Rationale: This will help students to spell, write and use words that have the long and short letter u properly as well as serve as an introduction to separating syllables.
Students Goals and Objectives:
Ã¢Â?Â¢ Use a variety of modes of communication to promote learning (8.2) Students will be reading, writing and speaking about the subject to build on their understanding of the use of the letter u.
Ã¢Â?Â¢ Create learning groups in which students learn to work collaboratively and independently (6.6) Students will be expected to work both by themselves and with their classmates for the lesson..
Ã¢Â?Â¢ Use their understanding of students to create connections between the subject matter and student experiences (4.2). Students will relate their own experiences of in the classroom to the lesson. They will practice using correctly the letter u.
Teacher Goals and Objectives:
Ã¢Â?Â¢ Use a broad knowledge base to create interdisciplinary learning experiences (1.2) Students will be using the areas of language arts and math to develop their understanding.
Ã¢Â?Â¢ Model a commitment to lifelong learning students (1.3) Students will develop an understanding of why the letter u is important to language arts.
Ã¢Â?Â¢ Select instructional materials and resources based on their comprehensiveness, accuracy, ideas and concepts (2.3). The materials used to teach this lesson will be developmentally appropriate and will explain clearly the subject being taught.
Ã¢Â?Â¢ Design instruction that meets the current cognitive, social and personal needs of their students (3.2). The instruction used will be appropriate for the needs of the students and will help in their comprehension of the topic.
Ã¢Â?Â¢ Design instruction that accommodates individual differences (4.1). The project is well developed for all students, regardless of time needed or ability.
Ã¢Â?Â¢ Make appropriate accommodations for students who have learning differences (4.4) The project is well developed for all students, regardless of time needed or ability. They can learn in a variety of ways, including orally, kinestically, and visually.
Ã¢Â?Â¢ Use tasks that engage students in exploration, discovery and hands-on activities (5.5). The model lesson will keep the students actively engaged by using hands-on games.
Ã¢Â?Â¢ Communicate clear expectations for achievement that allow students to take responsibility for their own learning (6.7). Students will know what they are being assessed on for successful achievement.
Ã¢Â?Â¢ Emphasize oral and written communication though the instructional use of discussion, listening and responding to the ideas of others and group interaction (8.4). Students will be using a variety of modes of communication during the duration of the lesson.
Instructional Materials and Resources:
Ã¢Â?Â¢ Battleship Spelling game and materials
Learner Factors: This lesson incorporates Gardner’s Eight Intelligences. The subject matter will be discussed orally for those who leave from interpersonal and social methods. The game will be hands on for those who do best with bodily and kinesthetic learning.. Worksheets during the game will be provided for those children that feel they better express themselves on paper, as well as the use of discussion for those who are verbal and linguistic learners.
This lesson will also do well for different levels of learners. Adequate time and attention will be given with the project and discussion. Help will be offered, at any time, to any students requiring it. Students will get the opportunity to work together and independently to maximize the opportunity to learn.
Environmental Factors: No significant changes will be used for this lesson.
Motivation: In order to complete this lesson, the teacher and students will discuss the spelling list of the week. We will discuss any problem words the students feel they have and how practice helps to learn them. Students will be allowed to express their own thoughts and ideas on these ideas. Long and short u will be addressed.
The teacher will also talk about syllables. The students will be asked about previous knowledge of this area. The teacher will then demonstrate some basic rules for figuring out how many syllables a word has and allow the students some practice. The dictionary key will also be shown.
Teacher Modeling: The teacher will explain the purpose of this activity before it begins, so that the students have an understanding of how this lesson will be useful to them. The teacher will give each student a writing utensil and blank paper. Then the teacher will read the instructions aloud and provide a typed copy to each student so that they can follow along.
The students will play battleship spelling. Each student will be provided with a gameboard, marked with spaces that have their spelling list on them. The spaces will be read, one by one. When a student has one of their ships (words) sunk, they will have to spell their word off of the board. Then the student has to write the word down and use it in a sentence. The student will also have to separate the word into syllables using the strategies given. The spaces will be read one by one until there is one student remaining.
When the game is over, the words will be gone over once again. Then I will ask each student to spell the words without looking, as I read them out aloud. At the end, we will go over the words that students had problems with.
Closure: When the activity is complete, students will be able to express their opinion on the game. Using oral and written means, students will be asked to evaluate the game and if it was useful to their learning of the letter u. Long and short u will be addressed once again. The students will be given a few other words to break into syllables to demonstrate their learning.
Students will be actively engaged in-group discussion before and after the lesson. The teacher will examine their understanding both using oral and written means. Their participation in the lesson and within the group will also be recognized.