Artifact 5.1 Lesson Plan-Phonics

Maria Sideri
Lesson Plan 1

Grade Level: 1&2
Date: October 5, 2011
Time: 9:00-9:35am
Subject Area: Phonics-Exploring Syllables

Materials Used:
Chart Paper
Markers
Note cards (with words from Haiku printed and related words)
Word Sort Board
Word Sort Journals
Book: Today and Today; Haiku by Issa (Autumn haiku)

Massachusetts Curriculum Frameworks
Reading Standard: Foundational Skills

Grade 1 Students:
3.B Decode regularly spelled one-syllable words.
3. E Decode two-syllable words following basic patterns by breaking the words into syllables.

Grade 2 Students:
3. A Distinguish long and short vowels when reading regularly spelled one-syllable words.
3. C Decode regularly spelled two-syllable words with long vowels.

Learning Goal:
Students will be able to recognize syllables in the words from the haiku by Issa, Today and Today and in their own names and related words to the haiku. They will then be able to sort words from the haiku into a word sort chart as a small group and individually.

Objectives:
Students will be able to introduce their name to the small group by clapping out the syllables in his or her name.
Students will be able to sort their names and the words from the Autumn haiku by Issa and related words by number of syllables.

Prerequisite Knowledge:
Students need to be able to have phonological awareness skills in order to hear the structure and sounds that make up spoken words.

Assessment:
I will know that the students have reached the learning goal of this lesson when they can sort their own name, classmate’s names, and key words from the haiku and related words into the word sort chart.

Implementation:

9:00-9:10: I will introduce the activity by asking the students if they like listening to music. After we discuss music for a few minutes and which types of music they like, I will them tell them that music relates to what we are going to learn today because the rhythm or music of words are syllables. Then, I will write down on chart paper what a syllable is and anything else that the students know about syllables. Then, I will ask the students if they can clap out the syllables in their own name. We will go around in a circle clapping out our names.

9:10-9:20: I will tell them haikus are poems that are created using a pattern of syllables. Next, I will introduce the haiku named Autumn by Issa. I will have it already written out on chart paper. We will read through the poem first, then read it again with claps on each syllable. The haiku is provided below.

Autumn

How well we have slept
to feel so fresh this morning,
dear chrysanthemums!

9:20-9:25: After the poem has been read and clapped through, I will give each student 4-5 words each from the poem on note cards. Then we will use a word sort board (with headings 1 syllable, 2 syllables, 3 syllables, 4 syllables) to sort the words. I will let each student take a turn putting their word into the word sort board.

9:25-9:35: We will then come back together as a small group and clap through each word to check to see if all the words are in the correct spots.

9:35-10:00: As the last part, I will have the students record their work from the word sort board into their word sort journals.

Differentiated Instruction:
I will make sure that the first graders only sort words with one to three syllables and the second graders sort words with one to four syllables. If the students have trouble hearing the syllables I will pair them with a student that is comfortable in order to create a model method. Also, if the students need more of a challenge, they can think of their own words related to the Autumn poem, and sort according to the number of syllables.

Reflection:
I believe that this phonics lesson went well. The students enjoyed the hook and hold in the beginning of my lesson when we were talking about music and how it relates to syllables. I conducted this lesson everyday for one week, so I had a different group of students every day. Each group did very well with sorting the words by number of syllables. There were one or two first graders who needed additional time to clap out words on their own, but by the end I believe that they understood what syllables are and how to break down words into syllables.
The only thing I think that did not go well was my conclusion. Because I was conducting this lesson during reading workshop centers, after the activity was over, they automatically switched centers, so I never had a chance to have the students in the small group come together one last time to discuss what was learned and why we learned it. This was because the students were all finishing recording the words in their word sort journals at different times, so they were getting up and moving centers at different times. If I could change things, I would go through the word sort board all together, but after we clapped through each section of syllables, have the students write down those particular words in their word sort journals and then move on to words with different number of syllables. Therefore, all the students will finish around the same time, and I could have a conclusion with all the students there to participate in. Besides the conclusion, everything else I liked about this lesson and felt it went well. All of the students did well sorting their own words, so I felt like they truly met the learning goal of the lesson.