Lesson Plan Template ED 3501 (Version C) Lesson Title/Focus Subject/Grade Level Unit Spelling Review + Test ELA Spelling

g 4 Date Time Duration Teacher November 7, 2013 9:30 10:10 AM Meagan Fullerton-Lee

ASSESSMENTS
Observations: Key Questions: Products/Performances: Spelling Game practice Spelling Test

LEARNING RESOURCES CONSULTED

Dorlisas ELA Resource Binder Prior to lesson Advance Organizer/Agenda

MATERIALS AND EQUIPMENT PROCEDURE

Check spelling duo tangs to get a sense of strong/weak spellers Introduction Here is what this spelling period is going to look like. First, I want to talk to you about my rules and expectations in the classroom. Then, well shift gears and spend 15 or 20 minutes on a spelling practice game before doing the test. Confirm if needed. I just want to talk about a few things with you that I would like for you to do while I am teaching. Now, before I begin, I want to repeat what Mrs. Prior told you about rules, and that is that when Mrs. P is teaching, you follow her rules, and when I teach, I want you to follow mine. Can we agree to this? Nod your heads or thumbs up to let me know. There are three things I would like to talk about: how I will grab your attention when were doing group work, how I would like for you to ask questions, and what rules I would like for you to follow when you need to leave the desk or the room. When I want your attention, I might use the Classedy-Class like Mrs. P uses, or I might make the Quiet Coyote symbol with my hand. When I do that, if you see it, put both your hands up to do quiet coyote and make sure those beside you know about it too. When you do quiet coyote, your eyes are on me and your mouth is closed. Were going to practice now. Talk with your pod group or shoulder buddy. Repeat as necessary. Let students know that I will be practicing this with them in their activity this morning. The second thing: answering questions. I do not like it when I am talking and other people are talking over me. It hurts my feelings. If you have a question you would like to ask, I will answer it if your hand is up. Last thing: Leaving your seat and leaving the room. These rules will be the same as Mrs. Ps. If you need to go to the washroom, you still have to check with me and then sign out. Same goes for getting a drink of water. Review these with class. Body Spelling Duck-Duck-Goose (Rules in book). Instead of saying Duck, Duck, Goose, each persons head is a letter in the word (do an example myself). When you are done spelling, the person whose head you stopped at gets up to spell a word. If you get it wrong, Ill

Time 9:30 1 minute

Expectations for Learning and Behaviour

9:31 10 minutes

Time 9:41 15 minutes

Learning Activity #1

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C) give you one more try. After that, you can take a seat until you try again. Now, I want your classmates to be checking your spelling in your head as someone goes around, practice spelling the word. If you think theyve got it wrong, you should give them a hint (sounding it out, saying whether its a vowel or a consonant. Divide students into two groups by numbering them off into 1s and 2s (weak spellers in the same group, if possible; try and split strong spellers). Give the two groups a location to sit at, and have them hold up their fingers to indicate which group they belong to. Instead of doing groups, you could have students sit in a circle and select with a pick-stick to have them get up and spell. Dont make it an option to have students spell it out on the white board to ensure that theyre engaged. Everyone return to their desks and number your page for the spelling test. Write Quiz #8 on the top of your page. If you need to get dividers so your pod-mates dont peek go ahead. Back to your desks in 10 seconds, please. Countdown. Closure Just a quick re-cap: Who can tell me what my rule was for getting attention? Asking questions? Leaving your seat or desk? Thank you for letting me share my expectations with you! Group work shoutout.

Assessments/ Differentiation:

Learning Activity #2

9:56 10 minutes Time 10:07 4 minutes

Assessments/ Differentiation

Assessment of Learning: Feedback To Students Transition To Next Lesson Sponge Activity/Activities

Reading book silently.

Reflections from the lesson

Adapted from a template created by Dr. K. Roscoe