EDUC 213 Lesson Plan for Field Component

Lesson Title: Pumpkin themed Syllable & Rhyming word match up with clips Field Component # __6____
Date Taught:10/14_____________

CCSS Standards Addressed:
Standards must be listed at the students current grade
level (from www.corestandards.org). List standard
number with a brief description of the standard.
CCSS.ELA-Literacy.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
Learning Objective(s):
What will your students know and/or do as a result of
this lesson?
Furthering strengthening of the IEP goal of :
Student will demonstrate the phonemic awareness ability to orally segment a
consonant vowel-consonant length spoken word into individual phonemes,
given plain letters as a visual reference, with 90% accuracy.
Assessment Method(s):
How will you know if your student understood what
you were teaching and met the learning objective?
(these assessments can be informal: comprehension
questions asked, independent work done)
Informal: comprehension questions during closure and recording of his first
and second attempts of the activity.

Lesson Description
Provide a sufficiently detailed and sequential guide to the presentation of instruction that will help students meet the identified
learning objective(s). This should be detailed enough that another teacher can pick up your lesson plan and teach it.
Anticipatory Set (Hook)
(How will you engage and focus students as quickly
as possible):

With the motivator of reading Fly Guy series at the conclusion of the
lesson, student will be introduced to cookie sheet and magnets.
Direct Instruction/Presentation
(Provide step by step instructions on how you will
teach specific knowledge or skills.):
FIRST ACTIVITY: I will model desired stressing of syllables and use
clothespins for words with 1, 2 or 3 syllables.
SECOND ACTIVITY: I will produce image magnets associated with
RHYME like Rib & Bib stressing the ending sounds and demonstrate
placing them on the cookie sheet matched up.

EDUC 213 Lesson Plan for Field Component

Guided Practice
(Describe how students will practice/apply the
knowledge or skills you taught during Direct
Instruction/Presentation.):
FIRST ACTIVITY: I will have him try out the activity by orally
saying the words and counting syllables and then placing clips.
SECOND ACTIVITY: I will place the image magnets in a bag and
allow student to choose images that rhyme.
He will then place them on the cookie sheet
If he wishes I will have him match the written words with images.

Independent Practice
(Describe how students will develop
fluency/mastery/generalization of the
knowledge/skills you taught. This often may connect
to your assessment method(s).):
Continued reinforcement of foundational skills and recognizing of
syllables and rhyme in words.
Closure (wrap-up)
(How will you end the lesson and leave students
motivated for the next time? This is also a great time
to review/wrap-up what you learned during the
lesson.):
Review of syllables and rhyme with the Image Magnets and reading a Fly
Guy series book and extrinsic motivator.
Materials (Review your Lesson Description to identify the materials you will need to teach the lesson. List SPECIFIC materials and
provide details such as the name of the book used, materials for phonemic awareness/phonics activity, etc.):
Syllable Word Cards
Clothespins
Cookie Sheet
Images & letter Magnets
Modeled After: http://thisreadingmama.com/free-pumpkin-prekk-pack/ (Part 1 & 2)

Use of Technology (What technology is used in this lesson, if applicable):
Not Applicable

EDUC 213 Lesson Plan for Field Component




EDUC 213 Lesson Plan for Field Component


REFLECTIONS:
What were the results of my lesson assessment(s)?
Strengthening of students attentiveness to the separate syllable sounds of
words.
What worked well and how do I know?
I just went ahead and asked him. He enjoyed using the math chips and hates
clothespins. He really liked doing 2 things instead of just one and the ninja
turtle stickers I used as an extrinsic reward.
What did not work well in this lesson and how do I
know?
He absolutely hated the clothespins so I was able to borrow math chips
instead and he preferred them.
How will I change/build on instruction based on
assessment results?
I will continue to use manipulatives as much as possible and novel activities.
I will have alternative manipulatives from now on incase students are
displeased by them (possibly sensory issues or dislike of fine motor, he
doesnt like handwriting either). I think I will continue to heavily ununciate
when I used oral language with him and also, really focus on phonemic
awareness in my mini-lessons I do before large group literacy activities with
the entire class. I think taking the extra few minutes would not only benefit
Nate but strengthening skills for the entire class.
What would I do differently next time I taught this
lesson and why?
I dont think I would change much with this lesson, it was by far the
smoothest lesson I have done with him and he showed genuine interest in the
activities. In a classroom setting, I think these little activities would be great
for small groups on trays.
EDUC 213 Lesson Plan for Field Component



Examples of work:
He actually hastily started placing
chips and then self-corrected
when I stressed the syllables.
Harvest was very challenging
for him he really appears to
struggle with ending blends
involving st or sh. He
immediately got wheelbarrow
without prompting which I found
very interesting.






EDUC 213 Lesson Plan for Field Component







Examples of work (continued):
He struggled with the concept that
pumpkins has the same syllables
as pumpkin and he kept placing
3 chips despite redirection so I
moved on to the rhyming activity.

The rhyming activity was really
interesting, modeling and guided
demonstration and then an
immediate trial was highly
successful. Though after shuffling
and a 2
nd
trial he really struggled
to do the activity. As seen he
correctly did rib-bib, seeds-
weeds , and catch-patch. But
incorrectly placed tie-nine,
vine-out and pie-sprout.