Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

1.9.5 A. Use technology sources for problem solving, self-directed learning, and extended learning activities.

Lesson Objective(s)
(Stated in observable and measurable terms)

The students will be able to use http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp to create

their own word search before unit tests in spelling. Words will come from spelling lists as well as water cycle unit.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

Each student is required to create a word search that contains a minimum of 15 easy and challenging words from their spelling lists. Each
student will create their own word search to be completed in class.

Materials:
Access to a computer
Spelling from each unit

Inclusion Techniques for Students with Special Needs:

Students with special needs will have the chance to have only 10 words from different units. The number of columns and rows may also be
fewer.

Enrichment Techniques:

Students will have the chance to add more rows to their puzzle and also have the words share letters. This will increase the difficulty of the
search.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
All students are required to create their own word search. Computer time will give provided to ensure all students have access to a
computer. Students with special needs will also have an assistant when needed.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
The teacher will have 2 word searches (1 easy and 1 hard). Have students raise their hand to see who thinks they can find all the words the
fastest. Have the searches faced down. When the teacher says go, the students will turn their paper over and find the words as fast as they
can. The other students can cheer their friends on. The one who finishes first wins. Have each student describe their word search. Was it
easy, hard, a lot of letters, easy to read? Teacher will then talk to the students about how word searches can be made so it is easy to find
words, while others can be made to challenge those who are up for it. Then go into the lesson.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

• Place each word search on the overhead or smart board. Have students describe what they see. Which one looks easy and
which one looks hard.
• Provide each student with a list of words from spelling tests
• Discuss expectations of word search using rubric
• Allow students a couple minutes to choose 10-15 words from their spelling lists.

• Show students http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp and allow

students to see how to add their words and increase the difficulty
• Students will then have the chance to add their words on the site and create their own word search

Guided Practice/Independent Practice/Assessment Activities

Students will create their word search using at least 10-15 words from a variety of their spelling lists. This will be done near the end of the
unit to allow them time to study and have fun with their words. The worksheets will be assessed on how many words they include, the
number of rows and columns, and the correct spelling of each word.

Closure:
Students will print out several copies of their word searches for their friends and themselves to complete. Each student will complete at least
1 word search on their level.