GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docx

GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –
at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three
students with IEPs have the support of the inclusion model. The
special education teacher co-teaches during the 55-minute ELA
block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by

identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90%
accuracy.
Review: I can write the sight words am and it with 90%
accuracy.
Lesson Target: I can identify words from the –at family in my
reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write
them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and
–at family words within print in texts and around the room.
Students will also show understanding by writing those same
words.
Form:
Students will be given think time to demonstrate knowledge in
classroom discussions. Students will also be able to demonstrate
understanding through their writing.

Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart,
reading books, magnet letters, pens, paper, ABC chart,
individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family.
Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at
family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s.
Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the
first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit
someone’s house?

· Do a book walk and identify the H sound in hat//has. Also
look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening
on in a round robin format.
· After reading: What was the Cat in the Hat like? What color
was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This
may occur on the next day.) If you could do anything you
wanted, what would you do?
Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL): Repetition of words and
letter sounds. Allow for pointing of familiar objects while
reading the story. Teacher points to word that corresponds with
the picture to help make connections. Praise effort.
· Students with special needs: Repetition. Allow student(s) to
begin with familiar objects to make connections such as cat and
hat to develop the –at sound. Model vocabulary for students.
Praise effort.
· Students with gifted abilities: Have students individually or
pair read a sight book looking for the it, am, and at sounds.
· Early finishers (those students who finish early and may need
additional resources/support): This is a small group activity
with differentiation. Once students finish the rotation and have
teacher approval, they will move to the engagement activity.

Time Needed
15 mins
3 rotations
Multiple Means of Engagement
· Students use the story to build the words they found that have
the –at sound and then put their finger under it and read it.
Students use dry erase markers to do “Show Up” activity to
write the words quickly and “show” their boards when the
teacher prompts.
· We looked at the -at family. Examples may include at, cat,
bat, mat, and sat.
· Students raise hands offering answers and participating.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL): Repetition of words and
letter sounds. Allow for pointing of familiar objects while
reading the story. Teacher points to word that corresponds with
the picture to help make connections. Praise effort.
· Students with special needs: Based on needs, allow for
extended time when hearing the word and pointing to it in the
book and copying words onto their dry erase board. Allow
student(s) to work with a partner to increase confidence. Allow
student to use letter cards to build words on the table prior to
writing.
· Students with gifted abilities: Have students look for multi-

syllable objects with the review sound, – it in a selection on
short reading books such as: kitchen, kitten, mitten, and rabbit.
additional resources/support): This is a small group activity.
Once students finish the rotation and have teacher approval,
they will move to the engagement activity.
Time Needed
15 mins Working with a parent volunteer or the co teacher
Multiple Means of Expression
Informal observations will be made while students are reading
and writing both at small group and throughout the corner
activities. As needed, teacher will ask students to join a small
group activity to assess their comprehension of the practiced
site words for the day.
Students will independently complete a cut and paste worksheet
matching site words with pictures.
Explain if you will differentiate assessments for each of the
following groups:
· English language learners (ELL): Allow students extended
time as needed. Have student begin by circling the –at in each
word then repeating the word 3 times. Assist student in
matching the word to the picture. Praise effort.
· Students with special needs: Allow students extended time as
needed. Have student circle the –at in each word and sound out
the word with a peer. If students need assistance with cutting

and pasting due to fine motor development, have student cut and
paste half of the pictures and have student draw lines to connect
the other half if student becomes frustrated or task becomes too
lengthy. Students can also use letter cards to build the word
next to the picture and repeat the sounds for some of the words.
Praise effort.
· Students with gifted abilities: Challenge students to write
three words of their own using the –at sound and draw the
coordinating picture on the back of their worksheet. Praise
effort. Praise effort.
additional resources/support): After teacher has reviewed
worksheet and determined that student does not need additional
support, have students make nonsense words using the –at
sound. Writing them on the back of their worksheet to share
later during floor time. If student needs additional support,
teacher will work one on one or in a small group to guide
students with correcting the worksheet. Praise effort.
Time Needed
15 mins
Extension Activity and/or Homework
Students are to share 3 words with their families that they
learned today using the –at sound. They are to find three new
words not discussed during class that include either the am, it,
and/or at sound and bring in a picture/book of one to share with

the class during floor time.
Time Needed
10 mins
Rationale/Reflection
· Small group instruction with teacher using Word Wall:
Teacher worked in three small group rotations after anticipatory
set to introduce the –at sound (example words on word wall)
with students in groups of comparable levels of understanding
so that the instruction could be differentiated based on current
levels.
· Show Up and Targeted Feedback: Engagement strategy of
using white boards for students to show their answers. This is
more kinesthetic and engaging for students and a quick check
for the teacher to determine what students still need some
reinforcing of the concept.
· Independent work: Students complete a cut and paste activity
that has a dual purpose of developing fine and gross motor
skills as well as assessing individual student understanding of
the site word sounds.

© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Rhetorical Devices Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
9th
Date:
April 14, 2018
Unit/Subject:
Instructional ELA (Special Education/Resource)
Instructional Plan Title:
Argumentative Writing using Pathos, Ethos, and Logos;
Analyzing Rhetorical Devices
Lesson Summary and Focus:
Today students will start the unit by analyzing arguments for
effective rhetorical devices such as ethos, pathos, and logos.
The unit concludes in students writing a 2-paragraph essay
demonstrating at least one rhetorical device with a topic of their

choosing.
Classroom and Student Factors/Grouping:
This is a ninth grade instructional special education classroom
with eight students; three boys and five girls. All students have
IEPs specific to written expression, most students have reached
a 6th grade level in writing ability.
One student is very private and shy about participating in the
classroom; she is on anxiety medication to help her relax in the
school environment. Students are in their last quarter before
they become sophomores in high school.
Students will work in pairs, participate in whole group
instruction, and complete independent tasks.
Another factor to consider is to provide appropriate models for
all my students to analyze rhetorical devices. When picking
such models for students to do their argumentative unit I picked
a topic that would be interesting to them, food!
National/State Learning Standards:
9-10.W.1
Text Type and Purposes
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
a. Introduce precise claims, distinguish the claims from
alternate or opposing claims, and create an organization that
establishes clear relationships among claims, counterclaims,
reasons, and evidence.
b. Develop claims and counterclaims fairly, supplying evidence
for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience’s knowledge level and
concerns.
Specific Learning Target(s)/Objectives:
Students will learn to identify pathos, ethos, and logos as

rhetorical devices and then apply one with 80% accuracy into
their own argumentative essay.
Academic Language
Ethos: Ethics and credibility (mind)
Pathos: Appealing to one’s emotions (heart)
Logos: Logic and/or data use (brain)
Resources, Materials, Equipment, and Technology:
Students will need:
Pens/ pencils/ highlighters
Notebook paper
Teacher will need:
YouTube video:
https://www.youtube.com/watch?v=oKtQEnERhSY
TED Talk video:
https://www.ted.com/talks/graham_hill_weekday_vegetarian
Transcript of TED Talk video (available to print from website)
Lexile Analyzer: https://lexile.com/educators/tools-to-support-
reading-at-school/tools-to-determine-a-books-complexity/the-
lexile-analyzer/
Section 2: Instructional Planning
Anticipatory Set
Lesson will begin with some blanket statements written on the
board such as:
· Video games are bad for your brain
· Less stuff means more happiness
· Texting is ruining writing skills

Students will discuss these statements with a partner and choose
one to defend or argue. Teacher will call on students to share.
Teacher will write responses of argument for or against under
each statement, using one of three whiteboard markers (Green:
pathos statements, Blue: ethos statement, or Black: logos
statement) without letting students know why.
After responses are shared, teacher will ask the students why
they think the statements are written in one of three different
colors. Students will think about this independently. What do
they notice as similarities between the same color statements?
Once students have had a few moments to observe and think of
the connections independently, students with then pair-share
with a partner. Teacher will then lead into the three vocabulary
words of rhetoric: ethos, pathos, and logos.
Time Needed
10 mins.
Multiple Means of Representation
· Teacher will guide students in writing the definitions of ethos,
pathos, and logos in their notebook.
· Teacher will show the YouTube video “Introduction to Ethos,
Pathos, and Logos”
· Students will work with a partner to choose one rhetorical
device and write a 2-3 sentence statement using either ethos,
pathos, or logos about any topic/commercial/advertisement of
their choosing.
Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL): ELL students may struggle
with the vocabulary. The use of a heart to demonstrate pathos, a
thought bubble to represent the mind to demonstrate credibility
and ethics, and a brain to demonstrate logic will help students
differentiate the meaning of the vocabulary.
· Students with special needs: This is a special education
instructional ELA class. The use of different colors to

distinguish differences in ideas/topics, thinking with a partner,
and use of visuals (video) assist students with processing
information.
· Students with gifted abilities: Not applicable to this class, but
could be enriched by having students create a short 1-3 minute
video advertisement, speech, or a poster using one of the
rhetorical devices. Students could also include all three
rhetorical devices in their argument.
additional resources/support): If a student finishes early and
needs additional support, work with student and his or her
partner. Remind students of visual of (heart for pathos, mind for
ethos, and brain for logic). Ask students if their example uses
the symbol that the rhetorical device they chose uses. Ask the
students to justify if their example fits the rhetorical device
they chose.
Time Needed
15 mins.
Multiple Means of Engagement
· Teacher will show the TED Talk video “Why I’m a weekday
vegetarian” to students.
· Teacher will ask students to raise their hand if they heard any
of the rhetorical devices.
· Teacher will pass out the transcript copy to students then
instruct students to work with a partner to identify one example
of each: ethos, pathos, and logos in the video. Students may
highlight examples of each rhetorical device in a different color
or underline in different colors.
· Students will swap partners and do a modified rally coach to
share their responses with a new partner.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL): Pairing a student will help

with the reading and evaluating of the transcript. Give guidance
that often numbers can demonstrate “logic” to help with finding
rhetoric. If student greatly struggles with the language, if
possible, provide the transcript in their native language (TED
Talk offers transcripts in many languages) to help with
translation of ideas.
instructional ELA class. The lexile level of the transcript has
been adjusted using a lexile analyzer and converted to meet
student needs (free for educators).
· Students with gifted abilities: Not applicable to this class.
This activity can be enriched for gifted students by challenging
them to find all examples of rhetoric in the transcript.
additional resources/support): If a student finishes early and
needs additional support, the teacher can work one on one by
looking at a correct example the student highlighted and ask
him or her to justify it, praise effort. Then, the teacher can look
for an incorrect example and ask the student to justify. Often,
when a student justifies an answer, he or she will find the
mistake. If not, guide the student by reviewing the notes and the
symbols (heart for pathos, mind for ethos, and brain for logic).
Ask student which one they are using when they read that
example in the transcript.
Time Needed
15 mins.
Multiple Means of Expression
· Teacher will ask students to open their notebook and
brainstorm 3 different topics of their choosing that they would
like to argue to persuade a reader.
· Teacher will ask students to then brainstorm some ethos,

pathos, and logos they may already know without researching,
about each of their brainstorm topics.
· Teacher will then begin a short round of ball tag. Teacher
throws a soft ball to a student to share their topic and one
rhetorical device that could be used to argue it. That student
then gently tosses the ball to another student for them to share.
This promotes engagement and allows for students to hear other
students’ ideas if they are having difficulty coming up with an
idea. When the ball is tossed to a student, they may say, “pass
for now”, knowing that the ball may come back to them to share
later.
· Teacher will ask students to pick one topic, while considering
if they feel they can find and come put with enough ethos,
pathos, and logos information to argue the topic to persuade
their reader and circle their final choice.
· Teacher will have students open their notebook and divide into
3 vertical columns titled: ethos, pathos, and logos.
· If time allows in class, students will begin to research their
topic and putting information they find using any of the three
rhetorical devices in their notes (remembering to keep a record
of all the sources they used for their works cited page). This
will be completed for homework and due the following day.
· Next lesson will instruct students on organizing information
and developing a convincing argument using the rhetorical
devices in a sequential and relevant manner to write a 2-
paragraph essay.
Explain if you will differentiate assessments for each of the
following groups:
· English language learners (ELL): Have student verbalize their
brainstorming with the teacher first. Based on student need,
modify assignment to a 1-paragraph essay having student focus
on only one rhetoric device of their choice. Purpose is to
develop writing skills, while strengthening language skills, not
to overwhelm student. Guide student with finding research
resources for information. Use translate options online as

needed.
instructional ELA class. To differentiate further, length of
writing can be reduced on need focusing on quality over
quantity and reducing the amount of research a student will
need to complete. Another strategy is to tell students how many
examples of each rhetorical device students are to include in
their writing, thus reducing the possibility of overwhelming a
student. Remind students of the symbols when the vocabulary
gets difficult (heart for pathos, mind for ethos, and brain for
logic).
· Students with gifted abilities: Not applicable to this class. If
research is completed, student may begin a thinking map to plan
their essay. To enrich the upcoming activity, lengthen the paper
to 5 paragraphs, requiring students to have an introduction,
three body paragraphs as three details for argument, and a
closing.
additional resources/support): If a student finishes their
research and still needs support, have student read their
research aloud to the wall. Reading aloud assists students with
“hearing” their grammatical mistakes as well as justification of
argument. Ask student if they feel convinced by the argument in
their research and if they could add more detail to be more
persuasive. Help student by reminding of visuals (heart for
pathos, mind for ethos, and brain for logic).
Time Needed
15 mins with completion of activity for homework
Extension Activity and/or Homework
Today’s homework is to have students continue working on
their argumentative research. Students should have at least three
of each rhetorical devices in their notes to support their

argument.
Time Needed
15-20 mins.
Rationale/Reflection
After writing your complete lesson plan, explain three
instructional strategies you included in your lesson and why.
How do these strategies promote collaboration, communication,
critical thinking, and creativity? Bold the name of the strategy.
For example:
.
· Pair-Share: Students have opportunities to work with several
different partners throughout the lesson to share thoughts
(collaboration & communication).
· Modified Rally Coach: Students first work with a partner to
complete an analysis of rhetorical devices, then choose another
partner to “teach” them and justify their answers (critical
thinking & communication).
· Ball Tag: A ball is gently tossed between students as an
engaging brainstorm activity. There are no right or wrong
answers which takes pressure off of students, but students may
say “pass for now” knowing that the ball may come back to
them later to share (engagement).

© 2019. Grand Canyon University. All Rights Reserved.
Lesson Objectives
10.0
Short answer proficiently describes the lesson's objective and
whether it is measurable and observable. If the objective is not
measurable and observable, a new objective is provided expertly
meeting these qualifications. Grade level and academic subject
area, along with corresponding academic standards are
provided.
Whole Group and Small Group Instruction
15.0
Short answer thoroughly details whether whole and small group
instruction is utilized in the lesson and if not, provides a
comprehensive description of how whole and/or small group
instruction can be incorporated. Professional ways to utilize a
co-teacher during whole group instruction are provided.
Technology
20.0
Short answer describes creative technology extensions to
increase student engagement during aligned lesson activities.
Dyslexia
15.0
Short answer includes innovative strategies for improving
reading comprehension of vocabulary and decoding skills for
students with dyslexia.
Assessment
10.0
Short answer exceptionally outlines how to assess student
learning during lessons. Includes proficient outline of a
formative assessment aligned to learning objective.
Universal Design
10.0
Short answer efficiently describes appropriate principles of
Universal Design for Learning that could be incorporated in the

lesson.
Organization
10.0
The content is well organized and logical. There is a sequential
progression of ideas related to each other. The content is
presented as a cohesive unit and the audience is provided with a
clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
5.0
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Documentation of Sources (citations, footnotes, references,
bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as
appropriate to assignment and style, and format is free of error.
Total Percentage
100

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