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Modified Lesson Plan Guide

By Angel Valencia, Ed.D 


8/1/17 
Candidate: ​Kathryn Campbell 
Date: 10/23/2019
School: Monte Gardens Elementary School; MDUSD
Grade Level: First grade
 
Lesson Title & Subject:​ “Short vowel ‘e’ Origami Madlibs”; English Language Arts

Topic or Unit of Study: ​Phonics and word recognition: use of blending, reading, writing and
drawing words with short medial vowel ‘e’ (spelled both -e- and -ea-).

Academic language:​ “Capitalization,” “punctuation” 


 
Lesson Objective(s):​ ​(Expectations: What the students will accomplish by the end of a single lesson;
needs to align with core standard​)
● Students will decode C-V-C and C-VV-C words with short medial vowel ‘e’ (both -e- and
-ea-) aloud by blending their sounds while playing a “madlibs” game. Then they will read
aloud, write and illustrate at least two of their “madlib” sentences containing both sight
words and short vowel ‘e’ words (self-checking for capitalization, punctuation, spelling,
and spacing). Lastly they will circle the short vowel ‘e’ words that they wrote.
★ ELA Common Core Standards​:
➢ Reading Foundational Skills (RF. 1.3b): ​Decode regularly spelled one-syllable
words.
➢ Reading Foundational Skills (RF.1.3g): ​Recognize and read grade-appropriate
irregularly spelled words
➢ Language (L.1.2d): ​Use conventional spelling for words with common spelling
patterns and for frequently occurring regular words.

★ Differentiated Objective (for one emerging bilingual student and two expanding
bilingual students): ELD English Language Development Standard;
➢ “Critical Principles:” 1.2B.4 Emerging: ​ Using nouns and noun phrases-
Expand noun phrases in simple ways (e.g., adding a familiar adjective to
describe a noun) in order to enrich the meaning of sentences and add details
about ideas, people, things, and the like, in shared language activities guided by
the teacher and sometimes independently.

Instructional Materials:​ ​Two class sets of​ ​“Madlibs” origami paper game (basic set and 
advanced reader set), whiteboard/pens, paper, pencils, erasers and crayons 

Resources (used in lesson and planning): ​SDAIE strategies document, Wonders Curriculum 
overview, Wonders Close Reading Companions, ELD standards, Common Core State Standards 
for ELA, phonics sequence section of ​Words Their Way​ by D. Bear et al. 
 
Resources (collaboration): ​Debriefed with my CT to discuss timing; tested my game out with 
two students at recess and my mom (kindergarten teacher). 
 

INSTRUCTIONAL PLAN

​ odeling of the
Pedagogical Strategies that will be used to support stated objective/standards: M
strategy (blending the words), Tap-the-sounds strategy using our arms while blending,
partner and independent practice of blending skill using an engaging game; self-checking of
spelling by referencing game paper.
 
Sequence of Instructional Procedures/Activities/Events:​ Total time ~ 40 mins

1. Introduce topic at carpet ​(review ‘e’ and ‘ea’ card, Good Job Ben story)​ ​~3 ​mins

2. Whole class practices ‘tap’ blending with words from game ​~4​ minutes

3. Model the gameplay (partner and single) and introduce writing activity on
whiteboard; social expectations ~7​ minutes

4. Students play the game with partners or individually at their desks ​~6​ mins

5. At carpet: Discuss checking their writing using the sentence frames on their games;
vocab: capitalization and punctuation​, ​(use colorful pens to remind students of
proper capitalization/punctuation) and pass out papers ​~5​ mins

6. Students write and draw at least one madlib sentence (when done: move on to
advanced game) ~10​ minutes

7. Closure, review blending strategy for reading words with ‘e’ and ‘ea’, have students
circle all the words that have short vowel ‘e’ on their papers​ ​~5​ minutes

Presentation of New Information or Modeling:​ ​(term definitions; “academic language, concepts,


processes and/or teaching approaches)
1. Introduce ‘tap’ blending strategy using CVC words. Review that ‘e’ and ‘ea’
can both make short vowel ‘e’ sound.

2. Model and practice blending of words to be used in game using part-to-whole


strategy (phonemes, words, sentences).

Guided/Collaborative Practice:
3. Students play origami mad libs game with partners or independently.
4. After students play the game for a few minutes, I’ll bring them to the carpet to
review my expectations for the writing portion. ​Review vocab: capitalization
and punctuation​ and model how to reference the game for self-checking.
5. Students write at least one sentence and illustrate it, self-checking for
capitalization, punctuation, spelling by referencing sentence frames and
words on game.
6. Differentiated: If done early, students can move onto more advanced game
with words containing some consonant digraphs (and more advanced than
CVC)

Culminating or Closing Procedure/Activity/Event:​ ​(e.g., review terms, concepts, and/or learning


process; establish connections to the next lesson; check for student understanding – including any
questions to ask or anticipate from students)
1. Closure, review blending strategy for reading words with ‘e’ and ‘ea’, have
students ​circle all the words that have short vowel ‘e’ on their papers​.

Differentiated Instruction: 
Our one emergent bilingual (EB) student might better understand what is expected
through my explicit modeling, better differentiating the individual phonemes by involving
body using ‘tap’ blending strategy.
-Each word has a corresponding picture to show what the word means.
-Sentence frames on the origami game scaffold the writing and self-correcting
portion.
-Modeling of proper capitalization and punctuation with colorful pens on whiteboard.
-The game is differentiated for advanced readers because I give them two games
and the option of writing/drawing more than one sentence.

 
Student Assessment/Rubrics:​ ​(Clearly state the criterion/expectations for a specific academic
assignment that will be used to determine if students have met the objective. Include pre- and
post-assessment plans—formal and/or informal, summative and/or formative, etc.

- I check for understanding as I observe students playing the game


-Self-assessment of capitalization, spelling, punctuation shows me if they can
self-correct
-Summative assessment: Circle the words they wrote containing short vowel ‘e’ sound. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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