Intern Name: Ally Hak

Topic/Title of Lesson: English Sight Words

Grade: 1st Grade
Length of Lesson: 20-30 Minutes
Date Taught: April 27th
LESSON PLAN TEMPLATE
In this lesson The teacher will give each student a bunch of words called,
sight words. Sight words are based on each students reading level, so there is
no way for the student to feel as if the words are too hard or too easy. Since this
is a 1 on 1 lesson. John is actually below reading level but the words he
learns are based on what he learns with his other teachers curriculum.
John goes to a different room during reading time sometimes to work on
other/different things. (Not sure if I mentioned this but John is twice
Overview exceptional) The teacher will sort out the sight words with the student(s) and go
over them. After the teacher reviews the words, the teacher will then help the
student learn how to spell the words. The student will go over one word a
couple of times, then the teacher will ask the student to write it on a white board
(not assisting the student). If the student gets the word right, the teacher will
move on to a different word. If the student gets the word wrong, the teacher will
then assist the student and help them, like helping the student sound out the
word on their on.
Standards of 1.2 Use vocabulary from other content areas
1.5 Identify letters, words, sentences, and ending punctuation
Learning 1.6 Use word patterns to decode unfamiliar words
Essential Questions N/A
Students will be able to
- Know how to spell the sight words
Objectives - Recognize the sight words while reading their book
- Use sight words in their sentences during writing time
Learning Target N/A

Key Vocabulary Thin - Rip, Slim, Chip, Kid, This

When Yet, Met, Fled, Let, Fed
or Concepts
Sight Words, dry erase marker, white board, and sock (used to wipe the white
Materials board)
1. These are your new sight words.
2. I will go over the sight words with you!
Introduction/Hook 3. Our goal by the end of this lesson is to go over each word together, I
would like for you to be able to learn how to spell each word also.
4. We will use a white board for you to write your sight words on.
Instructional Teacher will go over the sight words with the student. Then the teacher and the
student together will categorize the words. As the teacher and the student are
Activities working together with the new sight words, the teacher will try to put each word
in a sentence. (To help the student understand the meaning of the word). After
going over the sight words, the teacher will write on the white board, the word.
After the teacher writes the word on the board, the teacher will then erase at
least, 1 letter from the word and then ask the student what letter is missing (do
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 that 2-3 times). Then tell the student to spell the word out loud and write it on
your white board. If the student gets a word wrong, the teacher will go back and
help the student (after all the other words get reviewed). If the student gets the
word right, the lesson plan will move on.
Student not paying attention/focusing Keep the area clean, allows the student
to have something that can help them be calm and relaxed. Ex. I allowed John
Accommodations to play with what he made and it seemed to make him focus more than when I
did previous lessons with John.
End the lesson with a positive praise. You did wonderful today John! I am very
proud of you, keep up the good work!! Positive praise leaves John with a smile
Closure Activity on his face, he normally looks very unhappy so I try to make him smile more
often.
Assessments N/A

Resources N/A

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Ally Hak
Date of Lesson Taught: April 27th
Cooperating Teacher: Mrs. Dodd
Cooperating School: Centerville ES
Subject Taught: English
Grade: 1st grade
Time of Day: Before lunch time, 10:50 11:10

1. What steps did you go through to create this lesson? With whom did you talk, discuss,
or edit your lesson?
I talked to Mrs. Dodd, she told me that John had missed a day or two and that she
couldnt formally introduce the new words he had for the week. (Mrs. Dodd had to do
testing for each student in the class Development Reading Assessment (DRA))

2. How did the SOLs and Objectives help focus your instruction?
Well, every week each student is given a set of words that are based on their reading
level. John is on a level 4-6 reading level (he is identified).

3. What parts of the instructional plan worked as you anticipated?

When Mrs. Dodd first taught me how to teach my students 1 on 1 when it comes to
learning new words, she was doing a lesson with John. I was really impressed with his
performance and how fast he learned, he spelled the words within a 1-2 minute time
span. So I knew that John was going to learn all the words quickly and easily & he did.

4. What, if any, adjustments needed to be made once you began?

I knew I had to take my time with John. Sometimes he gets distracted or he doubts
himself. I remembered one time there was substitute teacher and she was having a
little trouble getting John to do his work, she asked if I could help her out with that. I
did, I took John to an empty table and I asked why he couldnt complete his work and
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 he told me he just couldnt do it. So I told him that I believe in him and all Im asking
his two sentences by lunchtime and if he does that, then he will blow my mind. By
the time it was lunchtime he did his two sentences.

5. How well did you anticipate the materials needed?

Mrs. Dodd had all the materials needed and gave them to me.

6. How effective was the assessment you chose to use? (If no assessment was used,
what will the future assessment be and how will you gauge its effectiveness?)
I would say an assessment in the future would be a spelling quiz or asking the student
to put the word in a sentence. Something very complex since this is 1st grade.

7. To what degree do you feel that this lesson was a success? What evidence do you
have for the success of the lesson? (Hint: Student learning is the key to a lessons
success!)
I felt like it was very successful because John did very well. Ive done about 4-5 one on
one lessons with words and John is one of the students that learn quicker. There are
steps that I sometimes skip just because I know John is capable of learning and
understanding the words within a short amount of time. All the extra practices are not
needed for him.

8. How did the time spent preparing for your lesson contribute to its success?
Well, I would say I had a very good experience with the 0ne on one lessons with my
students. Im glad I started my internship in October because I dont think I wouldve
learned how John learns. It takes a lot of time with each student to specifically
remember how each learns and what they are/are not capable of.

9. If you could do this lesson again with the same students, would you do anything
differently? If so, what?
Well, I would like to try to add a game for John because I know he gets distracted very
quickly. While I was setting up my lesson, I allowed John to play with something he
made as he waited. Each time I had to stop and get ready to move on with the lesson,
I allowed John to play with what he made and that made him feel more relaxed. He
didnt doubt himself, he didnt get upset, and he was perfect. So I feel like a game
would be so much better for John.

10. Any last comments/reflections about your lesson?

N/A
Lesson Plan Assignment: Grade Sheet
Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Refer to the comments written on your lesson plan for detailed feedback.
Needs a
Ready Your
few Incompl
to Scor
additions ete
Teach! e
or tweaks
Overview, SOLs, essential questions,
objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II
Intern Name: ______________________________Lesson #________

Written (typed) Lesson Plan: _____/50

[See comments on LP]

Supplemental materials: _____/10

Comments:

Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)