EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Katelyn Stout
November 8, 2017 & November 9, 2017
Lesson Day
Syllable Counting (ELA Groups)
24 Students (Groups of 3-5)

How will this lesson support the learning goal?

Why is counting syllables in a word important?
(1c: Setting Instructional Outcomes)
(1 point)

Objective(s)
(1c: Setting Instructional Outcomes)
Students will be able to count the number of syllables in words with 1, 2, or 3
(2 points)
syllables in small ELA groups with 75% accuracy.
Taking the learning goal into consideration, what is the objective(s) of Note: That is the second exposure to syllable counting, so students are not
this lesson that will support progress toward the learning goal. expected to master this skill right away.
The teacher will keep a chart with each students name on it and the word
Objectives should be learner focused (not what the teacher will do or they clapped, number of syllables it had, and their response.
accomplish), observable (use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.

PA Standards (2 points) CC.1.1.K.C- Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). Recognize and produce rhyming words. Count, pronounce, blend,
www.Pdesas.org/Standard/view or and segment syllables in spoken words. Blend and segment onsets and rimes of
https://www.pdesas.org/Page?pageId=11 single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and
final sound (phonemes) in the three-phoneme (CVC) words.

ISTE Standards (if applicable) n/a

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Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
(3 points)
2 minutes
How will you set the purpose and help students learn why todays
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(10 points)
10 minutes
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction? You MUST include
a teacher think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?
Provide very detailed steps and include teacher talk where appropriate.
RJM Fall 2017 SLO Lesson Plan Template
Good morning friends! Today, we are done with rhyming and are going to learn
something new!
We are going to learn about syllables and play a fun game to help us with this!
Syllables are parts of a word. So, words can have more than one syllable. It is how
you break the word up when you say it.
So, if I say the word paper, I would clap out the syllables like this /pa/ (clap) /per/
(clap). I clapped twice so paper has 2 syllables. Clap along with me for paper so
you can try it too! As a class clap /pa/ /per/.
Friends, that was awesome! Now lets try another one. My next word is gum. Let
me clap the syllables. /gum/ (clap). So, gum has 1 syllable. Can you clap this one
with me? /gum/ (clap)
Thank you, friends, that was awesome! Are we ready to try some more to practice?
T will begin by handing students a pre-cut circle from the Syllable Counting
PDF.
T will keep two for herself and begin by modeling. T will say, Alright
friends, eyes up here. I am going to begin with my picture. I have a barn.
When I say the word barn, I say /barn/ (T must clap the syllable). Since I
only clapped once, barn has 1 syllable. Lets clap it together. T and
students clap once while saying the word barn. So, I will put it in the cup
labeled 1. Can someone show me which one is the number one?
o Students should point to the 1. And T will say, Yes! That is the 1!
Straight line down and then were done. Thats the number one!
(reinforcing math number recognition briefly as well)
T should do the second picture too as another example before allowing
students to try on their own. (Make sure that this is not a 1 syllable word)
T chooses one student to go first. The student will begin by saying what
picture he/she has. If the student does not know what the picture is, T should
tell him/her. Then, T asks if student can clap out the syllables. After they are
finished, T asks students to give a thumbs up if they agree, or a thumbs down
if they disagree
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 Alright friends, we will start at this end of the table. Pick any card from here
and tell us what the picture is. If you dont know, I will tell you what it is.
Then, you can clap out the syllables. .
o Note- Only for two lowest groups: After giving each student a
picture, model each one of the students pictures with them as a
group. (For example, if a student has hay, the teacher will say,
Friends, if (students name) has hay, we clap out the syllables like
this. /hay/ (clap). Lets do it with me. /hay/ (clap). The teacher and
whole group will participate in each students pictures, before
having a chance to do it on their own just for extra practice and
scaffolding.
o Then, If the student is correct, T asks others in the group to clap
along the second time clapping the correct number of syllables and
has student place picture in the corresponding cup.
o Or, If the student is incorrect, T will ask the group to clap with her
and model the correct number of syllables. After doing it together, T
will ask student how many times they clapped and have student put
the picture in the corresponding cup.
T will go through as many as possible and repeat the steps until there is 2
minutes remaining in the specific center.
o If students in the higher two F&P groups are mastering the skill
quicker than expected and seem to need an extra step, instead of
giving a thumbs up or down, T will tell students to hold the number
of fingers up that corresponds to the number of syllables in a word.
So, for example, if a word has two syllables, a student would hold
up two fingers when asked.

Closure
(1e: Designing Coherent Instruction)
Friends, we did wonderful today! We will have so much more practice with syllables,
(3 points)
so dont worry! We will be experts in no time. All you must remember is that words
<1 minute are made up of syllables. Thank you friends for doing such a great job today! Its so
How will students share or show what they have learned in this lesson? important to learn about syllables because it will help us become great spellers! You
How will you restate the teaching point or ask students to do so and friends have all been doing such a great job at trying to spell words, and this will
clarify key concepts? help us even more!
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?

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 Differentiation Below Level- For my two lowest groups, the teacher will model the first example,
(1e: Designing Coherent Instruction) like planned, but then also after giving each student a picture, model each one of the
(2 points) students pictures with them as a group. (For example, if a student has hay, the
teacher will say, Friends, if (students name) has hay, we clap out the syllables like
What differentiated support will you provide for students whose
this. /hay/ (clap). Lets do it with me. /hay/ (clap). The teacher and whole group will
academic development is below or above the current grade level?
participate in each students pictures, before having a chance to do it on their own
What specific differentiation of content, process, products, and/or
just for extra practice and scaffolding.
learning environment do you plan to employ to meet the needs of all of
your students?
How will your lesson be supportive for all students, including English
Above Level- If students in the higher two F&P groups are mastering the skill
Language Learners, and build upon the linguistic, cultural, and
quicker than expected and seem to need an extra step, instead of giving a thumbs up
experiential resources that they bring to their learning?
or down, T will tell students to hold the number of fingers up that corresponds to the
How will your lesson promote creative and critical thinking and
number of syllables in a word. So, for example, if a word has two syllables, a student
inventiveness?
would hold up two fingers when asked.

Accommodations ** (see note below)

Student A- Academically, Student A is nowhere near ready to learn syllables without
(1e: Designing Coherent Instruction)
major scaffolding from the teacher. Each time it is his turn, the teacher will have him
(2 points)
name the picture and then tell him to clap along with the teacher to count the
What classroom accommodations do you plan to employ to increase syllables. After this, the process will go on as normal with the whole group clapping
curriculum access for students identified with special education needs out the syllables of the word together again.
or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).

Modifications**(see note below)
(1e: Designing Coherent Instruction)
(2 points)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the participation
of students identified with special education needs?
To support students who are struggling with this concept, the teacher will have
students participate in clapping as a group, but making sure she say, Listen closely as
we clap these syllables together. If it comes to a students turn who is legitimately
struggling, the teacher will clap the picture card out with her once, and then have the
group do it as a whole. The teacher will scaffold so that in a couple of turns, the child
will hopefully try to do it by his/herself and listen closely to the word as they say it.

Assessment (Formal or Informal)

Informal Assessment- T will require each student to participate in giving a thumbs
(1f: Assessing Student Learning)
up or thumbs down after each student notes how many syllables a given word is. T
(3 points)
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How will you and the students assess where the learning objectives,
listed above, were met?
Each formal or informal assessment should describe how it is aligned
to the above objective(s).
Reflection on Instruction
(8 points)
At the conclusion of the lesson you should reflect on the lesson. The
reflection should go beyond simply answering the question Was this a
good lesson? Below are some questions to assist you in your reflective
process (Danielson, 2008):
o What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they reveal about the
students level of engagement and comprehension?
o What changes, if any, would you make to the lesson if you
teach this lesson in the future? What misconceptions, if any, do
you need to clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct, and
your use of physical space. To what extent did these contribute
to student learning?
o Comment on different aspects of your instructional delivery
(e.g., activities, grouping of students, materials/resources
utilized). To what extent were they effective?
RJM Fall 2017 SLO Lesson Plan Template
will observe all students thumbs. If a student repeatedly gives an incorrect answer,
the teacher will note that.
Formal Assessment- T will have a chart that has each students name on it, and 1, 2,
and 3 syllable boxes. The teacher will mark each childs response in the 1, 2, or 3
syllable column with a check mark if they got it correct, or an X if they answered it
incorrectly. After instruction, the teacher will look over the chart and decide which
students met 75% accuracy and which did not. As well as look back at any
comments the teacher may have made.
Overall, I think my lesson went really well! I was nervous about how I would
effectively teach syllables, because I feel like its a tough concept to explain. When
talking to my mentor teacher after my lesson, she too said that it was tough
sometimes to teach this skill because its something that can get mixed up so easily
with the other skills students are learning at the same time. For example, students are
starting to sound out words and parts of the words when writing in their writers
notebook. I had one child when clapping out syllables, clap out every sound she
heard. This stopped after I reminded her that syllables are parts of words, not all the
sounds she hears, and that seemed to help her.
My students engagement in the lesson was pretty high. Most of the students were
actively participating in giving a thumbs up or thumbs down at all times. In my first
group, I had a student who was just consistently moving around and testing his
boundaries. When I asked him to clap out the syllables, he would clap, but not say
the parts. Even after I asked him to say them aloud, he whispered them in a voice
that I could not understand. He also rarely held a thumbs up or down unless I
redirected his attention and asked him specifically to show me his thumbs. After
conferencing after the fact, if I were to do this again, I would give him words with 4
or more syllables to clap out and have them each time he was up. This would
hopefully challenge him and keep him on task more. Although I had to redirect him
often, I did not feel like it affected the others in the group.
In my second group, I had a girl who was constantly looking around at other
students thumbs before putting hers up. Meanwhile, the second group overall had a
more difficult time grasping the concept, so I decided based on these two factors that
I would have the single student clap out the syllables, then the whole group clap
them together and then have them give a thumbs up or down. I figured scaffolding it
this way would allow students more practice which then hopefully they would be
more comfortable.
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 There were a couple of other changes I would make as well. One change, would have
occurred after a couple of times after one student continuously got a one syllable
word. He made a comment about how he hasnt gotten anything other than one
syllable, but at the time I did not think of purposely giving him one that was not a
one syllable word. Another thing I would change, which I changed in my lesson
plan, would be my closure. I had originally planned that students would clap out the
syllables in their names. However, with 10 minute centers, in the moment, I decided
that it was better to just practice with pictures at this point. In the first group, I was
not able to tie in the closure. With the second group, though, my closure was precise
and under a minute, so as much as I got the point across and ensured them that there
would be more practice if they werent as confident, it did not take up much time.
With my next two groups, I will make sure that I implement this new closure versus
the old one. Despite these changes, I did not stray from the original intent of the
lesson plan. We focused very heavily on syllables for that 10 minutes.

While being set up at the rainbow table is helpful so that I can see all of my students,
the containers that I had students putting the pictures in continuously needed to be
moved due to the seating. I dont think this affected my students comprehension at
all, but in regards to the physical space, I could consider this for next time and
maybe have two sets of containers for each side of the table. Since my groups were
predetermined due to leveling, the groups were all on similar ability levels. Each
group had 5 students and I considered it manageable to get through at least a couple
pictures for each student even with that large of a small group.

The resource I found off Teachers Pay Teachers, were just images, but I thought they
were useful. I really liked the variety of pictures it offered. My mentor teacher and I
are keeping this activity to put out as an independent center once students have more
exposure to clapping out syllables. Although I am always warned to watch that the
resources on Teachers Pay Teachers align to the correct standards, since I only used
the picture cards, the skill being taught was predetermined and correlated with the
ELA curriculum.

The lesson went really well and I am pleased with my students performance. I truly
feel as though my confidence continues to increase after teaching these lessons and I
am learning so much about how to be conscious about my language towards
students.

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**Accommodations and Modifications
Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to consider when
planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material but they do not change
knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or express knowledge in different ways.
Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include adaptations made to instruction and assessment that
change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations or modifications
listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.

Student Name Word 1 syllable 2 syllable 3 syllable Accuracy

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