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Lesson Plan Form - LBS 400

Candidate: Abraham Perez Subject: Literacy Grade level(s): Date: 03/31/18
1st
Standard: CC.ELA-Literacy.RF. 1.2.A Distinguish long from short vowel sounds in spoken single-syllable
words.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? Underline content type.
-students will be learning to distinguish long and short vowel sounds in one-syllable words.

II. LEARNING OUTCOME (Objective):

Given __students are having trouble with short and long vowel sounds __, students will _identify _ (level
of cognition) __long from short vowel sounds_ (content) by _reciting single syllable words in a game show
format. __ (proving behavior or activity)

DOK/Cognitive Rigor Level: Level One

Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?): Students should be able to recite the phoneme sounds made by vowels and
consonants.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson would
come before this lesson? What lesson would come after this lesson?
-learning pho

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
- Teacher will inquiry if any students watched or been in a game show before, if so what game
shows? Show students some games show that are popular like are Who Wants to be a Millionaire,
The Price Is Right, Wheel of Fortune, etc.

Student friendly objective: By the end of our lesson you should _____identify____________(level
of cognition) ____ long from short vowel sounds _____(content) by ________ reciting single syllable
words in a game show format.___(proving behavior or activity)

B. Purpose: Why are students learning this? Why is it important?

-It is important for students to learn the different phonemes in long and short vowels sounds to be
successful in reading and spelling.
C. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Step #1: ___________Introduction (5 minutes) ____________________________________

Teacher will have students gather in the carpet area and to sit in their spots. Next teacher announces to
class, that today long vowels are here to appear in a game show called Will the Real Long Vowel Please
Stand Up? Explain that short vowels will try to fool us into believing they are the real long vowel
words. Next, Teacher will introduce the Long Vowel Picture Card words to class, they should be displayed
on the board.

Step #2: ________Instruction/Teacher Modeling (10 minutes) _______

Teacher will explain the long vowel rule: all long vowels say their names. Write the word ate on the board
and write a macron to make it ā. Point out that the macron is like a hat that the vowel tips to introduce
itself and say its name: “Hi, I’m A.” Erase the e on the word ate. Erase the macron mark and replace it with
a breve mark, ă. Next, teacher explains to students that we use the breve to show short vowels. Point out
that sometimes it’s hard to figure out which vowel is short and which vowel is long. Sometimes the silent e
will help us, like in the word ate. Afterwards teacher will direct students to each Long Vowel Picture Card
and ask students to echo-read each card along with teacher. The pictures will help the students decide what
game cards are long or short.

Step #3: ______Playing Will the Real Long Vowel Please Stand Up! (20 minutes) ____
Teacher introduces the Will the Real Long Vowel Please Stand Up? Game to students’ by playing a
practice round. Teacher will choose a volunteer to sit beside them in a chair in front of the students.
Teacher will present sentence frames that will be used throughout the game. Teacher will hold up their card
and say, “I’m plate, and I’m the long vowel.” Teacher will then direct student volunteer to say to hold up
his or her card and say, “No, I’m pat, and I’m the long vowel.” Teacher will then ask the rest of the
students to then call out: “Will the real long vowel please stand up?” Since teacher has the real long vowel
sound, teacher holds up the word card and stands up. Review the practice game with students to see if they
have questions. Teacher will use equity sticks to have student’s pairs come up to repeat the procedure with
wait/what, and cape/cap. If errors are made, refer to the Long Vowel Picture Cards to sound out the vowel
in each mistaken word. Play the game with students by calling up two students at a time to sit in chairs
at the front of the room. Give each student one of the same numbered vowel game card pairs to read.
One student holds up the card and announces, “I’m (word) and I’m the long vowel.” The other
student holds up the card and announces, “No, I’m (word) and I’m the long vowel.” The rest of the
students call out: “Will the REAL long vowel please stand up?” The student with the long vowel word
card stands up. Teacher will ask the student audience if they agree and correct and if mistakes are
made, refer to the Long Vowel Picture Cards to reteach sounds.

Step #4: _____________Independent/Pair Work (10 minutes) _________

Teacher will call upon her paper monitor to distribute the Long Vowels and Short Vowel activity. Teacher
then will read the directions aloud and check to see if any of the students have any questions. Teacher will
inform students that they may choose to work alone or with a buddy. Teacher will rotate around the room
to monitor understanding as students complete the quiz.

Step #5: _____________Review _________________________

Teacher will review quiz words and check for correct responses by having student volunteers read each
word of a chosen quiz item aloud. The other students stand when a long vowel is heard. Teacher will have
equity sticks as support, so the same students are not called frequently. Afterwards teacher will collect
quizzes.

D. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Students will be participating in the game show Will the Real Long Vowel Please Stand Up! and a quiz will
follow at the end of the game. After quiz teacher will direct students to read and review the Long Vowel
Picture Cards as a class. Teacher will close activity by having students to think-pair-share with a partner
one new short vowel word learned today.

E. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
- Cut outs of long and short sound words, keep pairs together.
- Copy of Long Vowel Picture Card poster.
- Poster with sentence frames. “I’m (word) and I’m the long vowel.”, “No, I’m (word) and I’m the
long vowel.”, “Will the REAL long vowel please stand up?”
- 30 copies of Vowel quiz one per student.

V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Formative: During the game show teacher will check for understanding, by observing which students
who stand up and whether students agree.

Summative: Before the end of lesson students will receive a quiz and at closure students will think-pair-
share with a peer a new short vowel they learned today.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
- Allowing emerging bilinguals to work with students understands the language.
- Sentence frames will help guide students to responses for the game show lesson activity.
- Emerging bilinguals will also gain practice with language during think-pair-share.
- Provide one-one help with students who needs the extra support.
- Students who are finished early will look around the classroom and find 5 long and short vowel
words.

VII. HOMEWORK/Extended Practice (if appropriate):

Students are to locate and write 5 long and short vowels outside the classroom (At home, afterschool
program, grocery store, park, doctor office, etc. Template of activity will be given to students.
Practice Rounds:

Long Short

(p)1plate (p)1 pat (p)1

(p)2wait (p)2 what (p)2

(p)3cape (p)3 cap (p)3

Vowel Game Show words pairs:

Long Short

1. ape apple
1 1

2. whale wall
2 2

3. cape 3
cap 3
4.hope 4 hop 4

5. meat 5
met 5

6.ate 6 at 6

7.cute 7 cut 7

8.lion 8 limp 8

9.tiger 9 tip 9

Vowel Game Card Pairs, page 2

Long Shor t
10. puma pump
10 10

feed fed
11.11
11

12.rain 12 ran 12

13. snail 13 snap 13

14.tune 14 fun 14

15.bead 15 bed 15

16.bite 16 bit 16
17. smile smell
17 17

Name: _________________________________________Date: ________________

Long and Short Vowel Sort
Directions: Read each word in the box. Decide if the word has a
long or short vowel sound. Write the word in the correct column.

plant grape rate date

face man hen late
hand ant bake cake
gate ape frog big
land shape wig men

Long Vowels Short Vowels