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Blended Learning Lesson Plan

Lesson Title: Spelling Jam for 3rd grade


Students will be able to reproduce sounds relating to consonants.

Students will be able to evaluate 5 major vowels and incorporate into different forms of

State Standards:

3.1 Produce one-to-one letter-sound correspondences for each consonant.

3.2 Associate long and short sounds of the five major vowels with their common spellings.

Context: In second grade, it is important that students begin to learn how to correctly
sound out consonants and vowels, so when they begin to write, it is easier to spell out
words, so this lesson entails the speech aspect of common spelling. Prior to this lesson,
students looked at rhyming, single-syllable spoken words and distinguishing between short
vowel sounds and long vowel sounds. Working with these sounds enabled the students to
progress onto consonants, so they learn the difference of mouth shapes (vowels fairly open
mouth, consonant is fairly closed). To prepare for the next lesson, we’re going to focus on
making one-to-one letter sounds for each consonant and breaking them down so they can
eventually learn how to incorporate both the consonants and vowels and relate it back to
their common spelling that they have been practicing.

Data: Students will be grouped according to their performance on the last test given.
Students who scored a 90-100% will be grouped with the students who scored a 40-60%,
as students who scored a 70-80% will be put together, so they can share ideas and
collaborate. The goal is to balance these students and create a bonding peer relationship in
the classroom. Data will be collected from the end activity sheet provided.

Materials: Pencil, worksheet, cut out planets, glue, Smartboard, vowel video, IPad

Introduction video to re-introduce

what students learned last year. (stop
at 3 minutes)
Cut and paste space jam worksheet Students will work together on this assignment to spell
iPad to play Spelling Fun app

Finished worksheet to turn in.


Introduction (10 minutes): I will start this lesson by asking students to move their mood
sticker on the board, then introduce how to differentiate between the mouth movements of
long vowels and short vowels. It is a routine in the classroom to be separated into groups,
so I will tell the class who their partners are and what grouping to go to first in their
designated space. After the students go into their area, I will put on a virtual timer on the
board, counting down from 15 minutes.

Teacher Directed (15 minutes): The group that I am directing will begin by coming up to
the front and sitting in a semi-circle. I will ask the students if they remember what the 5
major vowels are and call on the students when they raise their hand. After writing their
answers on the board, I will go through the vowels to reiterate them. I will bring up this
video ( and let the students observe the
song. After the video is done, I will ask the students what they remember, such as “what is
the difference between long and short vowels?” And allow students to ask questions if

Collaborative (15 minutes): Students will be working on the space jam worksheet, where
they have the writing utensils and glue and paste the planets with the spelling words onto
the correct space. The students will work together to sound out the word and paste the
planet into the correct “galaxy” on the worksheet. There will be 10 planets the students will
need to work together to paste on each individual’s worksheet. After they have completed
the worksheet, the students will turn in their worksheet into the metal bin on the left side
of my desk and return to their seats. If one student is not finished after the rest, the
students are expected to help the struggling student figure out the planets missing.

Independent Digital (15 minutes): Students will grab an iPad out the metal cart in the
corner. They will sign out the iPad by putting their initials in the empty space next to their
name. Students will return to their seats and launch the app Spelling Fun
words/id1186107248?mt=12) They will progress through this game until the 15 minutes
is up. After the 15 minutes is up, the students will take a screenshot of their progress and
email the screenshot to me.

Closure (10 minutes): The class will return to their own designated seats, and we will
discuss the three different groups. I will ask what group they found the most helpful and
what group was the least helpful and why, so I know what to fix in the next lesson. I will
then ask the students one more time to name the 5 major vowels and write them up on the
board. I will also ask the students what is the different between long and short vowel
sounds, and what mouth shape goes with what. This will allow me to see which students
understand and which ones don’t.

1. Vowel video:

 This video is used in the teacher instruction portion of the lesson. I chose this
piece of media to refresh students’ memories on vowels and consonants, as well
as long and short vowels. Since it is in song form, students will be more
entertained and remember the information. This can help students who are also
visual learners, because not only does it provide audio, it provides visuals so the
student can physically see the categories. I chose this because it is aesthetically
pleasing as well as catchy.

2. App (Spelling Fun)

 This app is used in the independent digital portion of this lesson. I chose this piece of
media because it is a fun, interactive game for students to learn and refresh their
memories on spelling and using their long and short vowel knowledge. Since it’s a game,
the students will exhibit more participation in the classroom, as well as be able to show
their progress and knowledge of consonants. This app is aesthetically pleasing as well
as fun, so students will be more excited to work on the iPad.