This document contains a lesson plan for a 6th grade English class. The lesson plan aims to revise the present continuous tense, prepositions of place, and the modal verbs "must" and "mustn't." It includes routines like greetings, objectives like describing images using tense and prepositions, and activities like riddles to practice tense and a yes/no activity to identify correct sentences. The plan outlines timing, materials, and interactions for each part of the lesson.
GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docxlianaalbee2qly
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 c.
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Lesson plan Nº 6
1. PRACTICE II, Didactics of ELT and Practicum at Primary School level
Monge Ana Valentina & Morán Ana Belén - 2017
1
LESSON PLAN Nº 6
TEACHER: Estela N. Braun.
MENTOR TEACHER: Romina Cheme Arriaga.
TRAINEES: Monge Ana Valentina and Morán Ana Belén.
SCHOOL: Escuela Nº4 ‘Coronel Remigio Gil’.
COURSE: 6th grade ‘C’ and ‘D’.
TEXTBOOK: Materials provided by the teachers.
DATE: Thursday 7th, September, 2017
TIMETABLE: Mondays and Thursdays from 15.45 Hrs. to 17.25 Hrs.
TOPIC: Revision: Present Continuous tense – Prepositions of place – Must and Mustn’t.
CLASS Nº 6
LEARNING OBJECTIVES:
Students will be able to describe images, orally and written, by using the Present
Continuous tense.
Students will be able to describe the location of objects and people using
prepositions of place.
Students will be able to express obligation using the modal verbs
MUST/MUSTN’T.
Students will be able to reflect upon Children’s Right and Responsibilities within
the classroom.
Students will be able to understand and produce listening, speaking and reading
macro-skills.
2. PRACTICE II, Didactics of ELT and Practicum at Primary School level
Monge Ana Valentina & Morán Ana Belén - 2017
2
ROUTINES:
Greeting with the usual phrase “Yellow, red, green and blue, hello teacher, how are
you? I’m fine, and you? We are OK, thank you.” repeated by the students, teacher
and trainees.
Writing down the date on the blackboard.
Asking students about how they are on this day and if there is anybody absent.
Timing: 3 minutes.
WARM UP
The trainee will ask the students if they have finished the activity assigned as
homework and if anyone wants to read aloud the sentences so as to share them with the
other students and the trainees. In that way, the trainee and the students will make a
revision of the use of the modal verbs MUST/MUSTN’T when expressing obligation as
well as a revision about their rights and responsibilities within the classroom. Moreover, the
trainee will ask students to stick each rule on a big poster that will show their Classroom
Code of Conduct, classifying the rules into a MUST or MUSTN’T list.
• Type of interaction: Teacher – students.
• Macro-skills: Reading, speaking and listening.
• Timing: 10 minutes.
• Materials: Photocopies, poster.
DEVELOPMENT
First activity: The trainee will give each student a photocopy, in which they will have to
solve a riddle. Two topics will be integrated in this activity: the use of Present Continuous
tense and prepositions of place. The activity will be done orally, all together and with the
help of the trainee, the whiteboard and the flashcards already used.
• Type of interaction: Teacher – students.
• Macro-skills: Reading and speaking.
3. PRACTICE II, Didactics of ELT and Practicum at Primary School level
Monge Ana Valentina & Morán Ana Belén - 2017
3
• Timing: 10 minutes.
• Materials: Photocopies, whiteboard, flashcards.
Second Activity: The trainee will give each student another photocopy with a YER or NO
exercise, in which they will have to state whether the sentences written are right or wrong
according to the image shown in the same photocopy. Many of the sentences in the activity
will show the use of Present Continuous tense as well as prepositions of place. The activity
will be done orally, all together and with the help of the trainee, the whiteboard and the
flashcards already used.
- Example: ‘The fish is playing the trumpet’ YES.
• Type of interaction: Teacher – students.
• Macro-skills: Reading, speaking.
• Timing: 10 minutes.
• Materials: Photocopies, whiteboard, flashcards.
CLOSING UP
The trainee will ask students about their doubts and questions so as to share them
with the other students and clear them up before the test. Finally, the teacher will say good
bye to students.
4. PRACTICE II, Didactics of ELT and Practicum at Primary School level
Monge Ana Valentina & Morán Ana Belén - 2017
4
APPENDIX
FIRST ACTIVITY:
SECOND ACTIVITY:
