Towson University

Interns Name Emily Schoener,

Instructional Lesson Plan

Grade 3rd grade

Angie Hancheruk, Jaylin

Reinartc, and Becca Jayne
Subject
Phonics (long I sound)

Class Size 27
students

School
Kingsville Elementary

Date / Time: February 26,

2015

Mentor Initials

I. Value of the Lesson What will the students learn? Why is this learning meaningful, important
and appropriate? What will the students say or do that will serve as evidence of learning?
MD College and Career Ready Standards

Strand or Domain: Reading: Foundational Skills

Cluster: Phonics and Word Recognition
Standard: CCSS.ELA-LITERACY.RF.2.3.A
Distinguish long and short vowels when reading regularly spelled one-syllable words .
Lesson Objective: SWBAT demonstrate the ability to identify the long I vowel spellings ie, i_e, igh, y
through the use of technology and interactive classroom discussions.
Big Idea or Focus Question:

What are the four long I vowel spellings?

III. Instructional Procedures What instructional strategies will I use to ensure that every child is a
successful learner?
Instructional Materials

1.
2.
3.
4.
5.

Elmo Board
SmartBoard
Laptops
YouTube Clips
Worksheets/hand outs

Technology Integration (If applicable)

We will be incorporating the SmartBoard into our lesson by creating a flipchart for students to
practice long I by sorting words containing short and long I words.
We will also be using the Elmo to project our worksheets in order to work as a whole group. We
will zoom into certain areas that we feel need to be highlighted for our students. We will also
highlight all of our objectives.
We will use the computer and projector to show interactive YouTube videos.
7/11

We will distribute laptops to each group, allowing them to complete a flipchart.

Instructional
Sequence

Approximat
e
Time

Procedure

5-7 minutes

(Co-teaching all of this, going back and forth between)

Begin by getting students on the carpet in the front of
the room once they have finished their morning
work.
We will explain to students that we have a new long
vowel to learn about! Before telling them which long
vowel we will be learning about, we will show
students a short YouTube clip about long I. Once
the video is over, we will begin discussing Long I.

Planned
Beginning

Warm-up
Motivation
Bridge

10 minutes

Development of
the New Learning
(Clearly explain
instructional activities in
sequence.)

7/11

We will begin by introducing the objectives on the

Elmo, zooming in so all students can see. We will
also present our focus question: What are the four
long I vowel spellings?
We will begin by discussing all of the long I vowel
spellings. y i_e igh ie
For the i_e spelling, we will teach the students
using the pneumonic device bully e and how he
yells say my name! to the i but you cant hear
the e because he is hiding behind another letter.
Example: fin to fine. The e is picking on the
i but, the e is too scared to show his face.
Pin becomes the word pine with the letter e at
the end. We will show another musical YouTube clip
that includes E bullying long I!
We will teach and show these examples to the
students using the dry erase board.
Once we feel the children have an understanding the
long I vowel spellings we will ask students to go
back to their seats.
When the students are seated we will call their
attention to the Elmo Board. We will display our
worksheet, which contains pictures of different long
I vowel spellings. Students will need to identify
the pictures and write which long I spelling that
the word contains. For example, the worksheet will
contain a picture of a kite, the students will write kite
in the blank, along with i_e to identify the vowel
spelling. We will use the Elmo to zoom in on the

Enrichment or
Remediation
(As appropriate to
lesson)

Could take 47 minutes if

students
begin
assignment

3- 5 Minutes
Planned Ending
(Closure)

7/11

Summary
Homework

directions, we will also model the first row of

pictures, zooming in on each picture as we go.
Once the first three questions are completed, the
children will be asked to work on the remaining
questions with their tables, which are grouped
according to their interests and academic abilities.
We will walk around helping the children who need
extra assistance.
Once students have completed the worksheet, we
will ask volunteers to come up to the Elmo and fill in
the questions. We will discuss our answers and ask if
all students agree, we will also ask students how they
know that the long I spelling is correct.
Once we have completed the worksheet, each table
will be given a laptop, which contains a flipchart of
an activity.
The flipchart asks students to place long I words
into the Long iPhone. Students will work together
to decide which words belong in the iPhone, and
which words belong in the trashcan. For example,
students would drag Fly into the iPhone, and Pig
into the trash can, since the word pig contains a short
I.
Once all groups have completed the flipchart activity,
we will give each group the opportunity to physically
move the word into the charts using the SmartBoard.
Each group will choose one word containing long I
and one word containing short I. They will explain
why each word belongs in either the iPhone or
trashcan.
Summary: We will answer any remaining questions
(before we end, does anyone have any remaining
questions about the long I sound) as well as review
the objectives for the day. We will also restate our
focus questions: What are the four long I vowel
spellings? Students will raise their hands to answer
our question. We will then ask students for thumbs
up, down, or to the side on how they feel about the
material. We will also explain that we will get to
practice more with long I words soon!