Wayne State University College of Education

University College of Education

Lesson Planning Framework for Effective Instructional Design Teaching

Intern(s):
Myron Clark
School in which the lesson is being taught: Coleman A. Young
Elementary
Grade level of students for whom the lesson was developed: Kindergarten
Subject/content area(s) for the lesson: ELA

Title of the lesson: Counting the syllables

Time needed for lesson: 20 minutes
1. LEARNERS & LEARNING ENVIRONMENT

a.) Engaging and Supporting Diverse Learners: My classroom is made

up of 24 African American students, mostly girls who come from low to
middle class. Academically, they range from low to high. They are very
active, talkative, love to sing and move. My students learn using visual, and
musical forms as while as kinesthetic learning which helps some of my
student who have challenges writing stay in engaged. They will listen in
whole group learning as long as we have some brain breaks. They enjoy
group (workshop) learning as well.

b) Materials & Digital Tools Needed: Document camera, pictures

2. OUTCOMES & ASSESSMENT: ELA:

a) State Standards and Student OutcomesLearning Goals

Standards Outcomes: pronounce, blend and segment syllables in
spoken words.

State Standards
CCSS.ELA Literacy.RF.K.2 Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
CCSS.ELA Literacy.RF.K.2b Count, pronounce, blend, and segment, syllables
in spoken words.
Student Outcomes:
Student will be able to count syllables in spoken words: The I can
statement is:
I can count my syllables.

b) Assessment and EvaluationEvidence of Student

Learning Assessment Evaluation:
Assessment
Students will demonstrate understanding of the lesson by to clapping out or
jumping out his/her name and tell how many (jumps/claps) syllables are in
their name.
Evaluation

3. INSTRUCTIONAL PRACTICE

a) IntroductionEngaging Students, Activating Prior Knowledge,

Setting Lesson Goals
Students will be in a community circle. I will start off a hand clapping follow
me game. Then add words as I clap and the students will follow.

b) Instructional ProceduresEngaging Students in Actively

Constructing Deep Understanding
Explain the I can statement for today. Inform the children we will be
learning about syllables.
Explain that syllables are parts of a word or chunks Words break down
into parts when we say them this help us to be better readers Next I will say
the word apple and clap while I say it. Ask the students how many claps I
made. I will repeat this with the words cookout, cat, computer, Robinson.
I will use the childrens names asking them to clap with me as they
determine the number of claps we make. Finally I will have the children (in
partners) pick pictures and jump out the number of syllables in the word-
picture.

c) Technology as a Tool for Effective Teaching & Learning

N/A

d) ClosureStudents Summarizing and Synthesizing Their Learning

Ask the students the following:
How did clapping help us learn today?
How did jumping help us learn today?
What was are big word we learned today?
What do syllables help us do?
What is are I can statement for today?

Connection:
As students notice longer words, they will start breakdown those words to
help them sound out/ decode words to become better readers.

4. REFERENCES & RESOURCES

N/A
5. PROFESSIONAL RESPONSIBILITY: Teacher Reflection
My lesson went very well and I managed to engage all the
children in the lesson. I taught a lesson on syllables using the a
clapping method. This method reached most of the students but for
the ones that did not pick up on this strategy I used a visual aid. The
visual aid I used was a doc camera to display it on the board so the
students can interact and display what they have learned. This
strategy reached the students that were not focused on the clapping
method. For my assessment I gave each student a couple of
individual words to clap out so they could identify the syllables and
this was successful. I need to improve on teaching the lesson by
asking students what they have learned at the end of the lesson.