EDT 346M: Content Integrated Unit Literacy lesson plan for Gen Ed & Spec Ed

Erika Keys

Teacher Candidate:
Grade Level:

6th Grade

Date:

November 18th, 2014

PLAN

1. Strategy Title & Source: (& description)

Making Words, LITMG, p.358-359. Gail Tompkins.

This is an activity that teachers direct in order to help students arrange letters to aid
them in spelling words correctly. The teacher will select a secret word and make
multiple flashcards for each letter in the secret word. You will want to make several
copies of popular letters: a,e,i,r,s, and t. The students then take the letters and create
as many words as possible and record them. The record sheet is divided into columns
numbered 1-10. The students record their words based, in each column, based on
how many letters are in the word. This activity not only aids students in their spelling,
but also their reading. The words students are spelling are words they will come
across in their own readings and writings.

2. Class description & Differentiation:

Describe the important characteristics of
the students that need to be considered in
planning & teaching to facilitate learning
for all students.

Students' prior content knowledge,

language development, social &
emotional developments, special needs

25 students 6th grade students

Prior Knowledge:

This is a new strategy for the students. They are all diverse learners, so their
spelling is also diverse. The purpose of this activity is to help students improve
on their spelling and recognize words they may come across.

Differentiation:

Include how you differentiate your

instruction based on this information

3. Common Core ELA Standards: Identify

strand, grade, number (e.g. RL4.3) &
include entire standard.

There are two students reading below grade level.

o An ELL reading 2 grade below grade level
During the independent practice, the ELL student will be given a
key worksheet. This worksheet will have the secret word on it and
have different directions. The ELL student will only be required to
find 3 words in each column. They will also be allowed to
complete what they do not finish as homework.
o Student with Other Health Impairment reading 1 grade below grade level
This student will be asked to repeat the directions to the class.
This will help the student remember the directions, but also not let
the students call attention to this. Furthermore, this student will
only be required to put five words in each column.
There are two students reading above grade level.
o The students reading above grade level will be required to find two
words with six or more letters.
There are two students with poor vision.
o These two students will receive letter cards with bigger font that is
bolded.

CCSS.ELA-LITERACY.L.6.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.6.2.B
Spell correctly.

Adapted from Dr. Michelle Cosmah, EDT

4. Student Learning Objective (central

focus): ABCD

Audience: Who (the student)

Behavior: What (standard)

Condition: How (strategy/text)

Degree: Measureable outcome

The students will demonstrate command of the conventions of standard English

spelling when writing by using the Making Words strategy and spelling a minimum of 6
words correctly, in each column, containing 2- to 6-letters.

5. Instructional Materials, Equipment &

Technology: List all of the texts, materials
& technology the teacher & students will
use during the lesson, including titles &
sources (Cite creator of materials. Where
appropriate, use "Lesson plan or strategy
adapted from _____)

Teacher:

Attach any handouts to this lesson plan

Students:

25 bags of letter cards

25 Record sheets
White board
Dry erase markers

Pencils
Highlighter
Notebook Paper

6. Function Language: What literacy terms

will you use to help the students understand
the reading strategy? Use terms from the
strategy & the standard (e.g., predicting,
connections, decoding, etc.)

Create
Making
Demonstrate

7. Key Vocabulary: List the vocabulary from

the text/strategy that is at the students

Harry Potter and the Sorcerers Stone

instructional & frustration level.

Chortle
Apothecary
Befuddle
Potion
*Has a lot of new vocabulary. We will add more words to our word wall, as they
appear.

ENGAGE & INSTRUCT

8. Opening: Elicit students prior knowledge

about concept & strategy in multiple ways
(not just questions).

Has everyone seen all of the Harry Potter movies? (Students will respond) Well, in
the Chamber of Secrets Tom Riddle shows Harry how he created his name as Lord
Voldermort. Can anyone tell me how he got this name? (Students will say my moving
letters around) Now we are going to try something similar. Write your full name on a
sheet of scrape paper. Next, try to create as many words as you can out of your name.
You can even create a new name for yourself. I will then have the students tell me
some examples and write them on the board.
Today we are going to create words, to demonstrate that we can use standard
English conventions to spell words accurately.

9. Learning Activities: Give detailed, step-by-step instructions on how you will implement the instructional plan in the procedures below. Describe
exactly what you & the students will do during the lesson & how you will scaffold their learning. Please use a numbered or bulleted list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

Adapted from Dr. Michelle Cosmah, EDT

Teacher Modeling: This should describe

how you alone will demonstrate the entire
strategy to the students (no participation
from students)include your examples.

I will draw my record sheet on the board. I will then take my letter bag and empty it on
my desk. Watch how I use these letters to create words. (I will want to create one
word for each column) I think I want to start with a four-letter because then I may
notice smaller words within the word, or see letters I can add on to create a bigger
word. I will start to layout letters on the projector, so the students can see what letters
I have.
The students secret word is Harry Potter and the Sorcerers Stone; however, my bags
secret word is Professor Dumbledore. This is so the students can see the strategy
modeled without actually taking their words. It is important to remember there are
multiple copies of the same letters in a bag.
Look I see the word door. I will move the letters around, on the projector, so it spells
door and then write it on the record sheet in the column labeled four. I see two words
within door, do and or. I will separate the word door so the students can easily see the
words do and or. I will then write both words in the column labeled two, on the record
sheet. I will then mix the letters around and repeat the above steps. Column six will
have the word profess, column five will have the word bored, and column three will
have the word less. There will also be a bonus column labeled 6+. This column will be
used for words with more than six letters. I will put both the word professor and
Dumbledore in this column. See my secret word? It is Professor Dumbledore. I know
this because it uses all my letters. I am going to pass out your bags. You have a
different secret word, but it is also related to our class book. This activity will help you
become a stronger speller and reader.
Procedures:

Empty letters out of bag and put them all face up.

Shuffle letters around to create words.

Record each word on your record sheet.


Guided Practice: During this part of the
lesson, the teacher and the students practice
together. You will assist the students, takes
turns & participate along with the class
include your examples.

Try to uncover the secret word.

Empty out your bags and face all the letters up. Does anyone see any words? (Call
on two students, and have them come write the word on the projector.) Great job. (If I
can add any letters, to create longer words, I will.) [Example: students see the word
one and I add a t to make the word tone.] Work at your tables for three minutes,
creating words. Make sure when you write a word on your record sheet you highlight
it. This will help me know what words you created as a table.
While the students are working in groups, I will walk around and conference with each
group. During my conference I will make sure the students understand how to perform
the strategy, are creating words, and briefly monitor their spelling, thus far. After the
three minutes are up I will pull the students back together and guide them into the
independent practice.

Independent Practice: Release the

students to demonstrate their ability to
complete the activity alone. Include
complete directions that explain what
students must do to complete the activity.

Now you are going to work by yourselves creating as many words as you can. Make
sure you are trying to spell words correctly and are recording all the words you can
find. If you have any questions raise your hands and I will be by. Do no highlight these
words. I will post the requirements on the projector.
Requirements/Procedure:

Shuffle letters around to create words with 2- to 6+ letters.

Record each word on your record sheet.

Each column must have a minimum of six correctly spelled words.

If students can figure out the secret word then they will receive a piece of
candy.
Adapted from Dr. Michelle Cosmah, EDT

Differentiation:
There are two students reading below grade level.
o An ELL reading 2 grade below grade level
During the independent practice, the ELL student will be given a
key worksheet. This worksheet will have the secret word on it and
have different directions. The ELL student will only be required to
find 3 words in each column. They will also be allowed to
complete what they do not finish as homework.
o Student with Other Health Impairment reading 1 grade below grade level
This student will be asked to repeat the directions to the class.
This will help the student remember the directions, but also not let
the students call attention to this. Furthermore, this student will
only be required to put five words in each column.
There are two students reading above grade level.
o The students reading above grade level will be required to find two
words with six or more letters.
There are two students with poor vision.
o These two students will receive letter cards with bigger font that is
bolded.

10. Closure: How will the students

demonstrate their ability to meet the
objective, including how you will measure
& document this ability?
Attach your assessment tool to this lesson plan.

I am assessing the students based on completion. I will be collecting their record

sheets and checking to make sure they followed the directions at the tops of their
page. For instance, the majority of the classs directions have them write six words in
each column, of 2- to 6- letters. Therefore, if they have the six words in each column,
with the appropriate amount of letter in each word, and they are correctly spelled then
they demonstrate their ability to meet the objective. Once I collect their sheets I will
have the students share some words they spelled on the board.
ASSESS

11. Assessment Strategies

Target-Assessment Alignment Table

How you will document the students

ability to meet the objective. (Degree) List
quizzes, rubrics, handouts, or any additional
documentation related to your assessment.
Formative: Measures process/progress
toward mastery of target(s)
Summative: Measures
outcomes/achievement of target(s)

Objective

Degree

What must the student know

& be able to
demonstrate?

In this space, describe how you will assess (F&S) whether students have
met this objective.
Formative: I will be able to assess whether the students have

The students
must know how
to demonstrate
the conventions
of Standard
English spelling
when writing.

met the objective by collecting their record sheets and

checking that they spelled a minimum of 6 words correctly,
in each column, containing 2- to 6-letters. The ELL student
is required to have three words in each column, the student
with OHI is required to have five words in each column, and
the students above grade-level should have 6 words in each
column plus, 2 words with more than six letters.

CRITERION

EXEMPLARY (4)

ACCOMPLISHED (3)

EMERGING (2)

NOT MET (1)

Plan: Connection to
Academic Content
Standards/Common
Core/Learning
Targets/Objectives

You used your knowledge of

applicable standards to frame
your teaching by selecting a
standard that applies to your
content area, is grade-level
appropriate; & by writing a
complete objective that
specifically asks students to know
or be able to demonstrate content

You used your knowledge of

applicable standards to
frame your teaching by
selecting a standard that
applies to your content area,
is grade-level appropriate; &
by writing an objective that
generally asks students to
know or be able to

You used your knowledge of

You did not demonstrate knowledge
applicable standards to
of applicable standards to frame
frame your teaching by
your teaching: your standard did not
selecting a standard that
apply to your content area or was not
applies to your content area,
grade-level appropriate; &/or your
is grade-level appropriate;
objective did not ask students to know
&/or by writing an objective
or be able to demonstrate content of
that generally asks students to standard; &/or it did not show how
know or be able to
Adapted from Dr. Michelle Cosmah, EDT

Standard:
(AMLE 2b, OSTP 2.3)

Plan: Key
Vocabulary/Functional
Language

Standard:

of standard & how specifically you

will know that they did so
correctly & completely

demonstrate content of
standard & how generally
you will know that they did
so

demonstrate content of
standard &/or how generally
you will know that they did
so

you will know that they did so

You used your knowledge of

content pedagogy and
knowledge of instruction to
identify appropriate vocabulary
/academic language and provided
instructional support for the use of
this vocabulary/ functional
language

You used your knowledge of

content pedagogy and
knowledge of instruction to
identify appropriate
vocabulary /functional
language but the instructional
support of this language use
was inconsistent

You used your knowledge of

content pedagogy and
knowledge of instruction to
identify vocabulary
/functional language but the
selected vocabulary
/functional language was
inconsistent with the goals of
the lesson and/or was
instructionally unsupported

You did not use your knowledge of

content pedagogy and knowledge of
instruction to identify appropriate
vocabulary /functional language

You used your knowledge of your

students to create a complete list
of content and developmentally
appropriate materials,
resources, and technology.

You used your knowledge of

your students to create a list
of content appropriate
materials, resources, and
technology.

You created a list of content

appropriate materials,
resources, and technology.
This list is either incomplete
or not developmentally
appropriate.

Your list of materials, resources, and

technology is either absent or not
content appropriate.

You used students prior

knowledge and your knowledge
of content specific teaching
strategies to construct
developmentally appropriate
lessons that engage students in
their learning. The step-by-step
descriptions of the lesson are
details enough that it could be
replicated to reach your objectives.
The content being presented is
accurate for the discipline being

You used students prior

knowledge and your
knowledge of content
specific teaching strategies
to construct lessons that
engage students in their
learning. The step-by-step
descriptions of the lesson are
adequate but would benefit
from additional detail. The
content being presented is
accurate for the discipline

You used students prior

knowledge and/or your
knowledge of content
specific teaching strategies
to construct lessons that
engage students in their
learning. The step-by-step
descriptions of the lesson are
incomplete and would benefit
from additional detail. The
content being presented is not
entirely accurate for the

You did not use students prior

knowledge or knowledge of content
specific teaching strategies to
construct lessons. Students would not
be engaged in their learning. The stepby-step descriptions of the lesson are
insufficient to allow for replication or
the content being presented is not
accurate for the discipline being
taught. (See each step of the
procedures for exact criteria)

(AMLE 4a, OSTP 2.1)

Plan:
Materials/Resources
/Technology

Standard:
(AMLE 1c, OSTP 4.7)
Procedures:
Teacher/Student
Actions

Standard:

taught. (See each step of the

procedures for exact criteria)

being taught. (See each step

of the procedures for exact
criteria)

discipline being taught. (See

each step of the procedures
for exact criteria)

Literacy Procedures:
Opening

Your opening elicited students

prior knowledge thoroughly, with
both open-ended questions and
visual or oral examples to which
they could contribute their own
experiences

Your opening elicited

adequately students prior
knowledge, with open-ended
questions and/or visual or
oral examples to which they
could contribute their own
experiences

Your opening elicited

students general prior
knowledge, with either yes/no
questions and visual or oral
examples to which the
students could minimally
contribute

Your opening was absent, incomplete,

or inappropriate for this lesson

Literacy Procedures:
Modeling

Your modeling was clear and

complete; you alone demonstrated
each step of the activity by
thinking-aloud and showing what
to dono student participation

Your modeling was clear; you

alone demonstrated each step
of the activity by thinkingaloud or showing what to
no student participation

Your modeling was

rudimentary; you included
only general guidance and/or
you asked students to
participate before they had
been properly scaffolded

Your modeling was absent,

incomplete, or inappropriate for this
lesson

Literacy Procedures:
Guided Practice

Your guided practice was

completely scaffolded; you and the
students practiced each step of the
activity together by sharing the
roles and actions

Your guided practice was

adequately scaffolded; the
students practiced each step
of the activity and you
participated in at least 50% of

Your guided practice was

rudimentary; the students
practiced at least 75% of the
activity with little to no
participation from you

Your guided practice was absent,

incomplete, or inappropriate for this
lesson

(AMLE 4b OSTP 4.2)

***Your literacy
procedures points will
be averaged to obtain
your key assessment
score for the
Procedures:
Teacher/Student
Actions criterion***

Adapted from Dr. Michelle Cosmah, EDT

the roles and actions

Literacy Procedures:
Independent Practice

Your directions for independent

practice were thorough; you told
the students exactly how to
complete the activity and for what
outcome they were striving

Your directions for

independent practice were
adequate; you generally told
the students how to complete
the activity and for what
outcome they were striving

Your directions for

independent practice were
rudimentary; you generally
told the students how to
complete the activity or for
what outcome they were
striving

Your independent practice was

absent, incomplete, or inappropriate
for this lesson

Literacy Procedures:
Closing

Your closing was complete

because it required the students to
show you their ability to meet the
lesson objective, with clear
directions from you and
demonstrable outcomes from them

Your closing was adequate; it

required the students to show
you their ability to meet the
lesson objective with clear
directions from you and
minimal demonstration from
them

Your closing was

rudimentary; you asked the
students to tell that they could
meet the lesson objective
with little demonstration from
them

Your closing was absent, incomplete,

or inappropriate for this lesson

Procedures: Use of
Technology

You purposefully used

technology to facilitate student
learning in a manner consistent
with the content area being taught.
Technology use was both creative
and developmentally responsive.

You purposefully used

technology to facilitate
student learning in a manner
consistent with the content
area being taught.

You used technology in a

manner consistent with the
content area being taught.
However, the use of
technology did not
necessarily enhance the
lesson.

The use of technology was either

absent or inappropriate. The content
being taught could have been done as
well without the use of technology.

You developed purposeful

formative or summative
assessment strategies to identify
students prior knowledge and to
monitor their progress toward
developing understanding of key
concepts and skills in the
discipline area being taught. And
your assessment strategies were

You developed formative or

summative assessment
strategies that provided
multiple forms of evidence to
monitor students
understandings of key
concepts and skills in the
discipline area being taught.
And your assessment

You developed formative

and/or summative
assessment strategies that
provided limited evidence to
monitor students
understandings of the key
concepts and skills in the
discipline area being taught.
Or your assessment strategies

You developed formative and/or

summative assessment strategies
that only provided evidence of
students recall of information. Or,
your assessment strategies were not
aligned with the central focus and the
standards/objectives for the lessons in
the unit.

Standard:
(AMLE 4d OSTP 4.7)

Assess: Assessment

Standard:
(AMLE 4c OSTP 3.2)

consistently aligned with the

central focus and the
standards/objectives for the lesson.

strategies were consistently

aligned with the central focus
and the standards/objectives
for the lesson.

TOTAL POINTS ___/40 ( 1/2 for final score)

were inconsistently aligned

with the central focus and the
standards/objectives for the
lesson.
Total Score for lesson plan: ____ /20 points possible

Making Words Record Sheet

2

Adapted from Dr. Michelle Cosmah, EDT