Tennessee Temple University

Lesson Plan Format

Teacher: Megan Roysden
Class: Mrs. Launa Cooke (resident teacher) Third Grade
Course Unit: Unit 5
Lesson Title: Week 1 (compound words)
Summary of the task, challenge, investigation, career-related
LESSON OVERVIEW
scenario, problem, or community link.

This lesson is a review for their spelling test on Friday. We will play a matching game where they
have to create a compound word but they are not allowed to talk.

STANDARDS

Identify what you want to teach. Reference State, Common

Core, ACT College Readiness Standards and/or State Competencies.

RF.3.3c Decode multisyllable words.

OBJECTIVE(S)

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

The student will be able to decode multisyllable words. They will also be able to tell that a
compound word is two separate words that when put together have a whole new meaning.

ASSESSMENT/EVALUATION

Students show evidence of proficiency through a variety of

assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal

I will determine if two students have successfully created a compound spelling word. They have
to know what their spelling words are before they can accurately make one. When I have each
student write a spelling word at the end of the lesson I will be able to walk around and see who
has spelled their word correctly. If they have then they have most likely been studying their
spelling words at home.

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

Students, list of spelling words (for me), cards with spelling words/pictures on them, pencil, paper

ACTIVATING STRATEGY

Motivator/Hook
An Essential Question encourages students to put forth more effort
when faced with a complex, open-ended, challenging, meaningful
and authentic questions.

I will go over the spelling words quickly. I will say the word and then the students will repeat the
word. I will then explain that we are going to play a game and give instructions on how to play.

INSTRUCTION

Step-by-Step Procedures-Sequence
Discover/Explain Direct Instruction
Modeling Expectations I Do
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide
Intervention & Extension

After we have gone over the spelling words I will erase the words off the board. I will explain the
rules of the game. Each student will receive a card with a word or picture on it. They will be given
a minute or two to walk around the room and see if they can find somebody who has a card with
a word or picture on it that will make a compound word. If they find someone to make a
compound word with they are to stand next to that person until time is called. If after time is
called and the student was not able to find someone to make a compound word with then they
will return to their seat and wait for the next round. When the students successfully create a
spelling word then I will write that word on the board. They will not be allowed to talk during this
game. When they find someone to make a spelling word both students must give thumbs up to

Tennessee Temple University

let the other know that they agree the words they have create a compound spelling word.

GUIDED & INDEPENDENT

PRACTICE

We Do-You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension

Each student will have a card with a word or picture on it. They must walk around the room to
see if they can find someone who has a card with a word or picture on it that can make one of
their compound spelling words. They will not be allowed to talk. If they are able to make a
compound word they will stand by their partner until I call time. If they are not able to make a
compound word then they must go back to their desk and wait for the next round. The students
who are able to make a compound word will be given a new card and they will walk around again
and try to make a spelling word. We will do this until all of the compound spelling words have
been created. As the words are created I will write them on the board.

CLOSURE

Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

There are 15 compound words in this weeks list and there are 15 students in the classroom. I will
give each student a word and they will have to write it down on a piece of paper or sticky note.
Whatever groups have all of their members correctly spell their word will receive a point for their
group. They will not be able to help each other or talk to each other. I will be walking around the
room to make sure they are doing what they are supposed to be doing and to check when the
groups are done.

CROSS-CURRICULAR
CONNECTIONS
Social skills: the students have to be able to communicate with each other to see if they can
create a word without talking to one another

NOTES: