UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student: Nicole Ouro PSMT Name: Nicole O’Neill

Lesson Plan Blend it up! Lesson Plan Topic: Words with consonant
Title: L blends
Date: 11-01-2017 Estimated Time: 30-45 minutes
Grade Level: First Grade School Site: Griffith Elementary

1. State Standard(s):
a. RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
b. RF.1.2.D Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes).
2. Teaching Model(s):
a. Direct Instruction
b. Cooperative Learning
i. Small-desk group
c. Lemov Strategy
i. Strategy #23 Call and Response: Use group choral response – you ask;
they answer in unison – to build a culture of energetic, positive
engagement.
3. Objective(s):
a. Students will be able to identify and use consonant blends with the letter L to
make words. (content) (w/ 75% accuracy)
b. Students will be able to orally segment single-syllable words that contain
consonant blends with the letter L. (language) (w/ 75% accuracy)
4. Materials and Technology Resources
a. SmartBoard
b. Blends Homework Worksheet
5. Instructional Procedures:
a. Motivation/Engagement (10 mins):
i. Before starting the lesson TW ask the students if they know what a
“blend” is in regards to what they sound like in certain words.
ii. TW start the lesson by calling the students over to the front carpet to
practice segmenting the words we will be using for the activity.
1. The words we will be using are:
a. BLACK, FLAG, CLAP, SLIDE, BLOCK, FLASH,
 PLANE, GLOBE, PLUG, CLAM
iii. TW show each word on the smartboard one at a time and ask the students
to orally segment the word in unison.
1. TW point out the “magic e” (if the word has one like in SLIDE) and
a digraph (like the “sh” in FLASH) that the class has previously
gone over to show how what they learn during the different
phonemic awareness portions of their class time connects together.
iv. TW play the “Blends Beat” video to provide even more examples of
words with consonant L blends.
b. Developmental Activities or Learning Experiences (15-20 mins):
i. Once the teacher has gone through and segmented all of the words with
the class, TW send the students back to their desk groups.
ii. TW tell the students that each group of desks is a team and the winner of
the game gets a prize (smelly pencils).
iii. TW explain the activity to the students as follows:
1. Appropriate behavior, kindness, and a low voice level will be
explicitly stated as requirements to participate in the activity.
2. There will be an image for each of the words we talked about
projected on the smartboard.
3. Each team will work together to figure out which blend completes
the word.
4. Once the team agrees on which blend completes the word, the team
will raise their hands and one of them will be called on by the
teacher to come up to the front and write the blend they think is
right at the beginning of the word.
5. If the team is right they get a point and TW ask the whole class to
segment the word together (choral response).
6. The team with the most points by the end of the 10 words wins the
game.
7. TW will model how to appropriately walk up to the board and place
the proper blend in front of the word.
a. EXAMPLE: A picture of a block will be on the smartboard.
The end letters “OCK” will be written underneath the
picture. When a team raises their hands, one student will
come up and write the blend the team believes is correct in
the blank space before the “OCK” ending of the word. If
the team chose “BL” they get the point. If they did not, then
another team will get the opportunity to earn that point.
c. Closure (5 minutes):
i. When the activity is over and we have a winning team TW review the
 objectives and content of the lesson as follows:
1. TW ask the students to raise their hands and give me an example of
a blend we went over in the lesson.
2. TW segment three words one last time with the whole class and ask
which three consonant L blends were used (FLAG, CLAP,
BLOCK).
d. Extension: If the class demonstrates comprehension of the content, TW ask the
students to identify the words with the “magic e” and the blends that go along
with that word.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
a. For students who struggle, TW be walking around and if students are struggling,
TW ask that students who do comprehend the content to work with struggling
students and help them segment the words and identify the blends. This works as
an accommodation for both students who struggle and students who have a
mastery of the content.
7. Assessment and Evaluation of Learning:
a. Formative:
i. Throughout the lesson, TW ask for a “thumbs up” if the group understands
the task or a “thumbs down” if they do not.
ii. TW use Lemov call and response and choral responses to formatively
assess student understanding of segmenting single syllable words.
b. Summative:
i. Students will be given a worksheet with the images of a block, a flag, and
hands clapping on it. The worksheet will also contain the end of each of
the words on it (“ock”, “ag”, and “ap”). The students will fill in the blanks
with the correct blend (individually) and turn the worksheet into the
orange bin on the right side of the classroom.
8. Homework Assignment:
a. Students will be given another worksheet with the words “slide”, “plane”, and
“globe” written on it. The directions will be to underline the blends in the words.