Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate: Subject: Grade level(s): Date:

Rogelio Gaeta ELA Grade 1 10/23/17
Standard:
CCSS. ELA RF. 1. 3. c.
Know final -e and common vowel team conventions for representing long vowel sounds.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? Underline content type.

Students will learn about long vowels /e/ and /oa/.

II. LEARNING OUTCOME (Objective):

Given a list of long vowels containing /e/ and /oa/: students will be able to accurately apply long vowels by
writing at least 2 sentences containing long vowels.

DOK/Cognitive Rigor Level:

Depth of Knowledge level 1 and level 2.

Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):

Can you select the word that has a long vowel?

Can you identify the long vowel /oa/ in the word road?
What did you notice in this sentence? Did you see any words with a long vowel?

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?

What lesson came before: Learning about the vowels: a, e, i, o, u.

What lesson will come after: Learning long vowels /o/ and /a/.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Show students a series of pictures that contain long vowels
o Picture of a boat.
o Picture of toast.
o Picture of a toad.
Then, Ill ask the students what they notice about the words.
If unable to find out what they are looking at, underline the /oa/ vowel.
Then proceed with the lesson.
 Student friendly objective: By the end of our lesson you should be able to read and write
sentences containing long vowels by writing sentences containing long vowel -e and -oa.

Purpose: Why are students learning this? Why is it important?

The purpose for students learning long vowels is to prepare them to be able to read and write sentences
or paragraphs containing them in near future.
Here is an example on what to say to the students:
o Today, we are going to learn how to read with long vowel sounds. This will help you
be a better reader and writer.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Introduce the long vowels /oa/.

Using either a white board and/or pictures, introduce a word that they probably heard plenty of
times like the word Road.
I ask the students what the word is. They should be able to pronounce or sound out.
When they respond correctly, move on other words that deals with long vowel /oa/ such as
Toad, Float, Goal, Goat, Soap, Oat, Toast.
Then Ill put these words in sentence form with real world application and read with the
students. (Use or draw pics/cartoons).
o There is a Toad on the Road
o I washed my hands with soap
o I ate a piece of Toast for breakfast

b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
To check for understanding, Ill pull the words Toad, road, toast, etc and ask students to
pronounce them.

Step #2: Introduce the long vowel /e/.

Just like in step 1, Ill introduce words that contain the long vowel /e/.
This long vowel can be written like Green with two /e/, each with /ea/ and can be written with
/y/ like the word angry.
Write examples on the board that show these traits:
o For /ee/
Green, need, week, feel, peel, street
o For /ea/
Each, lead, peak, real, leaf
o For /y/
Angry, body, fairy, duty, glory

Put some of these words in sentence form and have each student say them orally.

b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
To check for understanding, write words like Green, Leaf, Fairy, etc. and ask students to
 pronounce them back to you.

Step #3: Give students a handmade worksheet containing 5-words containing long vowels: Road,
leaf, soap, toast, Green

Instruct the students that they have 5-10 minutes to write a sentence containing the long vowels
in the example list.

Teacher provides scaffolding as needed so each student successfully completes task.

.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
It should be encouraged to allow the students read to their partner(s) first, then have them say it
to the instructor.

Step #4: To finish lesson, read Toad on the Road

Read the book Toad on the Road with the students.
Stop at sentences that contain a long vowel word.
o Have them raise their hands first.
o Mark any long vowels with an underline or sticker.
Even long vowels we didnt cover.
Ask students what is happening during the story.

b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
At the end of the story, I would ask the children to summarize the whole plot of Toad on the
Road.
Encourage the students to try and use long vowels in their summaries.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)

Ask students to write me a summary on Toad and then have them underline words that have long
vowels.

D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.

4-5 copies of worksheets containing long vowels.

The book Toad on the road.
A small white board.
A marker.
An eraser.

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation

 During lesson, ask students to repeat what they heard or see verbally.
Write out sentences and check for understanding.
Look over students to see who is working and/or struggling and adjust instruction as necessary.

Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)

At the end of the lesson, Ill ask students to tell me what they wrote down and collect the sentence
summaries of Toad on the Road with long e/o words highlights.
The summarize piece on the Toad on the Road.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)

For students who are struggling with the lesson, I will sit and guide them and provide additional
examples to help them move along with the others.
For the high achievers, I ask them to keep writing more sentences in order for them to become
familiarize with long vowels.
Have sentence frames for those in need of assistance.
o The ____ is on the ____.
o The car is the color ____.
o I am eating a piece of ____.
Be mindful on Spanish speakers and other primary languages.
o Use visuals and primary language support as appropriately needed.

VII. HOMEWORK (if appropriate):

For homework, theyll take a worksheet containing the long vowels discussed in class and write
three sentences containing sentences with long vowels.