SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
Competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

DETAILS
Brandi Showers
Language Arts
1st grade
September 29, 2014
CC.1.1.1.D: Know and apply grade level phonics and
word analysis skills in decoding words.

CK

Formal Evaluation
Formative AND/OR
The teacher will check the students recognition of sight
Summative
words as they swat at the correct sight word.
Assessment
Informal Evaluation
Evidence
The teacher will walk around the room to check the
students understanding as they complete the activities
at each station.
Objective
A-B-C-D

Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

During a language arts lesson, the first grade students

will be able to identify their sight words by swatting at
them on the board. As they are able to identify the
sight words, this provides future reading and writing
skills.
Students will apply what they know about sight words
to identify what one is and give examples at the
beginning of the lesson.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Students will tell the teacher what a sight word is and
name a few examples.
Hook/Lead-In/Anticipatory Set
The introduction will be students playing the fly swatter
game.
Explicit
Big Idea Statement
Instructions
Sight word recognition
Big Ideas
Essential Questions
Can you identify sight words?
Essential
Key Vocabulary
Questions
Sight word

CK

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Other(This area
is to be

Pre-Assessment of Students
Students and teacher will discuss what a sight word is
and gives examples.
Modeling of the Concept
The teacher will explain the directions of the fly swatter
game and of each stations activity they will complete
after.
Transition
When all students have had a turn at the fly swatter
game, the teacher will snap her fingers, signaling the
students to move into stations.
Guiding the Practice
Students can break into whatever station they like for 45 minutes then all stations will rotate.
Each station will have kid friendly directions for students
to follow.
Station 1: In two different popcorn kernel filled water
bottles there will be eight sight words. The students will
have to move the bottle around to find the sight words
in them and write them on the worksheet.
Station 2: Students will be given a set of scrabble letters
in a sensory popcorn box and a worksheet with 10 sight
words that they will need to find the correct scrabble
letters and build the words on the worksheet.
Station 3: In a bean sensory box, there will be foam
letters that students will have to pick out and build their
sight words on index cards that have their sight words
written on them.
Providing the Independent Practice
The students will complete the activities at each station.
Adaptations/Accommodations for Students with Special Needs
For a child who has difficulty reading, the station
directions will have pictures with them.
2 Fly swatters
Sight word cards
Scrabble letters
Worksheet with 10 sight words on it
Foam letter
Popcorn and bean sensory bin
10 index cards with sight words on them
Directions for each station with pictures
Summary & Review of the Learning
After students have completed both stations, they will
return to their seats and repeat what a sight word is.
Homework/Assignments
NONE!

determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?