Brittany Dawson 1

Lesson Plan Outline

Standards: What learning standards are the focus of this lesson?
● Recognizing the /ee/ sound when spelled as /y/

Related standard(s) are fully detailed from the CCSS.

● CCSS.ELA-LITERACY.RF.2.3.A
● Distinguish long and short vowels when reading regularly spelled one-syllable words.

Objective: A-B-C-D (Audience, Behavior, Condition, Degree)

● A - One 2nd grade boy
● B - Correctly identify and read /y/ as /ee/
● C - One-on-one
● D - Identify them all at least once during the half hour with prompting

Lesson objectives are clear, measurable and specific progression is evidenced (How will you
know students have met the objective? What is the minimum level of acceptable performance?)
● Student will be able to identify the long vowel sound /e/ ¾ times with minimal prompting
when spelled as /y/

Assessment Plan: WHAT, HOW, WHEN, WHY Does your assessment plan include what
students will be doing as stated in the objective? How will you administer the assessment? How
will you record the data you obtain? What will you do with the information your gather?
● The student will complete a worksheet about /ee/ sounds spelled /y/.

Formative and/or summative assessments are defined, showing clear relationship to all
objectives addressed in the lesson.
● I believe so. It will be a direct summative assessment at the end, informally, via
worksheet.

Materials/Technology Needed:
● Whiteboard, whiteboard marker, worksheet, pencil, tongue twister paper

Detailed list of materials/technology is provided for both the teacher and students. All handouts,
both teacher created and those from other resources are referenced in the procedures
(teach/model, guided practice, or independent practice) and attached to the lesson.
● Using the whiteboard, I will refresh the student on what we talked about on Tuesday
(long /e/ spelled /y/). The worksheet will be to see if he has retained the information
since then.

Gain Attention/Recall Prior Knowledge Anticipatory Set – How will you “hook” the students into
the lesson? Help students recall prior knowledge so they will make connections to what is going
to be taught.
● Write “sunny” on the whiteboard. What does this word say? Point to each letter and tell
me the sound that it makes. (ask student if it is a penny with a hard /y/ sound if
incorrectly sounded out.

Introduce the lesson by sharing purpose, relevance, and eliciting schema in student friendly
language; fully states what the teacher will say.
● Sometimes words are a little tricky but remember, if the /y/ is at the end, most of the time
it will make the long /i/ sound. This will help you read better and more quickly. It will also
help when you are trying to spell words.
 Brittany Dawson 2

Teach/Model: What key concepts or understandings need to be taught? How will you present
this information?
● Let’s solve this puzzle together: what is another word for cat that has the /i/ sound at the
end? (kitty). What is another word for a dollar that ends in the /i/ sound? (money). If you
tell a joke then you are probably…. (funny). *give students hints and provide him with the
word if after 15 seconds, he still does not know*

Guided Practice: How will you scaffold students learning to ensure they understand the
concepts? What type of group work will be done to offer guided practice?
● Can you come up with any words on your own that say /ee/ at the end? Look around the
room as tell me what you see. (baby, penny, sunny, dictionary [el diccionario]) what is
the word for “and” in Spanish? Y. el libro y el papel. La mesa y la silla.

Independent Practice: What will students do to practice the concept independently? This can be
a type formative assessment
● Let’s do this worksheet, I will help you if you get stuck. What is another word for
beautiful? Etc.

Lesson plan has explicit match between procedures and objective(s); multiple teacher modeling
and examples provided with opportunities for guided and independent practice; procedures are
clear and detailed to enable a third party to follow the lesson without aide.
● Yes I hope

Differentiation: How will you differentiate instruction to ensure needs of all students are met?
What will fast finishers do? How will you address needs of struggling learners? How will address
behaviors for specific children.
● It’s a one on one lesson, it’s specifically made for this student. If it does not hold his
attention or appear to be affective, I will change and try again. I have only met this
student once and I’m not 100% what level he is on, but he is an ELL student so I am
trying to tie in Spanish words here and there to see if that helps him to hear a bit of his
native language

Anticipates and plans ahead for any necessary class-wide differentiation for diverse learners
with specific attention to English Language Learners and students with special needs.
● It’s one on one. Not applicable

Closure: How will you re-group students to summarize/review learning?

● If the worksheet is too difficult, I also have a more simplified version of it that we will try.
If he finishes early, I have /ee/ tongue twisters. “You did a prettyyyyy good job today!
Here is an (Eagle buck?) and thank you for working so well today! Fantastico!

Spanish praises: muy bien, si, fantastico, excelente, magnifico, perfecto