Name: Melissa Heiseler Grade Level: 1st
EDR 317/318 Lesson Plan Template for SLO
Lesson Day
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
Objective(s)
(1c: Setting Instructional Outcomes)
Taking the learning goal into consideration, what is the
objective(s) of this lesson that will support progress toward
the learning goal.
Objectives should be learner focused (not what the teacher
will do or accomplish), observable (use verbs that can be
measured), and target a specific outcome. Please refer to
the SLO User Guide for the ABCD method or I CAN
statements that can be used as a guide.
PA Standards
www.Pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11
ISTE Standards (if applicable)
www.iste.org
October 17th
This lesson will support the overall learning goal of word
recognition/spelling
The students will be able to orally spell the weekly five spelling words
(at, be, this, have, from)
The students will be able to stretch out the sounds of given words that
satisfy the weekly word families (-ad, -ed, -id, -od, -ud), accurately spell
the given words, and place the given words in the appropriate word
family category. Students will also be able to brainstorm more words
that fit with this weeks word families.
Standard - CC.1.1.1.C
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.
N/A
 Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective(s)? If appropriate, what educational technology will
be used to support the learning outcomes of this lesson?
How do the resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and
Pedagogy)
__3___ minutes
How will you set the purpose and help students learn why
todays lesson is important to them as learners?
How will you pique the interest or curiosity regarding the
lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or
skill?
Provide very detailed steps.
Chart paper and marker
o The chart paper will have the five word families written on
them. Chosen students will be coming up to the chart
paper to write a given word in the appropriate word family
category, to show understanding of the connection
between the spelling of words and the word family they
belong in.
Teacher will tell the students that we are going to start our day
with our word work by going over our sight words and word
families.
We will start with sight words, and teacher will invite students to
join her over by the white board where the sight words are
displayed
Teacher will introduce todays chant/action that we will be using
to spell the words, which is basketball
Teacher will model the basketball action that the students will be
doing to spell each word (Get into a squat while you say the
whole word; for each letter in the word, dribble the basketball;
once the word has been spelled, shoot the ball in the air as youre
saying the whole word once more)
 Instructional Activities
(1a: Demonstrating Knowledge of Content and
Pedagogy;
1e: Designing Coherent Instruction)
__20-25__ minutes
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit instruction?
You MUST include a teacher think-aloud using student-
friendly language here.
Guided Practice: How will you provide support to students
as they apply the new concept? How will you allow them to
practice (with teacher support)?
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 and include teacher talk where
appropriate.
Students will basketball spell each of the five sight words (at,
be, this, have, from), following the teachers lead
Once all of the words have been spelled, the teacher will ask the
students how they feel about these words, by giving a thumbs up
(really know them), thumb in the middle (getting there/still
working on it), or thumb down (dont know them/still need
practice)
From here, teacher will transition the students from standing at
the whiteboard to sitting at the carpet to go over our word
families for the week (-ad, -ed, -id, -od, -ud)
Once students are at the carpet and ready to continue, teacher
will explain what we will be doing for our word families.
First, the teacher will throw students a word. Students will
catch the word. Once they catch the word, they will tap out
each sound, starting with their thumb, then pointer finger, etc.
For example, mad; /m/ /a/ /d/; mad
From here, teacher will ask the students how do you spell this
word? Tell a partner. One student will then be chosen to come
up to the chart paper and write the word under the appropriate
word family. The rest of the students will be asked if they agree
or disagree about the spelling and word family, by either putting
a thumb up or down.
The words are: mad, sad, bed, fed, bid, hid, nod, rod, mud, and
dud
After all of the words have been written on the chart paper under
the correct word family, students will be asked to turn to a
partner and brainstorm another real word (not a Dr.
Seuss/nonsense word) that fits in one of the word family
categories. A few students will be called on, and will be asked to
share 1) the word, and 2) which word family the word belongs in.
The teacher will add these words under the appropriate columns.
 Closure Teacher will review the word families once more and have a
(1e: Designing Coherent Instruction) student share what the sight words for this week are.
Teacher will tell the students that we will continue to work on
_2__ minutes these throughout the week.
How will students share or show what they have learned in Teacher will also mention to the students that they should pay
this lesson? attention while reading to see if they see any of these
How will you restate the teaching point or ask students to do words/word families, and try to use some of them in their writing,
so and clarify key concepts? as well.
How will you provide opportunities to extend ideas and
check for understanding?
How will this lesson lead to the next lesson?
Differentiation No differentiation is needed for this lesson.
(1e: Designing Coherent Instruction)

What differentiated support will you provide for students

whose academic development is below or above the current
grade level?
What specific differentiation of content, process, products,
and/or learning environment do you plan to employ to meet
the needs of all of your students?
How will your lesson 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 promote creative and critical thinking
and inventiveness?
Accommodations ** (see note below) Teacher will be Alexs partner during the word family activity, to
(1e: Designing Coherent Instruction) ensure that he is not only grasping the content, but even just
participating.
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**(see note below)
(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)
(1f: Assessing Student Learning)
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 objectives).
No modifications are needed for this lesson
Students will be informally assessed during the sight word
spelling through teacher observation to see that they are
participating and saying the correct letters to spell the words
Students will also be informally assessed in various ways
throughout the word family activity through listening to the turn
and talks, observing thumbs up or down if they agree with the
spelling and word family category of each word, and listening to
the additional words that are brainstormed to see that they
satisfy one of the word families.
Teacher will also have the word family chart as a product from
the lesson to refer back to.
 Reflection on Instruction
At the conclusion of the lesson you should reflect on the
lesson. The reflection should go beyond simply answering
the question Was this a good lesson? Below are some
questions to assist you in your reflective process (Danielson,
2008):
o What evidence did you collect to demonstrate that
your students have met or are progressing towards
the learning outcomes/objectives?
o View student work samples. What do they reveal
about the students level of engagement and
comprehension?
o What changes, if any, would you make to the lesson if
you teach this lesson in the future? What
misconceptions, if any, do you need to clarify before
teaching the next lesson?
o Did you stray from your lesson plan? If so, how and
why?
o Comment on your classroom procedures, student
conduct, and your use of physical space. To what
extent did these contribute to student learning?
o Comment on different aspects of your instructional
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were
they effective?
o I think that this was a very engaging word work lesson! In some
way, shape, or form, the students were either up and moving or
talking to others throughout the whole lesson, which I think are
two essential components of effective lessons. First, they were
all standing up and doing the appropriate motions while spelling
their sight words. Then, even though they were sitting on the
carpet for the word family activity, about half the class came up
to the chart paper, one at a time, to write the given word, and all
students had multiple discussions with their peers when they
were sharing how words were spelled and brainstorming
additional words. Knowing that they had the opportunity to write
on the chart paper seemed to be a good motivator for the
students to really think about the answer and raise their hand to
participate!
o The evidence of learning collected from this lesson included
observations from both the sight word spelling and word family
activity, as well as the tangible product of the final word family
chart paper. I was able to listen to a lot of great thoughts,
whether shared with a partner or out loud with the class, and
gain a better sense of the students understanding about spelling
in general and when relating the spelling of words to their
respective word family.
o Not necessarily a change, but if teaching a lesson like this again
in the future, I would consider incorporating technology in some
way. Perhaps using an iPad app to spell the words, instead of
the chart paper. Also, to further this lesson and have the
students think about the words in context, I could also have
them, independently or with a partner, come up with a sentence
using the word. They could share these either orally, or I could
even have them write them down to then turn in, which I could
use as another tangible, informal assessment.
o I followed my lesson plan fairly consistently, except for the fact
that I chose not to do every word family word that I had planned
to do, for two reasons. First, I was noticing that as time went on,
more and more of the students were getting antsy and were
paying less attention/being chattier than they were from the
beginning. In no means is this a reason to cut a lesson short, but
because of the second reason, being that every word that the
students wrote on the chart was correct, I had realized that no
more
 Reflection on Instruction
At the conclusion of the lesson you should reflect on the
lesson. The reflection should go beyond simply answering
the question Was this a good lesson? Below are some
questions to assist you in your reflective process (Danielson,
2008):
o What evidence did you collect to demonstrate that
your students have met or are progressing towards
the learning outcomes/objectives?
o View student work samples. What do they reveal
about the students level of engagement and
comprehension?
o What changes, if any, would you make to the lesson if
you teach this lesson in the future? What
misconceptions, if any, do you need to clarify before
teaching the next lesson?
o Did you stray from your lesson plan? If so, how and
why?
o Comment on your classroom procedures, student
conduct, and your use of physical space. To what
extent did these contribute to student learning?
o Comment on different aspects of your instructional
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were
they effective?
more practice was really necessary at this point. These are
decisions that teachers need to be comfortable making right on
the spot and they need to be aware of what their students are
telling them and remain flexible with whatever feedback, informal
or formal, they are receiving at the time. This is something I,
personally, am trying to work on as a pre-service teacher as I am
teaching lessons in the classroom.
o In regards to classroom/behavior management, I have been
finding myself frequently needing to use various techniques to
regain attention or address inappropriate behavior whenever I
am teaching/leading activities, and this lesson was no exception.
I tried to use a variety of different strategies, including some of
the fun little prompts that my cooperating teacher uses, as well
as simply sitting and waiting for the students to realize that we
are not going to continue until everyone proves to be ready.
There were a few bumps throughout the lesson, but I think,
especially because I purposefully engaged some of the students
that were the cause of the stop and wait times, the lesson went
smoother than normal/than I expected.
o Overall, I was happy with the engagement level of the students
throughout this lesson, and will remember to include a lot of the
same engagement strategies that I did in this lesson in future
lessons, in addition to incorporating technology in appropriate
and effective ways.
**Accommodations and Modifications
Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to consider when planning an equitable
educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material but they do not change knowledge content. With accommodations, a student
receives the SAME education as other children, but the student can access content or express knowledge in different ways. Modifications refer to changes of what is taught or what students with
disabilities are expected to learn. This may include adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template
for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations or modifications listed within the IEP or
504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.