SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
CK
Miss Kiley Morgan
Reading
Grade 2
February 1, 2016
CC.1.1.1.D: Know and apply grade level phonics and
word analysis skills in decoding words. Identify common
consonant digraphs, final-e, and common vowel teams.
Decode one and two-syllable words with common
patterns. Read grade level words with inflectional
endings. Read grade-appropriate irregularly spelled
words.
CC.1.1.1.E: Read with accuracy and fluency to support
comprehension. Read on-level text with purpose and
understanding. Read on-level text orally with accuracy,
appropriate rate, and expression on successive
readings. Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
Formal Evaluation
The teacher will have children take turns reading out
loud to check for the correct saying of sounds.
The teacher will check the students workbook page to
make sure they completed their tasks.
A test will be given on comprehension and letter sounds
at the end of the unit.
Informal Evaluation
The teacher will listen to the sounds the children are
saying to make sure they are correctly producing the
correct sounds.

All second grade students will decode words 4 out of 5

times individually.
All second grade students will identify the /y/ sound 5
out of 5 times in small groups.
All second grade students will read with accuracy 5 out
of 6 sentences individually and in small groups.
All second grade students will correctly write the lower
case /y/ 5 out of 6 times individually.
All second grade students will correctly write the upper
case letter /y/ 5 out of 6 times individually.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,

The teacher will use the selected Sound Cards from

Units 1-19 to review sounds of letters. (Cards will be
picked by the text).
Hook/Lead-In/Anticipatory Set
The teacher will tell students that their new sound, /-y/
as in fly, is the sound the letter y makes when it
comes at the end of a small word.
Big Idea Statement
The letter y says the /i/ sound.
Essential Questions
What sound does the letter y make?
Key Vocabulary
Acorn an acorn is the seed of an oak tree
Den a den is a safe and cozy place where an animal
may live.
Pre-Assessment of Students
The teacher will ask the students the sound the letter y
says.
Modeling of the Concept
The teacher will tell the students that the y sound we
are learning is the sound of /i/ like in fly and sky.
Transition
The students will put away their decoding workbooks
and get out their storybooks.
Guiding the Practice
The teacher will work with the students on the decoding
worksheet of their workbook on page 41.
The teacher will discuss the new vocabulary words with
the students found on page 26 of the students book and
15 of the teachers book.
The teacher will read sections of the storybook found on
pages 26 31.
The teacher will ask questions throughout the story to
check for comprehension.
Providing the Independent Practice
The students will read parts of the story. The parts the
children will read are the bold, underlined sections. The
teacher will read the rest. The story can be found on
pages 26 31.
The students will complete page 61 in their workbook to
work on the letter y and the sound it makes.
Adaptations/Accommodations for Students with Special Needs
All students are in a learning support classroom. All
students will need refocused throughout the lesson and
will be provided on individual basis. The teacher will help
all children out with smooth blending words they are
stuck on.
Teacher text book
Student Decoding Book

technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Student Work Book

Student Story Book
Sound Cards
Pencils
Summary & Review of the Learning
The teacher will ask what the story was about and what
happened throughout the story.
The teacher will ask the students what sound the letter y
makes.
Homework/Assignments
None