This lesson plan is for a grade 4 language arts class focusing on a spelling test of "QU" words. The 34 minute lesson has two parts - completing daily language arts exercises to identify spelling mistakes, and a 25 minute spelling test of the weekly words. Students will write each test word and a sentence using it. They will also match words to their definitions. The lesson aims to assess students' spelling and vocabulary knowledge through these activities.
This lesson plan is for a grade 4 language arts class focusing on a spelling test of "QU" words. The 34 minute lesson has two parts - completing daily language arts exercises to identify spelling mistakes, and a 25 minute spelling test of the weekly words. Students will write each test word and a sentence using it. They will also match words to their definitions. The lesson aims to assess students' spelling and vocabulary knowledge through these activities.
This lesson plan is for a grade 4 language arts class focusing on a spelling test of "QU" words. The 34 minute lesson has two parts - completing daily language arts exercises to identify spelling mistakes, and a 25 minute spelling test of the weekly words. Students will write each test word and a sentence using it. They will also match words to their definitions. The lesson aims to assess students' spelling and vocabulary knowledge through these activities.
This lesson plan is for a grade 4 language arts class focusing on a spelling test of "QU" words. The 34 minute lesson has two parts - completing daily language arts exercises to identify spelling mistakes, and a 25 minute spelling test of the weekly words. Students will write each test word and a sentence using it. They will also match words to their definitions. The lesson aims to assess students' spelling and vocabulary knowledge through these activities.
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
Specific Learning Outcomes:
Attend to spelling use phonic knowledge and skills and visual memory, systematically, to spell multisyllable words in own writing
LEARNING OBJECTIVES Students will: 1. Write down the 8 commonly misspelled words of the week
ASSESSMENTS Observations:
Students have daily LA out without me asking and reminding each student that walks into the room.
Key Questions:
Is it important to take our time on our work to make sure there is no spelling mistakes? Why do we do Daily LA in the mornings? What does it improve of ours?
Products/Performances:
Daily LA is completed and books are at the back of the room on the table. Spelling tests are completed to the best of their knowledge and it is legible. Students are sitting quietly when other students are writing their tests to be respectful.
LEARNING RESOURCES CONSULTED
Alberta Program of studies
MATERIALS AND EQUIPMENT
Spelling Tests
PROCEDURE Prior to lesson
Write down daily LA on the board for students to fix and hand in at the back of the room. Introduction
Attention Grabber
There is some daily LA on the board that have some mistakes in them that need to be fixed. Also we will be having a spelling test today with our qu words.
Expectations for Learning and Behaviour
- Students should get out their Daily LA and start copying down what is on the -
Transition to Body
board as it is routine for them and they should know what they are doing by now. During the test there will be no looking at others answers as that is considered cheating. Remind them of the cheating story and ask them if they remember what I said happens to people in University that cheat on tests. During the test, there should be minimal to no talking and students are focused on their own work and not racing others to finish.
Make sure your daily la is handed in at the back of the room, once it is I will give you a couple minutes while the last few to finish up and you can look at our qu words on the wall and last minute study them. Body
Time
2 minutes Time
!1 Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template ED 3501 (Version C)
Learning Activity #1
Daily L.A - Previous to class, I will write the Daily L.A on the board so when students come in they open up their notebooks and correct the sentences that I have written on the board. - These 2 sentences that I write on the board will have 4-5 spelling mistakes each and students at to fix them in their notebooks. - Once they are done, they are to study the words on the wall and get ready for the spelling test.
2 minutes
Teacher Notes: Assessments/
Differentiation
Make sure all students are copying down the daily LA and fixing the mistakes. Some students like to rush and finish early but encourage them to take their time and fix the mistakes
Learning Activity #2
The Spelling Test
- Students will write the spelling test that is given to them. - On the first page, the word will be read out to them and they must write it down in the blank, but then write a sentence underneath it with the word. - They will repeat this for all 8 words. - Each sentence that they write for the word must start with a different starter. - Students will then flip to the second page where they want to match the word to the proper definition. - These matching words are anything we have done in science, LA, or are just commonly misspelled words in general.
25 minutes
Teacher Notes: Assessments/
Differentiation
- Students are not looking at each others papers.
- They are quietly writing their tests without discussing anything. Closure
Consolidation of Learning:
Time
- When marking the tests, it will show if students have studied the qu words for this week.
- For the matching it will show which students have paid attention in class
Transition To Next Lesson
We will be Doing Daily LA on Monday and create new spelling words.
Sponge Activity/Activities
Move into the second period of LA which Mr. Mackin will be teaching.
during the week.
Reflections from the lesson
!2 Adapted from a template created by Dr. K. Roscoe
