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|Reading Lesson: Spelling |Grade Level: 6 |
|Lesson Summary: Students brainstorm words that fit spelling rules. Students find incorrectly spelled words on their activity worksheets. Advanced learners will |
|write a short story or poem using words that fit a spelling rule. Struggling learners will pick a rule for spelling plural nouns and find word examples in |
|newspapers. |
|Lesson Objectives: |
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|The students will know… |
|that there are common spelling rules and patterns to follow when spelling words. |
| |
|The students will be able to… |
|develop and master an individualized list of words that are commonly misspelled. |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: |
|Review why spelling words correctly is important. Ask students what impression misspellings in a job application or college essay might convey. |
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|Discuss how to find the correct spelling of a word using a dictionary and computer spell check. Emphasize that spell check can catch some errors but cannot |
|differentiate between words such as their, they’re, there. |
|Whole-Class Instruction |
|Materials Needed: Activity Worksheet* and pencils or pens |
|Procedure: |
|Presentation |
|Ask students if they can remember rules for spelling plural nouns. Most words can easily become plural by adding an -s to the end. Words that end in a vowel plus |
|-y fall under the add an -s rule, while words that end in a consonant plus a -y need to have the -y changed into an -ie before the -s is added. Words that end in |
|an -is need to be changed to an -es to create plurals. Some words that end in -f or -ef are changed to a -ves to make them plural. |
| |
|Project or write these rules on the board. Ask students to brainstorm examples for singular/plural nouns that fit each rule. |
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|Guided Practice |
|Discuss how spelling rules can help students to improve their spelling. Project the following rule on the board: “I before E except after C, or when sounded like A|
|as in neighbor and weigh.” |
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|Encourage students to list as many words containing the “ie/ei” letter combinations in 90 seconds. |
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|Then see how many words students can brainstorm with the “A” sound, such as beige and rein. |
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|Independent Practice |
|Have students circle the letter of the words that are spelled incorrectly on their worksheets*. |
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|Closing Activity |
|Ask students to give an example of mnemonics for a tricky spelling word, such as “a rat in the house may eat the ice cream” for arithmetic. |
|Advanced Learner |
|Materials Needed: paper and pencils |
|Procedure: |
|Tell students that they will be writing a short story or poem using as many words as possible that fit the following rule: The letter q is always followed by the |
|letter u, such as in the words quack, quarrel, and queen. Students can brainstorm qu- words and then use them in their writing. |
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|Ask volunteers to read their short stories and poems to the class. |
|Struggling Learner |
|Materials Needed: newspapers, glue, scissors, and paper |
|Procedure: |
|Have students pick one rule for spelling plural nouns. Then ask then to search a newspaper to find three words that fit that rule. Students should cut out the |
|words and paste them on paper. |
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|Check to make certain that all three words fit the spelling rule. |
*see supplemental resources
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