This lesson plan template outlines a language arts lesson for 1st grade students. Key objectives for students include participating in discussion, recognizing poetry, reading high frequency words and words with common endings like -ick. Assessments include informal evaluations of student participation, reading fluency, and work with others. The step-by-step procedures describe introducing a reading about roosters, building vocabulary like "considerate" and "routine", and completing centers on spelling and grammar. Materials include books, workbooks, and folders for individual spelling lists and centers.
This lesson plan template outlines a language arts lesson for 1st grade students. Key objectives for students include participating in discussion, recognizing poetry, reading high frequency words and words with common endings like -ick. Assessments include informal evaluations of student participation, reading fluency, and work with others. The step-by-step procedures describe introducing a reading about roosters, building vocabulary like "considerate" and "routine", and completing centers on spelling and grammar. Materials include books, workbooks, and folders for individual spelling lists and centers.
This lesson plan template outlines a language arts lesson for 1st grade students. Key objectives for students include participating in discussion, recognizing poetry, reading high frequency words and words with common endings like -ick. Assessments include informal evaluations of student participation, reading fluency, and work with others. The step-by-step procedures describe introducing a reading about roosters, building vocabulary like "considerate" and "routine", and completing centers on spelling and grammar. Materials include books, workbooks, and folders for individual spelling lists and centers.
This lesson plan template outlines a language arts lesson for 1st grade students. Key objectives for students include participating in discussion, recognizing poetry, reading high frequency words and words with common endings like -ick. Assessments include informal evaluations of student participation, reading fluency, and work with others. The step-by-step procedures describe introducing a reading about roosters, building vocabulary like "considerate" and "routine", and completing centers on spelling and grammar. Materials include books, workbooks, and folders for individual spelling lists and centers.
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SETON HILL UNIVERSITY
Lesson Plan Template Abridged
(May be adapted based on instructors needs)
Pre-Planning TOPIC Name Subject Grade Level Date/Duration
DETAILS Cody Herald Language Arts 1st 11-12-14
Assessment
Informal Evaluation Students will be on task and participating up front Students will read with fluency Students will work well with others and complete center work Spelling Buddy test
Objectives A-B-C-D
Students will Students will Students will Students will and -ink Students will Students will sentence is Students will Students will
CK
participate in discussion recognize poetry as a type of text read HF words and other common words read and build words in the families ick spell and write spelling and HF words understand what the telling part of a read with fluency develop robust vocabulary
Step-by-Step Procedures RATIONALE for the Learning Plan DETAILS Introduction Activating Prior Knowledge M.M Hook/Lead-In/Anticipatory Set Q of the day Big Ideas Big Idea Statement Students will be on task reading, building, spelling Essential common words and words ending in ck. Questions Essential Questions What if Roosters could talk? Key Vocabulary Considerate, routine, unexpected Lesson Procedure Modeling of the Concept 1. Early work Accommodations, 2. M.M. (Scoop for poetry) Modifications 3. Come up front and begin LA 4. Work through word building slide (wick) 5. Go to seats and get out pink grammar book pg. 14
CK
Materials
Closure
6. Complete independently (talk about telling parts of
sentences) 7. Check it 8. Bathroom break then get out yellow folders 9. Centers (1) when done do the can do side 10. Discuss HF words and Vocab 11. Vocab questions pg. (377) 12. Spelling Buddy test (same partners) 13. Switch roles for teacher or student 14. Lunch 11:15-possibly finish spelling after lunch Transition After M.M. come up After word building slide, go to seats and get out pink grammar book Complete pg. 14 in grammar book then take bathroom break Come back and do centers After centers, review HF/fluency/vocab Lunch 11:15-spelling buddy test Providing the Independent Practice Grammar WB pg. 14 Spelling practice test Centers Adaptations/Accommodations for Students with Special Needs Natalie: keep close eye on her and Evie Drew: (Dyslexia) Breaking up words left to right. Drew will have his own spelling list not from his hug journal. Bryson: muscle spasms and keep on task Smartboard Storytown book/ Grammar WB Early work Center Folders Spelling cards Summary & Review of the Learning What did we learn today? Homework/Assignments Study spelling for test Friday!
