Lesson Plan Four Column Format

Title: Movement with Spelling

Content Area: ELA

Teacher Name: Madison Kozeny

Grade Level: 2nd

OVERARCHING GOALS FOR THE LESSON

Students will gain a greater understanding and memory
for how to spell their vocabulary words.

LESSON OBJECTIVES AND STANDARDS

Standard 5: Demonstrate command of the conventions
of standard English capitalization, punctuation, and
spelling when writing
5.4 Correctly spell words with short and long
vowel sounds, r-controlled vowels,
consonant-blend patterns, and common
irregularly-spelled grade-appropriate high frequency
words
SWBAT spell their grade-appropriate vocabulary words
correctly.
The entire class will be spelling out each word with a
specific movement.
The student will achieve their goal if they spell their
words correctly 4/5 times.

IMPORTANT CONTENT CONNECTION: Describe the important concepts related to this lesson that students have as prior
or future concepts to learn.

Being able to spell is vital for students when they are writing. The students will have seen these vocabulary words in
their previous readings so that they have seen the word in text, seen it used in a sentence, and seen the definition
of the sentence so that they have gained familiarity with the word.
IMPORTANT THEORETICAL CONNECTIONS & FOUNDATIONS: Describe the important theoretical underpinnings of
the lesson, both general and content-specific theories of learning and development.

Movement and exercise isnt just to lose weight. Studies show that movement can improve our memory.
MATERIALS. List the texts, equipment, and other materials to be used by the students. List the materials, including
equipment or technology used by the teacher in presenting the experiences.

The teacher will use a PowerPoint for the activity

The students will need a pencil and paper for the spelling quiz afterwards, and the teacher will need the list of words
to call out during the test.
Components of the
Anticipated Student
Teaching notes
Evidence of learning.
DIFFERENTIATION: list
Evaluation points or
lesson.
Responses and solution
The vocabulary words will

strategies. (Potential Barriers

adaptations for ELL, EC, LD

assessment questions.

have a specific movement

attached to them. The
students will be doing that
movement once per letter,
while reciting the letters. The
students will recite the letters
first while looking at the word
on the PowerPoint, then they
will recite the spelling of the
word a second time while
facing away from the
PowerPoint.
The whole lesson should take
approximately 7-10 minutes.

& Misconceptions)

LINK PRIOR
KNOWLEDGE. Outline

Students should be familiar

with the basic concepts of
learning to
spell/vocabulary tests from
previous years, but the
words are getting a bit
trickier. They may get
confused about a common
irregularly spelled word or
words with some of the
other concepts from the
standard. In this case,
there would need to be
more practice with the
more difficult words.

procedures for activating prior

knowledge and student
interest.

The students will have seen

these words before, both in
texts and during activities
where they have read the
definition and used the
terms in a sentence.

INSTRUCTIONAL
STRATEGIES. Outline what
the teacher(s) and students
will do to Engage & Educate.
Active learning tasks. If
required, include the script of
your lesson here.

*Script/outline of lesson on

Some words are longer

than others, so if a
movement is too rigorous,
it may make the students
too tired. The teacher
should keep this in mind
when deciding on the

Auditory: The students are

reciting the spellings of the
words.
Visual: For the first time
the students recite the
spelling, they will see the
word on the PowerPoint.
They will also have
previously seen the words
in texts/written in
sentences.
Kinesthetic: students will
have a specific movement
to do while reciting the
words.
A variation of this activity
is to simply have students
spell the words out in the
air with their fingers, feet,
elbows, etc. This is
especially good to do for
space limitations.

The teacher will check for

student understanding of
the instructions by using
the thumb gauge.
(Thumbs up if you
understand, thumbs down
if you dont)
The teacher can also call
on random students to
explain what the class is
doing. Call on a total of 3
different students to
explain what the class is
doing to ensure
understanding.
The students will be asked
to take a spelling test
where the teacher recites
the word to be spelled, and
the student must attempt
to spell it. Their spellings
will be graded and

reference page

REFLECT and
SUMMARIZE. Outline how

movements, or break up
the vocabulary list so that
this activity can be done
over multiple days.
Click here to enter text.

you will close.

The students will close with

a spelling test. The teacher
will recite the words on the
test to the students. The
students will give a thumbs
up to the teacher when
they have finished spelling
a word so that the teacher
knows when to move on to
the next. Then, the teacher
will move on to the next
word and repeat until the
end of the test.
The teacher will then take
up the tests in order to
grade and move on to the
next lesson.
EXTENSIONS/CONNECTIO
NS. What other lessons does
this lesson connect to?

This lesson connects to

writing and reading lessons.

Click here to enter text.

assessed.

The teacher could also use

popsicle sticks with names
on them in order to
randomly select a student
to choose the movement
that the class should do
while reciting the spellings.

Click here to enter text.

If a student has a physical

disability, then the teacher
will take into account when
selecting the types of
movement the students do.
Students can also recite
the spellings of words in
sign-language if a deaf
student is in the class (or
simply because this is a
great skill to learn)

Click here to enter text.

REFLECTION: After the lesson, reflect on what went well and what didnt go well. Write changes you might implement the
next time the lesson is taught.

Click here to enter text.

Reference Page
1. Use attention signal
If you can hear me clap once.twiceetc
2. Go over objective/post standard
We have been working on our vocabulary words that we have read in our books. We have looked up
the definitions of the words in the dictionary as well as put them into sentences. Today, we will be doing
another activity to help us learn to spell our vocabulary words before we take a vocabulary quiz.

3. Review words/sentences
4. Explain activity
Were going to be reciting the vocabulary words with a movement.
If the word was school and the movement was touch your toes, we would touch our toes 6 times
*model this
We will recite the word twice, once while facing the board, and once while facing away from the board
Check for understanding
5. do activity with each word
6. have the students sit down and get out a pencil and paper
7. Have them number the paper and explain that they you will be reciting the word for them to spell. They will
give a thumbs up when they have finished spelling so that you know when to move on.
8. Take up papers and move on to next lesson
Vocabulary words:
1. Rumor- touch toes
The rumor they spread was not true.
2. Flood- hop
Toms house was damaged by the flood.
3. Float- jump
A stone will not float.
4. Curious- elbow to knee touches
Someone as bright and curious as her would want to see what was in the attic.
5. Excess- jumping jacks
He had an excess of Halloween candy.