Lesson Plan Title: Reading - 2nd grade
Concept/ Topic to Teach: Diphthongs oi and oy
Standards Addressed: English/Language Arts 2b, 5b, and 5e
Specific Objective: Students will be able to associate the sound /oi/ with the letters oi and oy while blending, reading, and building oi and oy words.
Required Materials: Sing with me book for Mr. Roy’s Cowboy story, Sound word and spelling cards, vocabulary skill transparency, c.d & player, computer for online leveled readers and assessment test, oi and oy wiki presentation, pencil, paper, internet resources, etc……….
Anticipatory Set: (Lead- In :) On last week we learned about the diphthongs ou and ow and the sounds that they stand for. The teacher will write the words cow and south on the board. What do we know about reading these words? Responses should be like, the vowels ou and ow can stand for the same sound /ou/. Today we will study oi and oy and the sound that they stand for.
Step by Step Procedure for Teaching the Lesson: Display a picture of oil and a coil on the board. Tell students this is oil. The letter oi in oil stand for the sound /oi/. Say it with me:/oi/ (Model) Write coil. The letters oi stand for the sound /oi/ in coil. Listen as I blend this word. Blend the sounds together: /koil/, coil. Write boy. The letters oy stand for the sound /oi/ in boy. Listen as I blend this word. Blend the sound across the word in a continuous flow. Let’s blend this word together: /boi/, boy. (Group practice) Continue blending sounds across with the words point, loyal, foil, and joy, moist, destroy, and broil. (Review) What do you know about reading these words? Responses should be like, the letters oi and oy can stand for the vowel sounds /oi/. (Check for understanding) Call on individuals to blend spoil, toy, joint, voice, and enjoy. Have them tell what they know about each word before they read it as a method of feedback. Wrap up the lesson by using the overhead and transparency to introduce the oi and oy vocabulary words for the lesson. The teacher will break the class into small groups to monitor for understanding. Each group will create an oi/ oy concept map using bubbles. Students will use their own ideas and strategies to convey a complete understanding of concepts. Each group will be monitored and assisted by an adult.
Guided Practice / Monitoring:
Computer Center: Word sort- Students will sort words with the oi and oy sounds into the right category
Listening Center: Students will listen to the story “Cowboy Roy”. Students will write down each word that they hear in the story with the oi and oy sound.
Word Work Center: Students will change the letters in oi and oy words to make new words. There should be at least ten new words made from the first word.
Independent Practice: Use the spelling list to write words that rhyme with choice, toy, spoil, and royal. Write words that match the clues for the words penny and point. And use vocabulary words to complete these sentences: I ______the movies. I like ______stories best.
Teacher: Check for word reading and blending diphthongs oi, oy /oi/
Allow students to individually read the following words:
Soil coin joins choice
Oyster soy royal annoy
Spoil cloud scout loyal
If children cannot blend oi and oy at this point then continue to monitor progress and provide opportunities throughout the day so they can be successful with this skill.
Closure (Reflect Anticipatory Set): The teacher will use an oi/oy wiki to review this lesson. The wiki will include the sound that oi and oy makes. Examples of words with the sounds and a modeled blending strategy will be included as well. It will also allow students to have the opportunity to independently blend words. The wiki will end with a re-tell of the story “Cowboy Roy”.
Assessment (Based on Objectives): Students will be able to associate the sound /oi/ with the letters oi and oy. They will also blend, read, and build oi and oy words with 80% accuracy using the online assessment for this skill.
Adaptations (For Students with Special Needs): Students who are slow learners with I.E.P’s assessment will be modified to accommodate individual learning styles. (ex: If the test has 20 questions, they will only complete 10) Also students who do not test well online will be given paper test.
Extensions (For Advanced Students): Students will use letter tiles to build more oi and oy words other than the ones in the vocabulary and use the new words in sentences.
Possible Connections to Other Subjects: The vocabulary will be used as this lesson spelling words.
Reflection: I recently taught this lesson to a 2nd grade class and they caught on really well. These type skills had been previously taught, not with these diphthongs but with others. The prior knowledge of the skill itself was really useful.
Lesson Plan Title: Social Studies - 1st grade
Concept / Topics to Teach: Rules and Laws
Standards Addressed: Social Studies 1.11 (Identify reasons for having rules at home and school)
Specific Objectives: Students will be able to understand the need for rules and laws and recognize that breaking rules or laws has consequences.
Required Materials: student books, word cards, activity books, reading and vocabulary transparency, and internet resources, road sign cards, etc…………………
Anticipatory Set (Lead In): Access prior knowledge by reminding children of some of the rules they have at home, in the classroom, and in the community. Ask them to name some consequences of breaking classroom rules. Encourage children to name any community laws they know. Continue on and tell the children that in this lesson, they will learn about rules, laws, and the reason citizens need laws. They will discuss how laws are enforced and the consequences for breaking the laws.
Step by Step Procedure for Teaching the Lesson: Begin by telling students that communities have rules that are called laws. Define the vocabulary words. A law is a rule that people in the community must go by. Define community as a group of people who live or work together. A community is also the place where those people live. Explain to children that laws and rules are alike because they both tell things that people should do, but they are also different. Laws are made by people in our government and can be enforced by a police officer. Rules are made by people in authority such as parents and teachers. Use a question answer session to listen to student’s thoughts on rules and laws. Ask, what are some examples of school rules you obey in school that establish order, provide security, and manage conflict? Why do we have these rules? What are some examples of laws a police officer may enforce that establish order, provide security, and manage conflict? Why are these good rules to have? Use road sign posters as a method of visual learning that helps us to understand and remember to follow laws.
Guided Practice/ Monitoring: The teacher will break the class into groups in order to monitor for understanding. Each group will create a power point with the assistance of an adult to show class room rules and consequences, cafeteria rules and consequences, and bus rules and consequences. The students will use their own ideas and strategies to come up with the rules, the consequences, and in what way do their rules establish order, provide security, manage conflict, or show respect towards others.
Mental Mapping: Ask children to visualize an intersection they pass regularly and name things they see that tell about laws. Have children draw a map of the intersection. Tell them to include signs and symbols, such as stop signs and traffic lights that help people to remember to obey laws. Allow children to share and explain their maps.
Seatwork: Who is obeying laws activity sheet. Allow children to color each person who is obeying the law and draw an X on each person who is not.
Teacher: Re-teach the lesson by making a three column chart with the headings Rules, Laws, and Reasons. Have children name things people in a community should do to live together peacefully and safely. Help children determine whether each idea is a rule or law by telling them who makes rules and who makes laws. Then write the rule or law in the appropriate column. Have children tell the reason for the rule and write it.
Closure (Reflect Anticipatory Set): Summarize the key content by reintegrating that laws are rules for people to live by and police officers help their community by making sure people obey laws, and signs remind people of laws. Using a graphic organizer on the overhead transparency invite children to share new ideas they learned about rules and laws. For example, put lawbreakers in the middle and put the consequences around the middle bubble.
Assessment (Based on Objectives): Students will be able to understand the need for rules and laws and recognizing that breaking rules and laws has consequences. Students will demonstrate this understanding with at least 90% accuracy using the online performance assessment.
Adaptations (For Students with Special Needs): Students with special needs will be assisted by peers or another adult. For example, a student who wears glasses would be allowed to sit closer to the front.
Extensions (For Advanced Students): Have partners work together to name a law and think about the reason for it. Suggest they predict what will happen if the law is broken. Tell the partners to prepare do and don’t skits. Have them to present the skit first to show what happen when laws are broken and they present the skit to show what happen when laws are followed.
Possible Connections to Other Subjects: The graphic organizer used in the closure can be carried over into reading or any other subject area. Just put the topic in the center and build from there.
Reflection: I think this lesson should be taught at all grade levels. We have rules and laws in all walks of life regardless of the age, sex, occupation, or what ever else. Rules and laws affect everyone.