Sample+Lesson+Plan

ELA1R2 **The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student** d. distinguishes between long and short vowel sounds in spoken, one-syllable words (can and cane). ||
 * Lesson Plan Template**
 * Name: ____________Rachel Clay____________________________________________________________ Grade Level:_________1st________________________**
 * Estimated number of days lesson will cover: ___________1_________________________**
 * Lesson Subject/Title: **Long and short O** ||
 * Performance Standards:
 * Lesson Objectives (What students will know and/or do)

The students will circle short o words from a book with 90% accuracy.

Enduring Understanding: ||
 * Essential Questions:

Why do letters make sounds? ||
 * Key Vocabulary: ||


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5 min || Introduction/hook/activation of prior knowledge

Demonstrate/Model (if appropriate)
 * Review the sounds of other letters that they have already learned. ||  || Letter cards (phonetics cards) ||   ||
 * 40min || Instructional activities


 * Demonstrate the short and long sounds of O, have the students repeat the sounds back
 * Inform the students on what makes the letter O be short and what makes it long
 * Show examples of words where the O is short
 * Show examples of words where the O is long

Guided Practice (if appropriate)

Independent Practice (if appropriate)
 * Students will read a book about Os
 * Students will identify/discuss which words have short Os and which words have long Os


 * Students will circle the words with short Os ||  || Phonetics cards, white board, marker, list of words

Book for each student, pencils || The students will circle the short o words and it will be checked for accuracy. ||
 * 5min || Review and Closure


 * Ask the students to give examples of words with short Os and words with long Os
 * What makes the O long or short? ||  ||   ||   ||