UH Lesson Plan Template

Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your
own.

First and Last

Jasmine Crawford
Name

Lesson Overview
Lesson Title Digraphs
Lesson
Students learn and practice how to recognize and spell consonant digraphs
Description
Unit Title Phonics
Digraphs are common in words in the English language, as well as other Latin based
Real world languages. They will see many words with digraphs in print and will need to be able to spell
applications/ and write these words. Directly teaching four common digraphs will help the students
connections recognize words they already know and deconstruct words they may not be familiar with.
This will help them read words with digraphs in the future
Content Area [Link] Demonstrate phonetic knowledge by decoding words with initial and final
Standards consonant blends, digraphs, and trigraphs.
Alignment
Technology Technology.1.B The student is expected to create original products using a variety of
Standards resources
Alignment
TWSBAT recognize and write consonant digraphs /sh/ /th/ /wh/ and /ch/
Objectives

Grade Level 1st grade

Estimated Time
Needed for this Example: One 50-minute class period
Lesson

Resources/Materials/Tools
Digraph, consonant, tongue twister
Terms/Vocabular
y

Technology Laptop, internet, projector (for large group)

resources
(hardware,
software,
websites,
Technology-
Enhanced Lesson
Supports), and
rationale for why
each is vital for
instruction:
 List all specific materials needed, including any preparation, development, or checkout
procedures needed required. For each resource, present the rationale for why each is vital to
support learning (i.e., why this resource for this TEK in this way?)

Pencils
 Pre-sharpened
Non-Technology  Passed out to each student; students may get another pencil from the back table if
resources and their pencil breaks
rationale for why  Writing utensil that most students are familiar with
each is vital for Crayons
instruction:
- Should be in a bucket at each table ease of access
- Students raise their hand if they need more crayons
- Research shows that students retain more information when using color
- Crayons are a cheap and common resource that can utilize color to maximize student
learning

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 Lesson Procedures
Lesson Resource
Stage of Lesson Step-by-Step Lesson Sequence Management Management
This template is A step-by-step description of the scope and Describe how each Cite specifically
built on the sequence of lesson activities, with estimated time stage of the lesson what resources
traditional on task noted in parentheses for each step. In will be managed, for this activity
“Madeline Hunter” other words, completely describe the flow of the including role of (non-technology
type of lesson lesson, the content to be presented, and the teacher and learners and technology)
structure. The strategies to be used. The more detailed you make (who is doing what at will be used,
format can also be this description, the more likelihood you will each point), location and describe in
used with 5 E . . . anticipate any challenges or teachable moments (e.g., classroom, detail how they
or another lesson that might occur. Include actual words you will use computer lab, will be used.
plan scheme . . and questions you will ask students. Consider outside), and any Note who will be
.this is where you items such as: parts of the lesson that might be special using the tool
can customize to difficult, and how you will know whether you can considerations, such and in what
fit your purpose. go on; how to ensure that students completely as for differentiated ways. Note any
understand directions before releasing them to instruction. safety
work independently; and what students will do if considerations
they finish their work early. needed.

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 Focus/ When teacher Teacher needs:
1. Teacher gathers class at the front
Anticipatory Set introduces the
carpet (1 min) 2) Poster of
(motivational hook, students
a. Teacher stands at the front of tongue
hook) will:
the class twister
b. When I say go, you will take -Take out their 3) Jack
out your reading folders and reading folders and Hartmann
leave them on your desk leave it on their video
c. Just bring yourself, you do not desks 4) Laptop and
need a pencil or paper -Gather at the front internet to
d. I love how my friends are carpet access
sitting crisscross and on their video
-Whole class gathers
pockets 5) Pencil, pen,
at the front carpet
e. Can someone show me how we and/or
ask a question? (student raises -Do not bring marker
their hand and waits quietly) anything down 6) Index card
f. “Give me your help” – all -Sit crisscross, on with
students raise their hands and their pockets questions
look at the teacher -Follow the teachers
2. Teacher introduces tongue twisters as instructions
a hook (2 min)
a. “Now, I’m going to tell you -Raise their hand
something very important, so I when they need to
want you to listen carefully” ask a question
b. Then says a tongue twister and -Listen quietly to the
posts a visual (She sells tongue twister the
seashells by the sea shore; teacher says
repeats as necessary) -Attempt the tongue
c. Now I want you to try and say. twister
Turn towards your neighbor
-Show that they are
and say it. Raise your hand if
paying attention to
you think you can say it three
the teacher by giving
times fast (10 seconds)
eye contact and
1) Take a two to three
being quiet (give me
hands
your help)
d. It’s called a tongue twister,
can you think of why? -Raise their hand
1) Take a two to three when asked a
hands question
e. What sound you hear the -Watch the video and
most? sing along
1) Take a two to three Teacher will:
hands
2) /s/ and /sh/ sounds -Stand at the front of
f. “Okay, give me your help” the room to assist
3. Digraph song (5 min) students with seating
a. “We are going to watch a Jack if needed
Hartmann video about -Seat students with
digraphs” special needs closer
b. Digraphs: 2 letters that make to the teacher
one sound -Tell students their
c. “When you watch the video, expectations before,
you can sing along. It’s okay if throughout, and
you don’t know the words, I after each part of the
just need to hear you make the focus portion
sounds. If you are talking or
-Repeat information
not making the sounds, I will
as necessary
take Dojo points. Do we
understand? (check for -Formatively assess
students nodding and giving students by asking
eye contact)” questions
d. Jack Hartmann Digraphs -Frequently
a) [Link] formatively assess
v=NK8_Tvu6bJk students throughout
the lesson
-Play the video and
sing along with
students
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 Content Input Students will: Teacher needs:
Teach digraphs (7-8 min)
(could include
-Sit crisscross, on 13) Digraph
content outline, 7) Go over expectations their pockets anchor
presentation a) Can I have your help? (Throughout chart
format,
questioning, b) I love how my friends are all sitting lesson) 14) Word list
crisscross and on their pockets. I also -Raise their hand 15) Pencil, pen,
modeling,
when they need to and/or
examples) like how they are giving me their
ask a question marker
attention by giving me eye contact 16) Different
(Throughout
and waiting quietly lesson) colored
8) Ask the class about the video markers for
-Follow the teachers
a) What were the digraphs in the video? anchor
instructions
i) Raise their hands to answer chart
(Throughout 17) Index card
b) What did you notice about the words/ lesson) with
letters in the video? -Show that they are questions
i) Raise their hands to answer paying attention to
9) Ask the class “What are Digraphs?” the teacher by giving
eye contact and
a) Take a few student answers being quiet (give me
b) Define digraphs your help)
c) Digraphs are two letters that make (Throughout
one sound lesson)
10) Walk over to anchor chart #3 , #4 Raise their
a) Please turn towards the anchor chart; hand when they
remember to follow the speaker want to answer a
question
11) Pull up anchor chart
#5 Follow the
a) These are the sounds that we are speaker (teacher)
going to practice
#6 Practice sounds
b) Go over each sound /ch/, /sh/, /th/, with teacher
/wh/ with the class #6 Talk with a
c) “C and H say the /ch/ sound. Practice neighbor about
it with me (repeat sound with words with digraphs
students)”
d) “Now turn and talk to your neighbor Teacher will:
and tell them all of the /ch/ words that #3 #4 Use
you know.” appropriate wait
e) Students turn and talk for 5 seconds time when asking a
f) Okay give me your help question
g) As you can see, I have one word
already in this chart and I a going to
pick someone to give me some more
words
h) Pick two students responses randomly
and write their responses on the
chart*
i) Repeat C through H for /sh/, /th/,
and /wh/
j) Thank you for all of these great words
and for helping me fill out this anchor
chart
12) Transition to guided practice

Make a word list for each sound (at least 20

words); have them highlighted:
[Link]
[Link]
Word list

Ch Sh Th Wh
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 Guided Practice 1. Teacher models foldable for students #1 Teacher needs:
(identify students (5 min) Students: -Foldable
who failed to a. Walks back to the cart - Turn to (multiple copies
master lesson i. Students follow the follow the of teacher
objectives) speaker speaker version)
ii. Thank you to my friends - Sit quietly -Word list
who are sitting nicely, wile the -Pen, pencil, or
teacher is marker
we are almost done talking
b. Takes out paper for foldable - Copies of
- Look at the
c. “Now we are going to create a foldable paper
teacher while
foldable. There are lines on they are -Index card with
modeling questions
the paper that show you
- Raise their
where to cut, where to write, hand if they
and where to draw.” Student needs:
have a
d. Model how to fold and cut question -Foldable
foldable - Walk back to -Pencil
i. Teacher gives step-by- their desk -Crayons
when given a
step instructions paper -Reading folder
ii. Fold in half lengthwise - Keep hands
iii. Then fold it shortwise and feet to
twice themselves
iv. Cut along the lines to Teacher
create four flaps - Ensures
e. Show students where to write students are
their name on the back of following the
speaker
the foldable. - Praise
f. Show students how to write students who
ch, sh, th, and wh on the are following
front directions
g. Lift ch flap and model - Model clearly
and step-by-
i. Writing three words
step
ii. Writing one sentence - Say each
iii. Drawing a picture of step aloud as
the sentence they model
h. Expectations - Use a pen or
pencil when
i. Use pencil when writing
modeling
ii. Write in every single - Ensure
part students can
iii. Put your name on it see each
iv. When I hand you your part of the
foldable
paper, go back to your
- Ensure
desk, write your name, teacher copy
and start on the foldable of foldable is
v. Teacher leaves teacher visible to all
copy on display students
- Make extra
vi. Teacher passes out
copies of
foldable papers teacher
2. Teacher partially models the rest of foldable if it
the foldable (3 min) is not visible
a. After students work on foldable and give one
for 1-2 min to each table
- Ensure all
b. Give me your help students can
c. Who can give me a word for see the
sh? anchor chart
i. Write one word #2
ii. Write one sentence Students:
iii. Draw a picture - Work quietly
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 Independent 1. Students work on foldable (5-10 min) Students Students
Practice a. The front four flaps have the #1 - Foldable
(vertical
different digraphs on them - Work quietly - Pencil
expansions of
b. Each section has three words and - Crayons
lessons; re-
c. Each section one sentence independentl - Reading
teaching and
y folder
enrichment) d. Each section has one picture
- Raise their (any
e. Their name is written on the extra
hand when
back they have a work
2. Students work on extra work (7-10 question from
min) - Whisper to a earlier)
friend if they - Station
a. Finish 10 sentences from
need help material
morning intervention s
spelling
b. Finish work from the reading - Sound out
lesson the word
c. Work in their respective quietly if
stations they have
3. Teacher circles around classroom trouble
spelling
a. Answer students when the
#2
raise their hand
b. Assist students with work - Work quietly
on extra
c. Ask questions to check for work
understanding - Raise their
i. How did you know this hand before
word has a digraph? going to
ii. What is a digraph? stations
iii. Are digraphs hard to #3
learn? Why or why not? - Raise their
hand and
wait quietly
when they
have a
question
- Talk with the
teacher
about any
issues
- Talk with the
teacher if
they make a
connection
Teacher
- Check
student work
for
completion
- Talk with
students
about their
work
- Ask probing
questions to
check for
understandin
g
- Walk around
the entire
classroom
multiple
times
- Answer
students who
raise their
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 Closure Whole class discussion Students: Teacher needs:
#1 - Index
1. Transition to lunch
- Look at the card
a. Teacher stands at front of
teacher and with
room
stop moving questio
i. Give me your help
while teacher ns
b. If you are at your desk, put
your papers in your folder and is talking
put your folder in your desk - Clean up
c. If you are in a station, clean up their area
your station and go sit at your - Work with
desk friends to
d. Are we going to run and push clean up
past people? their area
e. Are we going to yell and say - Be nice to
mean things? other
f. Thank you friends for following students
directions - Sit at their
2. Ask questions and have students turn desk when
and talk for each question finished
a. Why do we need digraphs? - Wait quietly
b. What do you think about for further
learning digraphs? instruction
c. Take 2-3 student answers for #2
each questions - Turn and talk
3. When I call your table, stand up, push to a partner
in your chair, and line up - Raise their
a. I’m looking for my quietest hand when
table they have an
answer for
the teacher
#3
- Wait quietly
until they are
called on
- Stand up,
push in their
chair, and
line up when
called on
Teacher
#1
- Stand where
all students
can see the
teacher
- Give
directions in
a clear way
where all
students can
understand
- Praise
students for
following
directions
#2
- Ask students
higher
thinking
questions
- Listen to
student
conversation
s as they
UH Student Teaching Handbook turn and talk
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 Plans for Differentiated Instruction/Accommodations

Identify specific strategies you will use, such as modified requirements, differentiated
instruction and assessment, extended work time, guiding templates, support structures, and
school personnel with who you may need to consult. The more specific you get here—for
specific kids’ needs, and for this specific lesson content—the better.
Special Focus
Education
1) Video:
Students
a) Students will sit closer to front or to the teacher
b) Students are required to say the sounds only
Content
1) Student can be paired up with a partner
Identify specific strategies you will use, such as researching Internet sites and other
English resources in students’ native language, allowing alternate ways to demonstrate their
Language learning, support personnel with who you may need to consult, gaining the help of peers. The
Learners more specific you get here—for specific kids’ needs, and for this specific lesson content—the
better.
Identify specific strategies you will use to extend instruction, such as more challenging tasks,
extensions that require in-depth uncoverage of content, expanded investigation in related
Gifted and topics of the learner’s choice, open-ended tasks or projects. Remember that planning for
Talented children who finish work early may be different than planning for students who are working at
Students a higher academic level. The more specific you get here—for specific kids’ needs, and for this
specific lesson content—the better.

Other

Potential Challenges/Plan B
Fishing for Sh Activity
a) Teacher pulls out anchor chart
a. Chart has SH at the top
b) Alright class, we are going to work together to create an anchor chart about digraphs. The digraph we will
focus on is Sh
a. I am going to give each of you three little fishies
b. Write one word that has Sh in it on each fish
c. Look at our anchor chart or come up with your own
c) Can someone give me some words that have sh in them?
a. Take three student responses
b. Write each one on a fish
d) Now, after you write on your fish, you are going to pick one you want to put up on the chart
a. Write your name on the back
b. Raise your hand when you are done and I will give you a piece of tape
c. Model writing your name on the bavk and using tape to put one up on the anchor chart
e) Your fish can only have one word on it and that word must have sh in it
a. Have students repeat directions back to teacher
f) When I hand you your fish, you will go back to your desk
a. Repeat the same exit directions above
b. Are there any questions?
Materials
- Blank anchor chart paper with SH at the top
- Pre-cut paper fish
- Marker
- Tape
- Digraph anchor chart

Assessment

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 Pre-test/Post-test
- Have students do a multiple choice test with four questions
o Testing knowledge of digraphs /sh/, /ch/, /th/ ands /wh/
- Each question has three choices
- Can you recognize the digraph? How do you word spelled?

Notes and Credits*

There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are free to use
whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional information
to complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any lesson as is
– even those found in your teacher’s guides. You will always know best what the individual learners in your
classroom will respond to.)

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