EDUC 554
Lesson Plan Template (edTPA – Student Teaching)
This is the only approved template for EDUC 554, no other template will be accepted. All
sections should be clearly addressed with specific details in the instructional sections. Be clear
and concise with what you are teaching. Maximum page length per lesson plan is 4 pages.
LESSON # 1
Subject/Topic: Language Arts/Phonemic
Awareness
Grade Level: 3rd Grade
Lesson Structure or Grouping:
Whole Class ☒ Small Group ☒ 1:1 ☐
Other (specify): Classroom of 15 students
includes 6 African American, 5 Caucasian,
and 4 Hispanic students. Needs consist of 2
ESL students, and 2 students with ADHD.
Learning Segment Theme:
Bee-All-Lovely-Learners = Let’s have a BALL!
Learning Phonemic Awareness with
Multisyllable Words and Multimedia
Resources and Materials:
•
Book: Charlotte’s Web by E.B. White
•
Pencils/ink pens
•
Notebook paper
•
Drawing/Construction paper
•
Poster board
•
Glue
•
Scissors
Standards:
State: VA SOL3.3 – The student will apply word-analysis skills when reading. B. – Decode
regular multisyllable words.
National: CCSS.ELA-Literacy.RF.3.3 – Know and apply grade-level phonics and word
analysis skills in decoding words. B. – Decode multisyllable words.
Objective:
The student will create a story board of characters and scenes from required reading. Student
will independently decode 20 multisyllable words with 90% accuracy based on corresponding
images from classmates.
ACADEMIC LANGUAGE DEMANDS
Language Demands: The student must be able to recognize all 26 upper and lowercase
letters of the alphabet, understand what a phoneme is, comprehend single and multiple-
syllable words, and use letter-sound recognition to form appropriate words.
Language Supports: The teacher will support student knowledge of these area by
assessment at the conclusion of the reading and activity. Students can work together and ask
for assistance throughout lesson before assessment.
Essential Vocabulary: Spelling, decoding, letters, phonemes, and syllables.
INSTRUCTION
Direct Instruction/Modeling: A)The teacher will explain how words are formed using
phonemes, or the smallest unit of speech. The teacher will identify words from Charlotte’s
Web, such as pig, cow, and barn. B) The teacher will have students help identify words that
may rhyme with identified words, such as pig/big, cow/now, and barn/yarn. C) The teacher will
then draw the words on the board for students to see corresponding pictures. D) The teacher
will then combine words, such as cowbell, barnyard, walking, and running, and draw the
corresponding pictures on the board. The teacher will explain single and multisyllable words
to the students.
EDUC 554
Guided Practice: Students will be divided into groups of 3. Each group will rotate duties of
identifying, decoding, and drawing their group pictures. Each group will provide 2 pictures for
the class poster board, using glue to apply their contribution. The teacher and/or assistant will
move throughout the classroom to assist student groups as needed.
Independent Practice: Following the guided practice, students will identify and decode a
separate worksheet of pictures individually. 20 pictures correspond to words found in the
reading.
Closure: Students will add their respective group’s drawing of various scenes to the poster
board to capture a section of the required reading. This will demonstrate the students’
comprehension of phonemes and multisyllable words.
DIFFERENTIATION
Supporting Students with Special Needs: Students with ADHD will be placed in general
workgroups and given instruction/modified instruction prior to guided and independent
practice. Students identified as ESL will work with the classroom assistant/tutor to facilitate
assignment completion for the independent practice.
Challenging Above-Average Students: None identified in this class setting.
Facilitating a Classroom Environment that Supports Student Learning: The class
seating arrangement will place students into their respective workgroups indiscriminate of
ability. This allows to students to engage each other and interact for individual learning.
Extension: Activity is to be completed during class lesson. No extension necessary.
ASSESSMENT
Diagnostic/Pre-Assessment: Orally given pre-assessment to determine student’s ability to
identify and pronounce multisyllable words. Each small group will be assessed on a different
group’s area of the poster board.
Formative Assessment: Check on group’s ability to identify and pronounce words during
the activity.
Summative Assessment: Teacher will collect each student’s worksheet from independent
practice for skill mastery assessment.
