PSD Lesson Plan Template (EATS)Teacher: ___first grade______Course/Level: _____L.A./Grammar______
Week Of:Dec. 8 - 12 / Monday ______12/8______ / Tuesday ______12/9______ / Wednesday ____12/10______
Focused Standard/
Element (s)
Focus sound:
/qu/
/wh/
Pronouns:
I and me / Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a Know the spelling-sound correspondence for common consonant digraphs.
ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)
g. Recognize and read grade-appropriate irregularly spelled words.
Grammar:
ELACC1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Use personal, possessive, and indefinite pronouns (I, me, my, they, them, their, anyone, everything) / Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a Know the spelling-sound correspondence for common consonant digraphs.
ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)
g. Recognize and read grade-appropriate irregularly spelled words.
Grammar:
ELACC1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Use personal, possessive, and indefinite pronouns (I, me, my, they, them, their, anyone, everything) / Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a Know the spelling-sound correspondence for common consonant digraphs.
ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)
g. Recognize and read grade-appropriate irregularly spelled words.
Grammar:
ELACC1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Use personal, possessive, and indefinite pronouns (I, me, my, they, them, their, anyone, everything)
WIDA Standard / Standard 2 ELL communicate information, ideas, and concepts necessary for academic success in the area of language arts. / Standard 2 ELL communicate information, ideas, and concepts necessary for academic success in the area of language arts. / Standard 2 ELL communicate information, ideas, and concepts necessary for academic success in the area of language arts.
Essential Question / Phonemic Awareness/Spelling:
How can I use consonant digraphs to blend new words?
How can I use phonemes to make new words?
I can use consonant digraphs to make blend new words.
I can use phonemes to make new words.
Grammar:
How are pronouns different from nouns?
I can tell the difference between nouns and pronouns. / Phonemic Awareness/Spelling:
How can I use consonant digraphs to blend new words?
How can I use phonemes to make new words?
I can use consonant digraphs to make blend new words.
I can use phonemes to make new words.
Grammar:
How are pronouns different from nouns?
I can tell the difference between nouns and pronouns. / Phonemic Awareness/Spelling:
How can I use consonant digraphs to blend new words?
How can I use phonemes to make new words?
I can use consonant digraphs to make blend new words.
I can use phonemes to make new words.
Grammar:
How are pronouns different from nouns?
I can tell the difference between nouns and pronouns.
Activating Strategy / Teacher Meet: whole group
For Spelling and Grammar lessons today / Brainstorm & Categorize:
Anchor chart of pronouns I and me and when to use them
Review anchor chart of /qu/ words and /wh/ words / Review of essential questions and anchor charts
Instructional Technology and Resources / Phonemic Awareness/Spelling:
For the sounds of /qu/ /wh/
Love this for a daily practice for diphthongs and digraphs
Grammar:
(see differentiation for student websites) / Phonemic Awareness/Spelling:
For the sound of /qu/ /wh/
Grammar:
games from
/ Phonemic Awareness/Spelling:
For the sound of /qu/ /wh/
Review and sort sounds for all consonant digraphs /sh/ /th/ /ch/ /wh/
Digraph song:
H has 4 girlfriends:
Grammar:
Smart Exchange lessons
games from
Teaching
Opening (10-15 min) / Spelling:
Video clip/anchor charts for /qu/ /wh/
Spelling city whole group
Starfall lesson whole group
Grammar:
Grammar video clip
Anchor chart for pronouns / Spelling:
Video clip
Whole group lesson with word sorts
Grammar:
Video clip
Focus: I and me
When to use I or me in a sentence to take the place of your noun
Use poems to highlight pronouns / Spelling:
Video clip
Words with –qu on chart
Words with wh on chart
Grammar:
Smart Exchange lesson with pronouns
Work-Time Activities (45-55 min) / Spelling:
Sort words page 50 (spelling book)
Grammar:
I or me fill in blank page to model use of these pronouns
Whole groups lessons today / Spelling:
Word sort with /wh/
(leveled)
Grammar:
With poems as your guide, choose the correct pronoun for each sentence page 58 of grammar practice book / Spelling:
Flip book of sounds
Color pictures with /wh/ sound (p. 147)
Grammar:
Pronoun/not a pronoun sort
Differentiation Offered / For ESL or low students who don’t hear or understand the sound you can give visual clues or study guide
Abcmouse.com
reading eggs
classworks practice
starfall
spelling city
sight word video / For ESL or low students who don’t hear or understand the sound you can give visual clues or a study guide
Centers: (teacher’s choice)
Noun center
Spelling/Phonics center
Writing center
Science/Social Studies
Flip book/graphic organizer/word sort- differentiation
Low- draw and label
On level- draw and write a sentence
Above- draw and write several sentences
reading eggs
classworks practice
abcmouse.com
starfall.com
sight word video
spelling city / For ESL or low students who don’t hear or understand the sound you can give visual clues or a study guide
Centers: (teacher’s choice)
Noun center
Spelling/Phonics center
Writing center
Science/Social Studies
Noun activity differentiation
Low-
On level-
Above-
reading eggs
classworks practice
abcmouse.com
starfall.com
sight word video
spelling city
Summarizing
Closure Activity (20-30 min) / Ticket out the door:
On a sticky note, write a word that begins with /qu/ and /wh/
Reflection:
On white boards, have children a sentence using I at the beginning / Exit slip-
Complete the slip: Circle the pronoun in the sentence
The Important Thing:
The important thing about ______is ______. / Ticket out the door:
With the sentence on your paper, write the sentence again and use a pronoun.
Prompts:
I know when to use I and me in a sentence because…….
Thursday ____12/11______ / Friday ______12/12______ / Additional Notes
Focused Standard/Element (s)
Focus sound:
/qu/
/wh/
Pronouns: I and me / Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a Know the spelling-sound correspondence for common consonant digraphs.
ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)
g. Recognize and read grade-appropriate irregularly spelled words.
Grammar:
ELACC1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Use personal, possessive, and indefinite pronouns (I, me, my, they, them, their, anyone, everything) / Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a Know the spelling-sound correspondence for common consonant digraphs.
ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)
g. Recognize and read grade-appropriate irregularly spelled words.
Grammar:
ELACC1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Use personal, possessive, and indefinite pronouns (I, me, my, they, them, their, anyone, everything)
WIDA Standard / Standard 2 ELL communicate information, ideas, and concepts necessary for academic success in the area of language arts. / Standard 2 ELL communicate information, ideas, and concepts necessary for academic success in the area of language arts.
Essential Question / Phonemic Awareness/Spelling:
How can I use consonant digraphs to blend new words?
How can I use phonemes to make new words?
I can use consonant digraphs to make blend new words.
I can use phonemes to make new words.
Grammar:
How are pronouns different from nouns?
I can tell the difference between nouns and pronouns. / Phonemic Awareness/Spelling:
How can I use consonant digraphs to blend new words?
How can I use phonemes to make new words?
I can use consonant digraphs to make blend new words.
I can use phonemes to make new words.
Grammar:
How are pronouns different from nouns?
I can tell the difference between nouns and pronouns.
Activating Strategy / In The Hot Seat:
Take turns answering the essential questions for spelling and grammar / Think-Pair-Share:
Work with partner to share thoughts about what a pronoun is- share answers with class
Instructional Technology and Resources / Phonemic Awareness/Spelling:
Sound of /qu/ /wh/
Grammar:
games from
/ Review with smart exchange lessons or video clips with /qu/ /wh/ and pronouns
Hunks and chunks:
Grammar:
games from
Teaching
Opening (10-15 min) / Spelling:
Practice with /qu/ and /wh/
Build and segment phonemes for making words
Making words lesson or build spelling words
Grammar:
Video lesson
Smart Board lesson
Locate pronouns in the text on the smart board. Highlight. / Spelling:
Practice spelling words and sounds
Play Sparkle to review words
Or Guess my sound game
Grammar:
Sentences on smart board
Hold up I or me cards for the right answers
Work-Time Activities (45-55 min) / Spelling:
Practice page to read words to complete the sentences page 18
Complete a picture or word sort to distinguish sounds of qu/ wh
Grammar:
Practice finding pronouns in the text (pronoun picnic page)
p. 59 & 60 practice with I, me in sentences / Spelling:
Spelling Test
Grammar:
Complete performance task
Fill in the blank with the correct pronoun booklet.
Whole group activities and assessments
Differentiation Offered / For ESL or low students who don’t hear or understand the sound use visual clues or study guide
Centers: teacher’s choice
Noun center
Spelling/Phonics center
Writing center
Science/Social Studies center
Practice page differentiation-
Low- read with teacher in small group
On & Above- read independently
Differentiation for word/picture sort:
Low- pictures only (teacher guided)
On level- picture and matching word for label
Above- picture, word, then make sentences with the words you match
Classworks practice reading eggs
abcmouse
starfall
sight word video
spelling city / For ESL or low students who don’t hear or understand the sound of use visual clues or study guide
Classworks
reading eggs
starfall
abcmouse
spelling city
Whole group activities and assessments today
Summarizing
Closure Activity (20-30 min) / ticket out the door-
write 3 words with qu
write 3 words with wh
reflection/journaling:
A pronoun is…… / Review sounds of qu/wh with video clips
Answer essential questions for pronouns.