Teacher Candidate Catherine Leber

Name:
Grade Level: Kindergarten
Subject: Language Arts
Date:

Millicent Atkins School of Education: Common

Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

K.RF.1. Demonstrate understanding of the organization and basic features of print.

b. Recognize that spoken words are represented in written language by specific
sequences of letters.
K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include
CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to
make new words.
L.K.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.

List the Learning Objective(s) to be addressed in this lesson. Use the

following format: Students will be able to

Students will be able to recognize and write the words cut, hut, rut, hot,
rot, pot, hug, rug, and tug. They will also be able to find the phonemes
within the words above, draw/visualize what each word means in a quick
draw, and use one in a sentence correctly with sentence rules applying
(capital letter to begin with and a punctuation that they can name at the
end).

Describe how the objective is relevant to students lives.

There are many words within the English language that these students do
not yet know how to spell or read; learning the words bolded above will
continue to open the students minds to the possibilities within the English
language as well as continue to give them a desire to learn more.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.

cut, hut, rut, hot, rot, pot, hug, rug, and tug.

List the materials you will need to teach the lesson.

Worksheets, pencils, white board, markers, Intouch board, interactive white

board software/activity.

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

I will pre-assess my students understanding by reviewing their progress

thus far with words that are similar or in the same family (same ending) to
see if there is any reviewing that needs to be done before moving on.
Along with that, I will use the words in earlier lessons within various
subjects to check for verbal understanding of the words before asking the
students to be able to understand and spell all in one lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)

Is your pre-assessment included at the end of this lesson plan?

Examples of verbal questioning:
- I watched Moana this weekend. Have you seen it? One thing that I
thought was really cool was the huts that they lived in.
- Have you ever eaten a brown banana? I dont like the way they
taste when they start to rot.
- Do you ever play tug-of-war at home? That was always a game that
I loved playing at home
After each, I would assess the childs understanding of my use of the word
and how they respond.
Describe the timeline as to when you plan to administer the pre-
assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).

I will start assessing the students past work the weekend before the lesson
as to have plenty of time to understand the level of learning they are on;
whereas with the verbal questioning, I will begin that earlier in the day that
the lesson is taught.

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

Depending on how much knowledge the students have on the words from
the past lessons and the verbal questions, I will incorporate some review
into the lesson to make sure that the students understand the past
information before moving on.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

The post-assessment will be seeing that the students can use the words
that they learned within the lesson appropriately in a sentence; this is the
You Do of the lesson
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

N/A there is no true key, it all depends on how the students use the word
they choose.

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

I will use the Intouch board that is located within the classroom with an
activity that I design to enhance students understanding and learning to
visualize the changes that are being made to the base family to create new
words.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).

I will follow all students IEPs and add to students understanding by having
them draw a visualization of what the word is or means to accommodate to
the more visual learners in the classroom.
 MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

This is a very student-centered lesson to increase the amount of student

involvement. The students are the ones doing the majority of the talking
to try and understand the meanings of the words the best they can before
they get to create a quick draw of what the words mean or look like to
them. Positive reinforcement will by my primary management tool so that
students understand what good looks like, and they know to model it in
order to receive the positive reinforcement of praise. Also, having the
students be able to participate in the quick draw keeps students who
learn more by visuals interested and active in the lesson as opposed to if
there were no differentiation.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I will ask the students to think quietly of some of the word families that
they know; from there, I will ask them to raise their hand, and I will call on
a few of the students. I will ask the students if they would be excited to
learn a few more. From there, I will ask the students to get out their
pencils and their thinking caps.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
Kindergarteners are most of the time very willing to learn as much as they
can in a day. Letting them know that as they learn more families they will
learn more words is a good way for them to continue to want to learn and
continue to have that desire and love of learning.
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
- I will start off by explaining we are going to be doing the board a little
different this time by having a different person go up for every word
instead of letting one student get to do it for each family. This will
maximize the number of students that get to experience the
removing and adding of letters to make the new word as well as
experience the interactive board.
- After that, I will go through each of the new families with the
students by saying it first by myself and then having them say it with
me for each of the families (We Do).
- From there, I will choose a student that has been listening quietly
with hands to themselves to make the first word on the interactive
board as I write it on the white board; once they are done, they will
return to their seats.
- I will write the first word that I am having them learn on the board
(cut), and they will then write it on their papers (We Do). We will
sound out the word together so that all the students have the chance
to sound it out without feeling pressured in case they were to get it
incorrect.
- Once the students understand that the word is cut, I will begin to
ask them questions about the word so that they create more
connections to the word in order to remember it more easily (We
Do).
o What are some things that you can cut?
o What are somethings that you can cut with?
- From there, I will have the students participate in a quick draw of
what they think best represents the word (We Do); I will be doing my
own on the board as well to model.
- After that, we will move on to the next word, which is hut. I will
use a similar process as with the first word to make sure that there is
a sense of stability and consistency in the lesson.
- I will choose a student to make the word on the board as I describe
what to do to make the word as well as write it on the board: to
make our next word, Im going to take the c off of cut and add an
h to the front.
- From there, I will ask students if they know what a hut is; I will use
examples that the students are most likely to know from books and
movies they may have read/watched as well as make connections to
social studies for where they think that people may live in huts.
- I will also include other examples of where they may have heard the
word: Pizza Hut or hearing the quarterback of a football team yell
 hut right before a play.
- Throughout the whole process, I will be promoting student-centered
learning by having the students talking as much as they can while
still keeping the classroom managed (We Do discussion).
- After I think that the students have a good understanding of the word
hut I will have them do a quickdraw of what they think best
describes the word (We Do) (while drawing my own on the board).
- For the next word, I will choose a new student to make the word on
the board as I explain how to make the word rut while writing it on
the board.
- I will ask the students what they think a rut is (We Do), and once
they have all of their answers out I will make sure they know the two
definitions of being in a rut or a rut in the dirt from a car.
- After I think the students have a good understanding of the word
rut, I will have them do a quickdraw of what they think best
describes the word (We Do) (also doing my own on the board).
- From there, I will have the students read the words in our -ut family
all together before moving on to check for their understanding on the
words we have made so far.
- Next, I will choose a new student to make the word of our next family
on the interactive board using new letters. I will explain to the
students how to make the word and write the new word on the board
hot.
- I will ask the students what they think hot means (We Do), and
once all of their answers are out, I will make sure they know of the
two meanings of hot such as warm feeling or spicy by giving
examples that they understand and reassuring them that their
answers valid or not valid.
- After I think the students have a good understanding of the word
hot I will have them do a quick draw of what they think best
describes the word (We Do) (also doing my own on the board).
- For the next word, I will choose another new student to make the
word on the interactive board while I explain how to make the word
by taking away the h in hot and replacing it with a r and writing
it on the board.
- From there, I will have the students give some examples of rot or
what they think might rot (We Do). Once the students have a good
understanding of things that rot and how they rot, I will have them
do a quick draw of what they think best describes the word rot (We
Do); I will make my own drawing on the board as well.
- From there, I will have a new student go up to the board to make the
last word for the -ot family that we are learning today, explain how
to make it with taking off the r and replacing it with a p to make
the word pot as I write it on the board as well.
- The students will give their definitions of what pot means(We Do).
Once they have gotten their answers out, I will make sure that they
know of pots for cooking and baking and then like a pot of coffee.
- Once I know that they have a good understanding of the word pot,
I will have them produce a quick draw of what they think best
describes it.
- Lastly for that family, I will have the students read the words in the -
ot together as a quick review of what we just learned and to check
for understanding.
- Next, I will choose a new student again to make the first word from
out next family on the interactive white board. The first word from
the -ug family will be hug. While they are making it on the
interactive white board, I will be explaining to the students how to
make the word without saying the word. From there, I will have the
students sound out the word quietly to themselves before asking a
student to say it out loud (We Do).
- I will ask the students what a hug is as well as who it is okay to
who hug or who it isnt okay to hug. And I will ask what it means to
give a hug. This adds in a little bit of social skills to the lesson.
- Once I know that the students have a good understanding of the
word and how to spell/sound it out, I will have them participate in a
quick draw to show me their understanding. (We Do) While they are
drawing, I will draw and check some of their answers.
- From there, we will move on to our next word, which is tug. I will
explain to the students how to make the work (remove the h in
hug and replace it with a t). While I explain it, a new student will
get the chance to make it on the interactive board.
- I will ask the students what they think the word tug means and
have them give me some examples of things that can be tugged on;
will introduce to the term tugboat (We Do).
- Once I know that the students have a good understanding of the
word tug and its meanings, I will have them participate in a
quickdraw while I participate in it too and then check their word (We
Do).
- From there, we will move on to the last word of the lesson which is
rug. I will choose a new student to go to the board and make the
word while describing to the rest of the class how to make the word
while drawing it on the board.
- From there I will have the students describe what they think a rug is,
where you would find a rug, or what other names there are for rugs.
(We Do).
- Once they hit all of the main important points, I will have them
participate in a quick draw to show their understanding of what a
rug is (We Do). While drawing my own on the board to model.
 - At this point, to check for understanding, I will have all of the
students read the words in the -ug family with me (We Do).

Describe how you will check for students understanding before moving on
to guided practice.
Having the student participate in the quick draw is a great way for them to
prove their understanding of the word as we are going because I can go
around during that time to observe their work with their drawings and the
word. Another way that I am checking for understanding is have the
students read the words aloud to me after we go through the whole family
as to add repetition but also see how well they can read it.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
The We Do section for this lesson was heavily integrated into the I Do
section. But the final part of the lesson before participating in the You Do
activity is to be able to read the challenge words that I will write on the
board. I will write the word trot on the board first. From there I will have
the students look at the person next to them, and I will say which one is
partner one and which one is partner two. From there, I will have partner
one whisper what they think the word I wrote on the board is. I will tell the
students that once they are done and the partner agrees to have eyes on
me. From there I will have a student say it out loud. After we discuss what
it means to trot like a horse, I will write the second challenge word on the
board which is drug and have partner two whisper it to partner one.
Once the partners agree I will let them know to have eyes on me. From
there we will talk about how medicines are sometimes called drugs.

Describe how you will check for students understanding before moving on to independent
practice.
The checking for understanding is incorporated into both the I Do and the
We Do. Having the students participate in a type of think-pair-share is a
good way to show that they are working together and understanding by
working together not just on their own or through me.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
To have the students practice their knowledge and skills learned in this
lesson, I will have the students write a sentence using at least one of the
new words that they learned in this lesson. Their spelling doesnt matter
for the tougher words as long as they tried. And they must use proper
capitalization of the first word and use a punctuation at the end that they
can name.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
I will have the students all go back to their tables after getting their
sentences checked. Once they do that, I will call on a few students to
share their sentences. After that, we will say all of the words that we
learned in the lesson one more time before putting things away and
getting ready for lunch.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.
 Post-Assessment Results

Group 3

Group 2

Group 1

0 5 10 15 20 25

Description: Group 1 are the students who understood the word they used
in their sentence without assistance. Group 2 are the students who
understood the word they used in their sentence with prompting. And
Group 3 was the student who used their word wrong in their original
sentence (was able to use it correctly after explanation was given).

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
My successes were definitely how well prepared I was as well as being able
to explain to the students what the word meant with both verbal
explanations and physical is applicable. I may have been a bit over
prepared for the lesson, but all in all, I would rather be extra prepared
because even though I didnt get to everything in my lesson during the
time I had, I would rather have that then end up ending early without any
plan of what to do next. And there were certain words that were hard for
the students to grasp, such as rut, that I was able to incorporate body
language into the definition (for example, I added in having the students
show me what they would look like if they were in a rut and how they
would look if they got out of a rut). This seemed to help the students
understand better the definition of the word, which showed in their
quickdraws.

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
The hardest part of the lesson was not being able to get to all that I wanted
with the lesson. The conversations and student participation was so good
during our discussions that I wouldnt necessarily call it a bad thing that we
didnt get to all in that hour because of how much learning was happening
during the other words we did get to. Another challenge was that we
almost ran out of time for the assessment at the end of the lesson before
the students had to go to lunch. I ended up not teaching the students 2
words (pot and tug) from the 9 I planned on teaching them, nor did we get
to the challenge words. But I made sure to leave just enough time to do
the post-assessment and the lesson closing for the students.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.
I would either plan more time for the lesson or just plan on learning a few
less words. I would probably keep the challenge words for the end just in
case there was a little time left that needed to be filled. And another thing
that I would do if I could teach this lesson again would be to have a few
pictures of huts ready to show students just because they seemed a little
confused by that word and what it looked like. But that is always
something I can show them another time that I am observing and assisting
in their classroom as well.