Houston Baptist University

Department of Education and Kinesiology

Lesson Plan Format
_____________________________________________________________

Subject: Language Grade Level: 2 Time Estimate: 45 mins

Unit: Sounds

Topic: -ed Endings

Goal(s): TLW improve their understanding of the sound /ed/

Objective(s):
TLW learn the three rules of –ed endings.

TEKS: 2.2Bvi

Materials/Resources/Technology needs:
 Anchor Chart for –ed endings making the sounds /t/, /d/ and /id/
 Expo markers
 Individual white boards
 Paper for test

_______________________________________________________________________

Instructional Procedures
Focusing Event: Have students say different words ending in ed and ask them what their
observations are.

Teaching/ Learning Procedures: Teach students the three rules for the sounds of ed. Rule
1: /t/ when the last letter in the root word is unvoiced. Rule 2: /d/ when the last letter in root word
is voiced. Rule 3: /id/ last letter in root word is d or t. Have students work in groups on grouping
words to match the sounds they end with.

Formative Check (ongoing or specific): Walk around the class to check how the students
are doing in their groups. Bring them back to the whole group setting and complete the chart
together.

Reteach (alternative used as needed): Give students white boards and present different
words ending in ed. Have students practice saying them aloud and then writing on their board
what sound it ends with. As a tip to the class, have them underline the ending of the root word to
give them a better idea of how it ends.

Closure: Pass out the sounds of ed homework worksheet to practice their sounds.
 Assessment/Summative Evaluation: Have a reading test of ten words. While students are
in their stations, call individual students to work with you and have them read the sentences. Pay
attention to how many words ending in ed the students get correct.
1. The bees buzzed near the sunflowers.
2. I liked the cake you had at your birthday party.
3. He turned left at the stop sign.
4. My dad fixed my bike.
5. I planted roses in the garden with my mom.
6. I jumped on my friend’s trampoline.
7. My family moved from California to Texas.
8. The plane landed an hour late.
9. We played on playground during recess.
10. My sister handed me the remote.

________________________________________________________________________
Modifications/Notes:
Dyslexia: Provide pictures of the sentences during the assessment. Shorten the summative
evaluation or break up into shorter assessments (2- 5 sentence assessments).
Orthopedic impairment: When students break into groups, allow this student to be the closest to
where whole group instruction is. Have this students’ group be the first to move to and from
whole group instruction and small groups.
Visual Impairment: Have student get front row seat when in group time. Have a larger print copy
for student to hold and read off of. Have the sentences written in larger print for the summative
assessment.