A Model Lesson Plan for Teaching Phonics Completed Lesson

Objective #2

Given four sets of phonograms depicting the /o/, the pupil will visually discriminate the letters o consonant e pattern in the lists of words by underlining the letters which are the same in all the words.

Development for Objective #2

The teacher will write the following words on the board: mope, cope, rope, hope. The teacher will think aloud and model as she demonstrates how the letters in the phonograms are the same. She will say, "What letters are the same in all these words? The letters which are the same are ope. I am going to underline the o and cross out the e because I learned that the letter e at the end of the word is usually silent." The teacher will underline the o and cross out the e. (eg. mope, cope, rope, hope)

Guided Practice for Objective #2

I will write lists of words which contain the spelling o consonant e pattern and ask the pupil to notice how they are the same. I will write the following words on the chalkboard and discuss the similarities of the words with the pupil. We will discuss that the words all have the o in the middle and an e at the end. I will ask the pupil to underline the o and put a line through the e in each word (hose). If the pupil cannot do this, I will provide help.

hose pole tone joke nose hole bone coke rose mole cone smoke those whole phone spoke

Steps 3 and 4 should have tactile/kinesthetic components. In these steps, you could make use of manipulatives and games. The following example is one method which could be used.

Objective #3

(Use with special education and remedial pupils.) Given a set of words, the pupil will discriminate the letters in the o consonant e pattern using his tactile and kinesthetic senses by tracing and copying the phonogram correctly in four words.

Development for Objective #3

The teacher will provide sandpaper letters. Words having the o consonant e pattern will be selected. The words will be mope, cope, rope, and hope. The teacher will think aloud and model as she demonstrates how to feel, trace, and copy the letters of the words. The teacher will say, "I am going to build some words". The teacher will place the letters on the table one at a time. As she places each letter on the table, the teacher will feel the shape of the letters, spell, and say the word. The teacher will then place the word on a piece of paper, trace it, spell it, and say the word. She will then copy the word on another piece of paper. As she copies the word, she will say and spell the word.

Guided Practice for Objective #3

I will let the pupil feel, trace, and copy four words. I will tell the pupil to do the same thing which I just did with other selected words. The words I will select are rose, hose, pose, and those. If the pupil cannot do this, I will provide help.

Objective #4

Given a set of phonograms and a different initial consonant for each word, the pupil will orally blend the words by substituting the first letter for four out of four sets using a different phonogram for each set.

Development for Objective #4

The teacher will think aloud and model how to blend words containing the o consonant e spelling. I will form a known word (eg. rope) I will read the word. I will remove the first letter, substitute another letter and say the new word. For instance, I will form the word rope. I will say, "This is the word rope. I am going to remove the first letter which is r and put a c in its place. Now I will read the new word." I will remove the r, substitute c, and say the word cope.

Guided Practice for Objective #4

I will form a word. I will ask the pupil to read the word. If the pupil cannot read the word, I will read it for him. I will remove the first letter, substitute another letter and tell the pupil to say the new word. For instance, I will form the word hose, remove the h, substitute n, and tell the pupil to say the word. I will help the pupil if help is warranted. I will continue this exercise for three other sets of phonograms. The four sets of phonograms which will be used for this exercise will be ose, ole, one, and oke.

Objective #5

Given four sets of phonograms, the pupil will generalize the phonics rule regarding the phonogram o consonant e by telling me the rule one time without any help from me.

Development for Objective #5

The teacher will think aloud and model how to generalize the phonics rule. She will say, "What rule can I say in order to remember what is happening when we see words with an o in the middle and an e at the end? Yesterday, we noticed that the letter o came between two consonants and sounded like /o/. We decided that when the o comes between two consonants in a little word, the o is usually sounded like /o/. This is the short vowel sound."

Guided Practice for Objective #5

I will elicit the reason why the o consonant e is usually pronounced with the /o/. I will ask the pupil to reread the words. I will ask the pupil to tell me why the words are pronounced that way. If the pupil cannot generalize the rule, I will tell the pupil that when short words have an o in the middle and an e at the end, they are usually pronounced /o/.

Objective #6

Given three sentences to read, the pupil will read the sentences and select words which have the o consonant e pattern by underlining them all correctly.

Development for Objective #6

The teacher will think aloud and model how to read a sentence and how to select a target word from the sentence. The teacher will write a sentence containing /o/ either on the chalkboard or on a piece of paper. The teacher will tell the pupil that she is going to read the sentence. For instance, the teacher will write the following sentence: The boy went to get the rope. The teacher will read the sentence. As she reads the sentence, the teacher will track her fingers under the words as she reads. She will say, "I will underline the word that contains the /o/." She will underline the word which contains the /o/ (eg. The boy went to get the rope.)

Guided Practice for Objective #6

I will supply sentences which contain the o consonant e spelling. I will write the following sentences on the chalkboard and ask the pupil to read them. I will ask the pupil to track the words as they are read and underline the words which have the /o/. If the pupil cannot do this, I shall provide help. The dog ran home to get his bone. The girl picked a red rose. The smoke was black.

Objective #7

Given a paragraph which contains words having the o consonant e pattern, the pupil will decode those words by reading those words in the paragraph aloud correctly without any help from me.

Development for Objective #7

The teacher will select a paragraph to read. The paragraph could be one from a book or one written by the teacher. The teacher will think aloud and model. The teacher will say, "Now we are going to practice the rule which we learned. I am going to read a paragraph which contains some words which follow the rule." The teacher will read the paragraph.

Guided Practice for Objective #7

I will supply a paragraph which contains words which have the o consonant e pattern. I will write the following paragraph on the chalkboard or a piece of paper and ask the pupil to read it. If the pupil cannot do this, I will record this and plan to review the same lesson at another time. In the meantime, I will help the pupil read the paragraph. An old man and his wife lived alone with an ox in the woods. All they had were two bones. The man wrote a note to his wife. He told his wife that he was going to town to sell the bones. He closed the door to their home and rode away on the ox. On the way to town, the old man met a king. The king had a hungry dog. The king paid the man one thousand dollars for the bones. The old man and his wife are very happy now.

Objective #8

Given a story which contains words having the o consonant e pattern, the pupil will decode those words by reading those words in sections of the story aloud correctly without any help from me.

Development for Objective #8

The teacher will think aloud and model. The teacher will use the original story which was read to the pupil at the start of the lesson in order to see how well the pupil can read without help from the teacher. The teacher will say, "I will start to read this story. I will read the first three paragraphs." The teacher will start to read a few paragraphs to the pupil. Then the teacher will direct the pupil to read the rest of the story alone. If the story is more than a few pages in length, the teacher will tell the pupil that they will alternate as they read the story.

Guided Practice for Objective #8

I will supply a short story which contains words which have the o consonant e spelling. I will have the pupil reread sections of the original story. If the pupil cannot do this, I will record this and plan to review the same lesson at another time. In the meantime, I will help the pupil read the story.

Objective #9

Given a worksheet from a phonics book, the pupil will complete the worksheet which is composed of six incomplete sentences containing choices of words spelled with the letters o consonant e pattern, by circling and writing the correct word into the sentences for at least four out of the five sentences.

Development for Objective #9

The teacher will think aloud and model. The teacher will give the pupil a worksheet from the pupil's phonics book. The worksheet will have six incomplete sentences which contain words having the o consonant e pattern. The teacher will tell the pupil that he is going to complete the worksheet without any help from the teacher. The teacher will read the directions and complete the first sentence. For instance, the directions will be to circle and write the correct word in the blank. The teacher will say, "You are to circle the correct word and fill in the blank with the word you circle. The first sentence is, Let's use a secret ________ when we write. The possible choices are nose, code, or dome. Which word makes sense?" The teacher will read the three words into the sentence and say, "I think that the word code makes sense." The teacher will complete the first sentence by circling the word code and writing it in the blank.

Independent Practice for Objective #9

I will direct the pupil to complete the worksheet. See the attached worksheet of the pupil's work. If the pupil does not complete the worksheet with four out of five sentences done correctly, I will repeat this lesson at another time. *Checking for Understanding - I will check for understanding everytime I ask the pupil to do something. See the attached Evaluation Sheet.

F. Guided Practice: (Recapitulation) - Guided practice will be accomplished throughout the lesson as it is specified in the plan.

G. Supplementary Practice: (This will vary.)

H. Closure: - I will ask the pupil to tell me what he has learned today.

I. Independent Practice: - Independent practice will be accomplished during objective #9 as the pupil completes the assignment without any help from me.

J. Evaluation: If the pupil is able to meet the criteria specified in the performance objectives and recorded on the evaluation sheet, I will consider the lesson a success.

K. Critique of the Lesson: Include a paragraph stating the reason(s) the lesson was/was not successful and how it could have been improved.

Example - This lesson was a success because the pupil was able to meet the criteria specified in the performance objectives and recorded on the evaluation sheet.

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