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Assignment: Balanced Literacy Lesson Plan

Instruction

Use the instructional plan template to create your lesson design you choose. Answer the highlight questions ask to help with your instructional plan. Make sure to include state standards in the lesson plan. Below is a copy of lesson plan you need put into instructional plan template.

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Lesson Plan Grade 1

Topic/Theme: I See the Tree – Vowel Team /ee/

In this lesson, students will identify the vowel team /ee/ through classroom connections, media connections, and real world connections. The students will develop a class-made /ee/ tree in which the students will increase their vocabulary with a variety of /ee/ words.

Subject(s): English Language Arts

Grade Level(s): 1

Intended Audience: Educators

Suggested Technology: Computer for Presenter, Internet Connection, Microsoft Office

Instructional Time: 1 Hour(s) 30 Minute(s)

Keywords: team vowels, /ee/, ee, tree, phonics

Instructional Component Type(s): Lesson Plan, Worksheet, Video/Audio/Animation, Formative Assessment

Instructional Design Framework(s): Direct Instruction, Demonstration, Writing to Learn, Cooperative Learning

Resource Collection: CPALMS Lesson Plan Development Initiative

Florida State Standard
LAFS.1.RF.3.3 :Know and apply grade-level phonics and word analysis skills in decoding words.

Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled words.

LAFS.1.SL.1.1 :Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

LAFS.1.SL.1.1c : Ask questions to clear up any confusion about the topics and texts under discussion.
LAFS.1.SL.1.1a : Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
LAFS.1.SL.1.1b : Build on others’ talk in conversations by responding to the comments of others through multiple exchanges

LESSON CONTENT

Learning Objectives: What should students know and be able to do as a result of this lesson?

• The students will know and apply grade-level phonics and word analysis skills in decoding words with the /ee/ vowel team.

• The students will, with guidance and support from the teacher, recall information from the double /ee/ guided practice tree and YouTube video to complete the Double EE Tree Activity Worksheet.

• The students will participate in collaborative conversation with diverse partners to make classroom and real world connections about words that have the vowel team /ee/.

Prior Knowledge: What prior knowledge should students have for this lesson?
- Students should know how to work with a partner.
- Students should be able to work independently.
- Students should know how to write simple, complete sentences.
- Students should know the difference between long and short vowels.
Guiding Questions: What are the guiding questions for this lesson?

• What is something around the room that has the /ee/ vowel team in it?

• Are all words with a long e spelled /ee/?

• What other real world words contain /ee/?

Teaching Phase: How will the teacher present the concept or skill to students?

The "Hook": The teacher will have all students sit in clear view of central board/television screen connected to the computer. The teacher will ask the students to remember a minimum of one of the words presented in the video clip they are about to watch. The teacher will present the two minute /ee/ YouTube video. Double EE YouTube Once the video is complete, the teacher will ask the students what the students think today's lesson will be about.
The teacher will move the students' focus to the large tree drawn on the chart paper and introduce the class' double /ee/ tree.
The teacher will take four blank leaf cut outs and announce the following four words. (bee, meet, jeep, queen)
The teacher will ask the students if they hear the long e sound. Then ask if they know what letters (vowel team) make the long e sound in these words.
Say each word and check for understanding (thumbs up, sideways, down) and address misconceptions or understanding.
As each word is approved by the students the teacher will write the word (underlining /ee/) on the leaf cut out and stick it on the tree using tape.
After all four words are on the tree announce to the students that is it their turn to do the same.

Guided Practice: What activities or exercises will the students complete with teacher guidance?

8. The teacher will instruct students to meet with their partner (elbow partner - student who sits next to the student at the table).

9. The students will discuss other /ee/ words to add to the class tree.

10. After short discussion amongst the partners, the teacher will pass out the leaf cut-outs. (one to each student)

11. The students will write an /ee/ word on their own leaf. (two leaves per group)

12. The teacher will monitor by walking around and having short conferences with students who have misconceptions as well as acknowledge the students' understandings.

13. The teacher will call on each pair of students to announce their /ee/ words and stick the leaves to the class tree.

14. Once all of the students have announced their words, the teacher will review the class double /ee/ tree words.

15. The teacher will announce that it is now the students' turns to make their own double /ee/ tree independently.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?

16. Whole to individual activity: The students will be given their own double /ee/ tree worksheet. Double EE Tree Worksheet

17. The students will fill each of the six blank lines with a double /ee/ word discussed in the guided practice.

18. Once complete, the student will write a simple sentence using a minimum of two double /ee/ words.

19. The worksheet will be submitted for teacher review and grading at the end of the lesson.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Double /ee/ Exit Ticket: The students will list as many /ee/ words as the student can think of independently. Double EE Word List Exit Ticket
Summative Assessment

Classroom connection: The students will receive a leaf for the Double EE Tree. Leaf Template The students will be instructed to pair up with their partner to write one double /ee/ word on each leaf. Prior to the lesson, the teacher will place objects or signs around the room to help stimulate the students. (Green writing markers or crayons, bumble bee, see the stop sign, quiet while the queen is working, etc.) Once the students have written the double /ee/ word on the leaf, the teacher will call on the students to announce the words. As a class the students will use the thumbs up, sideways, or down to decide if each word is correct. At this time the teacher will evaluate the opinions of the students as well as the pair of students and their words for misconceptions and/or understanding.

Whole to individual activity: The students will be given their own double /ee/ tree with blanks leaves. Double EE Tree WorksheetThe students will write a double /ee/ word discussed in the guided practice on each of the six leaves. Once complete, the students will write a simple sentence using a minimum of two double /ee/ words. The worksheet will be submitted for teacher review and grading at the end of the lesson.

Double /ee/ Exit Ticket: The students will list as many /ee/ words as the student can think of independently. Double EE Word List Exit Ticket

Expected Student Product and/or Performance:

Partners will receive 2/2 on the Classroom Connection Activity.

Students will receive 8/8 (6/6 on words, 2/2 on 2 words in sentence) on the Whole to Individual Double EE Tree Activity.

Students will receive 10/10 on the Double /ee/ Exit Ticket.

Formative Assessment

At the beginning of this lesson the teacher will ask the students a series of questions to determine the level of understanding in regards to vowel team (long vowel) sounds within words. The following are questions that can be asked.

• What is considered a vowel?

• What is a vowel team?

• Can there be multiple vowel teams for the same sound? What are some examples?

• Do all forms of vowel teams "say their name”?

Based on the level of knowledge the students have at the beginning of the lesson the teacher can determine how much time is needed to explain the lesson on double /ee/. During the lesson the teacher will gauge student understanding based on student individual responses provided during modeling and guided activities as well as using hand motions such as thumbs up (I get it), thumbs sideways (half way/I get some but still need help), and thumbs down (I don’t understand and need a lot of help) method to questions asked throughout the lesson to check for understanding.

Feedback to Students
The students will be receiving continual verbal feedback throughout the lesson (modeled, guided, and independent). For small group exercises, feedback will be given by teacher in small group conferences. At this time the teacher can discuss specific misconceptions and/or verbal confirmation of well-done work. The teacher will give positive redirection for all misconceptions and possible mini-lesson reteach to small groups. At this time the group can continue to work on the guided and independent practice activities. It can be the teacher’s discretion if a post conference is needed.

ASSESSMENT

Feedback to Students:
The students will be receiving continual verbal feedback throughout the lesson (modeled, guided, and independent). For small group exercises, feedback will be given by teacher in small group conferences. At this time the teacher can discuss specific misconceptions and/or verbal confirmation of well-done work. The teacher will give positive redirection for all misconceptions and possible mini-lesson reteach to small groups. At this time the group can continue to work on the guided and independent practice activities. It can be the teacher’s discretion if a post conference is needed.
Summative Assessment:

Double /ee/ Exit Ticket: The students will list as many /ee/ words as the student can think of independently. Double EE Word List Exit Ticket

Expected Student Product and/or Performance:

Partners will receive 2/2 on the Classroom Connection Activity.

Students will receive 8/8 (6/6 on words, 2/2 on 2 words in sentence) on the Whole to Individual Double EE Tree Activity.

Students will receive 10/10 on the Double /ee/ Exit Ticket.

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:

• If a student struggles with writing, the student may dictate their answers for all forms of assessment to the teacher.
• If a student struggles with lanuague, a picture word bank can be created to use throughout the lesson and assessments

Extensions:

• The student will write a story containing 10-15 /ee/ vowel team words with correct story structure and proper spelling.• The student will create a cross word using 10-15 /ee/ vowel team words and given clues to each word.
Suggested Technology: Computer for Presenter, Internet Connection, Microsoft Office

Special Materials Needed:

• Student copies of worksheets listed above.
• Large Chart Graphic Organizer (Chart Paper)
• Access to YouTube – Read Between the Lions /ee/
• Writing utensils