in pencil
and when you are confident it looks write you can write over it in
black crayon. Does anyone have any questions?
Students asks questions if necessary
T: Remember, all of your words will have an e in the middle! You
can hear all of the letter sounds in these words so say them
outloud after you write them, it will help you see if it is a real
word or not!
Closure: How will you check for students
understanding? How will you connect to
future learning? Extend the lesson, provide
opportunities for students to use skills
learned in future.
Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT
T: These hens looks amazing! I am so proud of your hard work, I
see so many short e words written down. Does anyone want to
share some short e words they came up with?
Teacher calls on student raising their hand quietly
T: That is a great word! Does anyone else want to share their
words?
Teacher calls on student raising their hand quietly
T: Great job! I am going to collect these and look at all of the
short e words you came up with. Thank you for working so hard,
you should be proud of your work. I would like you to put your
pencil box away and anything else you have out on your desk. I
am looking for the quietest side of the room to line up for
computers.
Teacher calls window-side or door-side to line up for computers
Teacher grades papers to see if student met the objective, which is
writing 4 out of the 5 short e words correctly, if students didnt
write 4 out of 5 words correctly they didnt meet the objective