Lesson Plan Project EDU 303

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School

Liberty University *

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Course

303

Subject

Linguistics

Date

Feb 20, 2024

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docx

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Uploaded by Ajudah

EDUC 303 L ESSON P LAN P ROJECT T EMPLATE Candidate Name: Allison Judah I. Subject and Grade Level: Second grade / Reading II. Topic: The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words. III.Subtopic: The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read. d) Locate information to answer questions. e) Describe characters, setting, and notable events in fiction and poetry. f) Identify the problem and solution. g) Identify the main idea. h) Summarize stories and events with beginning, middle, and end in the correct sequence. I) Draw conclusions based on the text. j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression. IV.STANDARDS A. Virginia Standard of Learning: https://www.doe.virginia.gov/home/showpublisheddocument/18686/638041056 416670000 B. Common Core State Standard: https://www.corecommonstandards.com/common-core-state-standards/state- standards/virginia-standards/ V. Objective: To obtain the ability for students to practice the phonetic strategies by reviewing the spelling and vocabulary section of the reading book prior to the reading lesson. To review the reading concepts that we have been reviewing of consonant blends, consonant digraphs to decode words. During and after the reading section of the lesson. The students will reflect upon what the story content was and put into action what the story was about through explicit reflection of the content and challenging their peers through activities. VI. Materials: Students reading book, reading workbook, whiteboard, expo markers, eraser, paper, and pencil. VII.Technology Connection: Smartboard and YouTube I will use the smartboard with the scripture and image from the reading passage to read and reflect as a class. And watch a YouTube video of Adam and Eve. VI. Biblical/ Character Education Principle: The title of the reading book story was “Hope for a sinful world” The story of Adam and Eve in the garden. The scripture that will be reflected on and added to the story would be Genesis 3:2, NIV “ The woman said to the serpent, “We may eat fruit from the trees in the garden, 3 but God did say, ‘You must not eat fruit from the tree that is in the middle of the garden, and you must not touch it, or you will die.” We will read as a class the scripture,

EDUC 303 talk about what it means, and have the students draw a picture. We will talk about the Characters of the story and how sin had entered the world by not following directions. I would tie in how important it is to follow God’s word. That adults do not just tell you not to do things because they want you to. That God’s word instructs us to follow his law for a reason. VIII. IX.Procedures: A. Anticipatory Set: W atch a short YouTube video on Adam and Eve to set a visual aid tone to the start of the lesson. B. Developmental Activities: Instruction: 1. The start with a YouTube video of Adam and Eve 2. Using white boards to practice the spelling and vocabulary that will be in the story. 3. Using blocks to learn through play with letters in the vocal words for the students to build the digraphs and blends. Guided Practice: The students will be given a game using words in the story of the blends and digraphs. The students will be split up into groups of 3-4. They will be given a piece of paper with the words, whiteboards, markers, and erasers. One student in the group will call out the words and the other students will have to write either the blend or diagraph that is used in that word. They would repeat the activity until the timer goes off. I would walk around the room assessing if the students were grasping the concept. Visually noting what students understood and which students needed more practice. ii. Independent Practice: Each student would be given a printed worksheet with the blends and digraphs on it to complete for a grade on this concept. X. Closure: After completing the lesson on blends and diagraphs, reading the story of “Hope for a sinful world,” talking about Adam and eve and the scripture, allowing the students to play a game in groups, and allowing the students to complete the independent practice sheet. I would then do a closing review of the whole lesson. Giving a verbal assessment by asking the guided questions in the teacher’s curriculum book to make sure that everyone understood the lesson and to reflect on what we just learned. XI.Diversity/Differentiation for Exceptionalities: a. Learning Styles ( modalities / multiple intelligences ) : Visual, kinesthetic, and auto. The reading lesson was able to meet all three learning styles. b. Gifted: Allowing the gifted student to be challenged by correcting the lower students in the game process and grading the assessment worksheet. c. LEP: Applying the Bible integration before the group work and reminding the students to work with integrity. Working together as a team is part of their grade. A. B. LD, ED, ADD: I would group the lower (learning disability kids) with the gifted kids. Allowing the gifted kids to use their intelligence to assist and help the lower

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