Curriculum unit plan - Home
Differentiated Lesson Plan Template: Scaffolded
Teacher: __Jill Valentino____ __ School: ____Dewey___________________
Grade/Subject: ___1st ELA__ Topic/Unit: __Rhyming and Word Families (lesson 1)
|Stage 1 UbD: What is worthy and requiring of understanding? |
|Appropriate goals and objectives have been considered and implemented, based on 1st grade Common Core standards aand individual IEP goals in the area of literacy. The |
|essential questions and enduring understanding spark meaningful ddiscussions and thought for students. |
| GOALS/OBJECTIVES: TLW recognize rhyming words and produce (orally or in writing) words that are in the same |
|word family. |
|TLW recognize rhyming words by identifying ending letter patterns. (Based on WTW word sorts at students’ developmental levels.) |
| |
|CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words. |
|CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
|Stage 2 UbD: What is evidence of understanding? |
|Students are asked to exhibit their understanding of the lesson and unit objectives through authentic performance tasks. They complete self-assessments that help guide further |
|instruction and engage in a variety of assessments, including formal and informal measures. |
| |
|UNDERSTANDING(S) |ESSENTIAL QUESTION(S) |
|Students will understand that… |Essential Questions: |
|Word families are comprised of words with the same ending sounds | |
|Sounds can be manipulated to create rhymes |What are rhymes? |
|Once several words in a word family are named, a student can make up nonsense and real |Why is rhyming important? |
|words that rhyme. Perspective |What determines the components of a word family? |
|Knowledge of word families and rhyming will help to make reading more automatic and |What would happen if you didn't know how to rhyme? |
|enjoyable. |How does knowledge of rhyming impact the way you |
| |read different types of books? |
|KNOW(LEDGE) |SKILLS (DO) |
|Understanding that a word family is made up of words with the same endings. |Follow oral directions to touch various body parts and produce rhymes |
|Identify key vocabulary used in pictures for web. |Read words in a word family |
|Recalling words to repeat followed by another word. |Write words in a word family |
| |Complete a rhyming sort web |
|Stage 2 UbD, Continued: What is evidence of understanding? |
|ASSESSMENT EVIDENCE: How will you know that students are making progress towards the lesson goal? |
|Formative |Summative performance task |
|Entrance/Exit card prompts |Complete rhyming sort web with pictures or written words. |
|Survey | |
|Inventory | |
|X Observation notes | |
|X Conferencing notes | |
|Homework | |
|Journal | |
|Notebook check | |
|Lab | |
|Self-assessment | |
|Quiz/Test | |
|Diagnostic assessment | |
|Graphic Organizer | |
|X Other: prior knowledge assessments | |
|DIFFERENTIATION BACKGROUND |
|Do you plan differentiated activities for this lesson? Yes |
|WHAT |HOW |WHY |
| | | |
|Content (the “stuff” students grapple with in order to |Student Readiness (“where” students are relative to the|Suggested by |
|reach the lesson goals) |lesson goals) |X Recent and relevant classroom- level pre-assessment |
|Process (How students take in, process/make sense of |Student Interest (connections that motivate students to|results |
|information during the lesson) |learn) |Survey or observation of student interests |
|Product (How students show what they have learned/are |Student Learning Profile |X Survey of observation of student learning |
|learning) |(everything that influences how a student learns |preferences (self- assessment) Self-knowledge |
|X Combination |best/prefers to learn) X Combination |X Past experience with this grade-level/content |
| | |Other: |
| | | |
|Stage 3 UbD: What learning experiences and teacher promote understanding, interest, and excellence? |
|Students are well-equipped with the knowledge to successfully complete required performance tasks. They are able to demonstrate an understanding of the learning tasks |
|and know what is required of them. They are engaged with creative and varied instructional approaches that allow students to dig into the big ideas of the unit. |
|DIFFERENTIATED LEARNING ACTIVITIES/ INSTRUCTIONAL APPROACHES |
|What are the substance and the sequence for the learning activities for this lesson? |
|Lesson Opening: |
|Gain students’ interest by playing an interactive body part game at beginning, introducing rhyming. (i.e. I touch my knee, and say, “bee.” Students shout, “knee.” I |
|touch my head and say “bed.” Students shout, “head!” I will then show some silly pictures and help students identify the rhymes, such as, a key in a tree, or crazy |
|hair on a bear. Then students will be introduced to the search and find rhyming bags and have an opportunity to find and name the rhyming object in each bag and teach |
|will give students examples of rhymes and a basic definition. “What are some authors that rhyme in their books?” Initiate discussion about Dr. Seuss books we’ve |
|already read this year and discuss how the author tries to make the reader feel through the text on the pages. Empathy |
| |
|In the lesson opening, the affective network is utilized as students are engaged in the lesson content using interesting materials and strategies that cater to their |
|individual strengths and interests. They like when I am silly and they need to correct me. In addition, this lesson reflects multiple means of engagement, using |
|various methods to "hook" learners in the lesson. |
| |
|Follow-up with behavioral expectations and learning goals. Outline steps students need to complete in this lesson. Reinforce importance of rhyming when reading and |
|discovering new words. |
| |
|This addresses multiple means of engagement, helping to develop learners’ intrinsic abilities to regulate their own emotions and motivations. If expectations are |
|modeled and shared in a clear manner, students are more likely to demonstrate expected behaviors. |
| |
|Promethean Interactive Whiteboard Activities (using ActivInspire and Lakeshore Learning game) |
|affective network- learners stay motivated by using interactive learning materials in which they interact directly with the materials they are working with. |
|Recognition networks- the “what” of learning. Teacher models and students gather information to complete task independently. |
|Strategic networks- the “how” of learning. Students perform hands- on tasks to help solidify lesson/ unit content. |
|Students read words and receive scaffolded levels of support to segment sounds in the words. |
|Students cross out words that do not fit in a word family. |
|If above tasks completed, students receive reward outlined on visual schedule. |
| |
|Students write –ug words on the easel. Multiple means of expression—students can demonstrate skills through various means. Picture cues available if needed--students |
|make decision whether or not pictures rhyme with –ug words by saying the two words and then, “rhyme” or “not a rhyme”. Interpretation |
| |
|Students will explain why two words are or are not rhyming words and determine whether they fit into the word family we are focusing on. Explanation |
| |
|Cheyenne given choice of writing at easel or making rhyming word at the table with magnetic letters. Students are dismissed to work on their own rhyming work as they |
|demonstrate understanding of how to accurately complete task. Choice of working at big table or desk. Students choose matching words in a web or matching pictures in a|
|web. |
| |
|Multiple means of representation addressed, as material is presented in visual/ kinesthetic formats on the Promethean board, and in an auditory/ visual format as we |
|talk through and work with the rhyming words with the activity on the easel. |
| |
|Students demonstrating mastery will be given opportunity to complete more challenging web involving beginning blends. Multiple means of expression utilized as students|
|complete work with carefully scaffolded levels of support. Learners must develop a variety of fluencies (e.g., visual, audio, mathematical, reading, etc.). This means |
|that they often need multiple scaffolds to assist them as they practice and develop independence (). |
| |
|If above tasks completed, students receive reward outlined on visual schedule. |
|Come back together to review “what are rhyming words?” Apply new skill to book, Ten Apples up on Top. Use different colors of highlighting tape to mark rhyming words/ |
|word families in the book, including: hop, top, mop, stop, drop, you, too, drink, think, hall, fall. Application |
| |
|If additional time remains, watch video on rhyming words to build connections for tomorrow’s instruction. |
| |
|Closure: |
|Transition to letter of the day activities (letter j) Students practice letter sound, identify pictures beginning with the given letter sound, listen to chant. Then |
|students take turns writing the letter of the day on the board. |
| |
|What, specifically, is differentiated? |
|- Independent work page has the option of pictures from Boardmaker or written text. |
|- Use of hands-on materials including Promethean board and Boardmaker pictures. |
|- Students demonstrating mastery may extend knowledge by completing a more challenging web sort that was not specifically gone over together. Can students generalize |
|the skill to rhyming words that are not necessarily CVC words? |
|- Addition of breaks purposefully placed throughout the lesson. |
|- Opportunity for extension/ alternative work environment for student to work with magnetic letters on cookie pan, making rhyming words, 1:1 with teacher. |
|- Picture cues provided when students are producing –ug words at the easel. |
Key:
***: UbD Stage 1 ***: Six Facets of Understanding
***: UbD Stage 2 ***: Recognition, Affective, Strategic networks (UDL)
***: UbD Stage 3 ***: Multiple means of representation, expression, engagement
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