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ED 462 LESSON PLAN

TEACHER
Amanda Lockwood

INSTRUCTIONAL UNIT
GRADE
1/Expanding

MATERIALS
Computer, internet, projector, Peach
Like to Eat Treats
(http://storybird.com/books/peachlikes-to-eattreats/?token=svuumrqpmv), ear
cut outs, popsicle sticks, glue sticks,
peach cut outs, peach writing papers,
picture cards.

SUBJECT
Long /e/ ea spelling
pattern
AUTHOR/TITLE OF TEXT
Amanda Lockwood /
Peach Likes to Eat Treats

STANDARDS AND OBJECTIVES

ACADEMIC OBJECTIVE
COMMON CORE STANDARDS/ELD
By the end of the lesson, students will be
STANDARDS
able to read long ea pattern words with 1..RF.3c. Know final -e and common
70% accuracy, and write 4 long ea
vowel team conventions for
spelling words accurately.
representing long vowel sounds.
1.L.2d. Use conventional spelling for
words with common spelling patterns
and for frequently occurring irregular
words.
LITERACY ACTIVITIES
Long /e/ listening and hand raise
Masking /e/ from text
Writing /e/ ea pattern words with
guided practice and independently
using picture cards

ANCHOR CHART
Long e
When two vowels go walking, the 1st
one does the talking

ADAPTATIONS FOR LEARNERS

FOCUS STUDENT #1
RATIONALE
Expanding level ELL. Varied methods of
Providing visual reinforcement helps
practice are built into the lesson to
ELL students understand what is being
scaffold the student towards
taught and relate what they already
independent practice. Help in identifying know in their native language.
the words from picture cards if
Scaffolding helps all students ensure
necessary will be available from his
they are ready for a higher level of
elbow partner as well as from the
independence before working on their
teacher. All independent practice words
own.
will use other spelling patterns already

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taught and practiced in class (e.g. /ch/

and /th/)
FOCUS STUDENT #2
Below basic student. Anchor chart with
visual reinforcement, visual, auditory,
and written practice with spelling
patterns, one-on-one additional
assistance throughout lesson as
necessary, student is placed at the front
of the class so the teacher can easily
check students progress throughout the
lesson.

METHOD OF
ASSESSMENT
(outcome, product based)
Students will write 4 /e/
words independently
from picture cards.

RATIONALE
Anchor chart provides visual
reinforcement that student can refer to
throughout the lesson. Scaffolding with
several types of practice will help
reinforce concepts being taught while
helping ensure student isnt
overwhelmed. Having student at the
front of the class also helps ensure that
re-teaching and immediate corrections
can be provided as necessary.

TEXT FEATURES
(layout, format, headings)
Online book,
One page per screen,
repeated /e/ using ea
words.

VOCABULARY/ACADEMIC
LANGUAGE
Vowel digraph

LESSON PLAN
ORIENTATION, DIRECT EXPLANATION +
RATIONALE
MODELING (INTO)
(Students at carpet) Teacher asks about new
spelling pattern learned this week and ask
what sound it makes. (ee pattern just
taught).
Teacher advises they are going to learn about
another /e/ pattern using the letters ea.

This helps students get into mindset

of what they will be learning while
helping to build on prior knowledge.

GUIDED PRACTICE (THROUGH)

RATIONALE

Teacher shows anchor chart and the phrase

when two vowels go walking, the first one
does the talking and says its name.
Teacher will show sample words learned
from prior days using ee pattern on anchor
chart and new words for ea pattern and have
students sound out the new words as a class.

Providing visual images and a

phrase that can help them
remember new spelling patterns
will help make decoding in text
easier. Providing examples of the ee
pattern just taught alongside the
new ea pattern will help show that
both patterns will make the same
sound.
Using a text with a large amount of

(Pass out booklets to students / back to their

desks) Teacher reads online story, asking

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students to listen for /e/ sounds. Ask

students if they heard any of after first two
pages and have them whisper one word they
heard to a partner.
Have student glue ears onto popsicle sticks
and model raising hand when they hear /e/.
Have students practice with examples from
anchor chart.

/e/ words and asking them to listen

for those sounds will help students
recognize the new spelling pattern
being taught.

Re-read online story slowly, pausing if

necessary for students to raise their ears for
/e/ sounds.

Raising hands when hearing sound

provides an interactive and
kinesthetic way for students to
interact with text and for teacher to
confirm understanding.

Using their copies of booklets, students mask

/e/ ea words with highlighters. Teacher asks
students to find one and mask with text copy
on projector as students complete each page.

The ability to locate and decode new

spelling pattern within text is
essential to students utilizing their
new knowledge in future reading.

Using peach writing papers prepared the

previous day, teacher will have students spell
peach, read, eat, and dream as a class. Class
will tap out sounds before writing on their
papers. Student volunteers will come up to
write on the board.

Providing practice with writing

words with /e/ ea pattern will help
them when writing similar words
later on.

INDEPENDENT PRACTICE + FORMATIVE

ASSESSMENT (BEYOND)

RATIONALE

Using picture cards provided to partners,

students will choose four images and write
the corresponding words in the remaining
spaces on their picture cards. Students will
share their choices and spelling with a
partner and teacher will confirm
understanding and accurate spelling as
students work to complete their answers.

Allowing independent practice with

easily identifiable pictures will help
reinforce the ea pattern just taught.
Providing choice with more options
allows them to feel more engaged
with lesson.

Recap: Indicate where in the lesson the activities include opportunities for the
following (Write either Into, Through, or Beyond)
1.

Speaking, Listening, Reading, Writing (Into, Through, Beyond)

2.

Providing low affective filters or low risk situations (Through, Beyond)

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3.

Building schemata or background knowledge (Into)

4.

Appropriate contextualization support (Through)

5.

PEP (purpose, engagement, prediction)

Reflection: What do you consider went well in teaching this lesson (effective
activities, assessment, presentation, text, engagement, etc.)? What do you consider
did not go as well as you had planned (unclear modeling or guided practice, lack of
engagement, poor text choice, etc.)? What adaptations would you make to the lesson
in order for it to be more effective?

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Picture Cards:

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Text:

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