Revised February 2018

Lesson Plan Template

For Special Education Teacher Candidates
(& Anyone Else Who Wants to Be Awesome)
Overview

Teacher(s): Sami Subject: English (reading) Grade: 1

deSibour

Lesson length: 15-20 Lesson Topic/Unit: Phonics

Learning Objectives:
I. By the end of this lesson, students II. By the end of this lesson, III. I will know that students have
will know: students will be able to: met this objective when:

The short -e sound Blend CVC words with -e Can blend CVC -e words on
their own
IV. Essential question(s) for students to answer

What is the short vowel -e sound?

State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.

1.6 The student will apply phonetic principles to read and spell.

a) Use beginning and ending consonants to decode and spell single-syllable words.

d) Use short vowel sounds to decode and spell single-syllable words.

e) Blend beginning, middle, and ending sounds to recognize and read words.

Context for Learning/Background Information

Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this
lesson that students should be familiar with.

Students have completed similar activities with short vowel -a. They can blend CVC words
with short -a. Students will be blending CVC words with short vowel -e.
Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)
This lesson introduces the short vowel -e in CVC words. Students will learn to blend through
modeling, guided practice, and independent practice.
Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What
are you offering them? What needs are you addressing? (2-3 sentences)

Students will learn blending and decoding through explicit instruction. They will learn directly
and clearly, without ambiguity. It requires less inference on the students’ part and is more
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straight forward.

Individualized Instruction

IEP Goals: In this section, list the IEP goals that this lesson addresses. You can list them by
student/pseudonym.

When given a grade level text, student will orally read 60 correct words per minute by the end
of the school year.
When given a grade-level text, student will read orally with 85% accuracy by May, 2020.
IEP Accommodations: In this section, list the classroom & teaching accommodations that must be
provided. You can list them as accommodations or by student/pseudonym. This should include plans for using
assistive/instructional technology.

Student is given preferential seating. They will be at the front of the room or closest to the
teacher during lecture and instructional time. They will be in an area with minimal distractions
during work time.
Student receives accomodations for shorter assignment lengths.
Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: In
this section, list any relevant accommodations or other information that you will provide given unique student
needs arising from their cultural or linguistic backgrounds.

This lesson includes independent work. To accommodate students’ preferences, groupwork

will be mixed in for the next assignment, perhaps partners during “independent” practice.
Instrinsic Load: Given the content being taught, and unique student needs, predict the level and impact of
intrinsic cognitive load for the lesson on students. Remember, intrinsic load is impacted by the inherent
complexity of content, interatctivity between content elements being taught, and existing student background
knowledge and motivation. Can you make any instructional decisions at this planning phase to limit the impact
of intrinsic load?

The level of intrinsic load is average. Blending and decoding can be a harder task to master.
However, students have done similar activities with short vowel -a. They will be transferring
that knowledge to this lesson. In addition, there is not interactivity between the letters.

Co-Teaching & Collaboration

Co-Teaching: In this section, select the co-teaching Grouping: In this section, describe the way(s) in
format that you will be using in this lesson. which students will be assigned to instructional
Check one or more. It is possible to use several groups. Which teacher will lead/instruct each group?
strategies during a lesson.
Students that receive special education
☐ One Teach, One Support services for reading will be grouped for this
X Station Teaching instruction.
☐ Team Teaching
☐ Alternative Teaching
☐ Parallel Teaching
What is each teacher’s role within the model(s) you
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selected?

The special education teacher will lead the

phonics lesson with her group at a station.
Students will continue this work in the gen. ed.
setting.
Assessment of Student Learning

Assessment Procedures: In this section, describe the assessment procedures that will be used to measure
learning of the objective(s). Assessment procedure must be concrete and tangible, and teacher observation
(without a record of it) is unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of
assessment are strongly encouraged.

Students will complete independent practice as a formative assessment. Since it is a verbal

activity, the teacher will record student responses. Students will receive feedback if they are
correct or incorrect, as well as what to correct.

Assessment Type(s): In this Assessment Criteria: In this Feedback: In this section,

section, describe how you will section, describe how students will describe what feedback from the
assess students. demonstrate mastery on your assessment(s) you will give
assessment(s). students and how you will give it to
Students will complete them.
independent practice that will Students will score 85% or
be use as formative higher on the assessment. Students will receive verbal
assessment. feedback as they complete the
independent practice.

Materials & Resources

Teacher Materials (I need): Attach teacher Student Materials (They need): Attach ALL
instructional materials to lesson plan submission. If student instructional materials to lesson plan (i.e.,
you are using a SMARTBoard during lesson, include a worksheet, graphic organizer, test/quiz, etc).
file with materials (saved as a pdf). If you are using
external websites, videos, etc, list the links below.

Dry-erase board None

Dry-erase marker
Dry eraser
List of words and record for students:
..\Lesson 4 doc.pdf

Behavior Management

General Concerns: What Specific Concerns: Are there Feedback: How will you provide
routines are already in place to any specific antecedents, unique feedback to students about their
help you manage student situations, or other student behavior during this lesson?
behavior/keep students focused & behavior concerns that may impact
this lesson? Indicate how you are
 Revised February 2018

on task? planning to confront those

concerns.
Students know the rules and Positive behaviors will be
routines of push-in/pull-out Young students, especially praised and recognized. For
with the special education those with disabilities, can example, “I really like how
teacher. The classroom rules become distracted or you are sitting and listening
are posted in the sped. room disinterested in the lesson quietly. It shows me you are
and gen. ed. room as a content. This lesson includes paying attention.” Negative
reference and reminder. A opportunities to respond to behaviors will be addressed
breakdown of the block promote engagement. It is accordingly, such as
schedule is given to give also kept concise and to the redirecting.
students an expectation. point, so it isn’t boring.

Preparing Students for Instructional Content

Estimated time: 2 minutes

Review of prerequisite skills: In this section, Student-Friendly Objective: Re-state the

identify any skills or content that you will review with lesson’s learning objective in student-friendly
students prior to new instruction. This could be the language.
warm-up, “do now”, or other introductory part of
lesson that reviews prior learning.

Students will review sounds for Today we are going to learn how to blend and
corresponding letters. spell new CVC words with the vowel e. It
will increase your vocabulary and reading
/e/ -e, /m/ -m, /n/ -n, /p/ -p, /t/ -t skills.

Essential Vocabulary
Estimated time: 1 minute
Reviewing vocabulary: In this section, identify Pre-teaching vocabulary: In this section,
any vocabulary that must be reviewed or re-taught. identify any vocabulary you need to introduce or pre-
teach ahead of the main lesson. If this is a vocabulary-
Blend- put together centered lesson, skip this section.

N/A

Instruction
Estimated time: 8 minutes

Direct Instruction (I DO): Guided Practice (WE DO): Independent Practice (YOU
In this section, describe the direct In this section, describe the DO): In this section, describe the
instruction that will be provided. practice that students will be independent practice students will
How will you model/demonstrate provided with. Include how you will complete.
ideas? How will you use “think determine that students are ready
aloud” and cognitive modeling? to independently practice. Now I want you all to
practice blending the
We are going to blend words Lead: Now I am going to lead
following CVC words with e.
sound by sound again, but you in sounding out the
I’ll show you a word and I
this time we are going to use words. You’re going to sound
want you to sound it out and
the letter e. Watch me blend out the word with me.
then say it.
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the first word. Print the first letter in the Allow each student to say
word met on the board. each word, rotating turns (one
Print the first letter in the Say: Sound? Point to the word, switch student. Rotate
word ten on the board. letter m and have students words each cycle).
Say: Sound? respond with you: /m/
Simultaneously point to Words: net, men, pet
the letter t and say: /t/ Print the letter e after the
letter m on the board.
Print the letter e after the Say: Sound? Point to the
letter t on the board. Say: letter e and have students
Sound? Simultaneously respond with you: /e/
point to the letter e and
say: /e/ Point just to the left of the
me and say: Blend. Then
Point just to the left of the scoop your finger under
te and say: Blend. Then the m and e as you lead
scoop your finger under students in blending the
the t and e as you blend sounds together without a
the sounds together break: /me/ (short e, not
without a break: /te/ the word me).
Print the letter n after the Print the letter t after the
letter e on the board. Say: letter e on the board. Say:
Sound? Simultaneously Sound? Simultaneously
point to the letter n and point to the letter t and
say: /n/. have students respond
with you: /t/.
Point just to the left of ten
and say: Blend. Then Point just to the left of
scoop your finger from met and say: Blend. Then
left to right under the scoop your finger from
whole word as you slowly left to right, letter by
blend the sounds together letter, under the whole
without a break: /ten/. word as you lead students
in saying the sounds
Lastly, point just to the
together without a
left of ten and say: Now
break: /met/.
watch as I read the whole
word. Then quickly Lastly, point just to the
sweep your finger under left of met and say: Let’s
the whole word and say read the whole word.
ten. Say: This is how you Then quickly sweep your
spell the number ten. finger under the whole
word as you lead students
in saying the whole word:
/met/. Say: I met my
friends at lunch, met.
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Check: Now it’s your turn to

sound out the word.
Remember, when I point to a
letter, say the sound that goes
with that letter. When I scoop
my finger under the letters,
blend the sounds together.
When I sweep my finger
under the word, say the whole
word.
Print the first letter in the
word pen on the board.
Ask: Sound? Point to
signal students to
respond. (/p/)
Print the letter e after the
p on the board. Ask:
Sound? Point to the letter
e to signal students to
respond. (/e/)
Point just to the left of the
pe and say: Blend the
sounds. Then scoop your
finger under the letters
from left to right to signal
students to respond. (/pe/)
Print the letter n after the
letter e on the board. Ask:
Sound? Point to the letter
n to signal students to
respond.
Point just to the left of
pen and say: Blend the
sounds. Scoop your finger
from left to right under
the word as students
blend the sounds together
without a break. (/pen/)
Lastly, point just to the
left of pen. Quickly sweep
your finger under the
word to signal students to
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respond by saying the

whole word. (pen)

Closure
Estimated time: 1 minute

Lesson Review: In this section, Forward Look: In this section, Homework: Describe any
review the learning that occurred link this lesson to future learning. homework assignments. Use N/A if
during the lesson. Be specific and State how this lesson is related to there is no homework assignment.
ask students to review in a way that the next lesson or future learning.
reflects what they learned, rather
than what the topic was or what
activities were used to facilitate N/A
learning. Great job today, everyone!
Tomorrow, we will be doing
Today we learned to blend something similar with the
and spell CVC words with the vowel -o to keep improving
vowel e. these skills.
Who can tell me what the
sound that goes with short -e?
/e/
Great job!
Learning how to blend and
spell improves our reading
ability.

Extraneous Load: Explain how the instructional approach and materials you plan to use will keep students’
extraneous load as low as possible. Remember, extraneous load is increased when teachers talk too fast, use
text-laden slides or other modes of teaching that are not a match for how students have the best chance to learn.

How does your instructional approach provide a match for lessening the impact of intrinsic load noted above?

The lesson follows the same format as previous activities with the short vowel -a. Students are
presented examples and instruction with a systemic fade. They see a model before guided
practice and independent practice. This will familiarize them with the content and gradually
cognitive load.
How will your instructional materials help manage your own intrinsic and extraneous load as a teacher?

The list of words will help the teacher, so they do not have to remember the words needed for
the lesson. The direct instruction can be printed off to help remember the exact steps.

Preparation for CLASS Scoring (For Dimensions Not Already Explicitly Included Above)
What steps will you take to ensure the lesson will occur within a positive climate, show sensitivity to
students and demonstrate regard for student perspectives?

Positive feedback will be given to students, such as praising listening skills or effort (Pianta, 2014). To
 Revised February 2018

show sensitivity to student needs, I will monitor academic progress through student answers and offer
encouragement and support throughout the lesson (Pianta, 2014).

How will you maximize instructional time and keep distractions and non-instructional time to a
minimum to ensure productivity?

The lesson has planned tasks: Review, modeling, guided practice, independent practice, and closure.
Materials for this lesson are minimal. Teacher materials will be ready prior to the lesson.

Are your instructional learning formats organized to facilitate active engagement and clear learning?

The lesson uses explicit instruction. This facilitates clear learning, and minimizes disengagement by
providing opportunities to respond. In addition, the lesson is paced to promote student engagement
(Pianta, 2014).

Are you planning to help students utilize higher order thinking skills? And apply their knowledge in
some unique way?

Students will complete the independent practice. This requires them to blend and read, which is a new
skill for them.

What are you planning to do to support content understanding and clear up misconceptions?

Content understanding will be supported through systemic fading supports and examples. Students are
provided opportunities for meaningful practice (Pianta, 2014). Misconceptions will be cleared up as
they come up by explicitly telling students what they did incorrect and explaining the correct answer.

How will you promote active dialog between you and your students, and among the students? (As
appropriate)

Students are provided opportunities to respond to questions throughout the lesson. The systemic fade
increases cognitive load as students complete the activity.

What explicit steps can you take to keep students engaged throughout the lesson?

Active engagement is primarily encouraged through opportunities to respond. The questions direct
student attention to the content being discussed (Pianta, 2014).

References, Notes & Other Information

In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily
yours. This is also where you will list the APA citations for the articles that were referenced.

Pianta, R. C. (2014). Dimensions Guide: Upper Elementary, Class. Charlottesville, VA:

Teachstone Training.
In this section, include any other helpful information that is relevant for the lesson plan.