Learning Plan: ELEMENTARY & SECONDARY1

Title of lesson Kings and Queens of Digraphs Grade Cycle 1 / Grade 2

level
Subject Language Arts Topic
Relevance Understanding that two letters in a word can blend to make a specific sound is vital for reading
and comprehension.
Resources Required
- Strips of thick stock of paper (for the main piece of the crown)
- SH Clipart printout (the centrepiece of the crown)
- Fish SH chart for students to fill out
- Handout of 6 squares (to be cut out)
- Scissors
- Tape
- Glue
- Pencil
- Pencil crayons
- Chart paper
- 2 different coloured markers

QEP Subject Area ELA C2: To write self-expressive, narrative and information-based texts
Competencies
Learning Objectives To develop/hone understanding of the blended sound “SH” in a word. Understanding the
conventions of the written language in the Progressions of Learning.
- Under “Mechanics” in the Progressions of Learning, the students will be learning
common spelling standards with regards to SH words. They will also be using
dictionaries to check and correct their spelling.
Essential Question(s) What is a blended sound?
What kinds of blended sounds do we know already?
Which letters make up the sound “sh”?
Lesson Introduction (hook): Student will know:
Timing I will begin the lesson by asking students what they
remember from grade 1 when they learned about blended - Students will know that when we say
sounds. I will listen to their responses and should they have a “digraph”, we mean a blended sound.
good understanding of blended sounds, then we will dive
5 mins.
right into collecting SH-blends on our chart. - That the digraph “SH” produces a “shh”
sound, such as in “shell”, or “sheep.”
To be thorough, I will also give an explanation of what a
blended sound is, such as “SH” and how it is pronounced.
For example, I will start the list an example, such as “fish,”
and record the word on a chart.

I will then ask for some more examples from the class until
we have compiled a minimum of 6 words on the chart. Every
time we spell the word on the chart, the letters “sh” will be
written in a different colour to emphasize where they are and
how they sound in the word.
Development (Learning activities – step by step sequential Students will understand:
procedure): - Students will understand that a blended
sound comes from two letters following
each other in a certain order.
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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 - They will understand that the digraph
can be at the beginning, middle, or end
of the word and that the blended “SH”
sound always sounds the same.

The students will then receive a handout with a picture of a Students will do:
fish with the letters “SH” in the middle. They will need to - As a result of this lesson, students will
copy the words from the chart onto this sheet, as well as any be able to rely on their phonics to spell
other words they can think of that contain the SH-digraph. words they cannot yet recall from
memory.
10 mins Then, with a partner, they must search for a minimum of two
other words in their dictionaries and add them to their list of Cross Curricular Competencies:
words. If some are done before others, I will ask them to take CCC 1: To use information
out their highlighters and find the digraph in the words they - Using tools, such as their dictionaries,
collected. at their disposal, the students will be
able to gather the information necessary
5 mins Once everyone has collected their words and are back at their to complete this activity. They may also
spots, I will tell them to put their SH-chart in their Building be familiar with certain SH words, but
English Skills folder. Once they have done that I will explain did not realize they contained the
the next phase of the lesson. I will explain that they will digraph “SH”.
construct their own “SH Crowns” using the words we
collected as a class, and the words they found in their teams. CCC 4: To use creativity
- Students will be actively involved
throughout the lesson the information
gathering and creation of their “SH
crowns.”

CCC 5: To adopt effective work methods

- Students will need to begin the process
of the activity and see it through to the
end. They will need to manage their
writing time, research time, and
creation time when putting together all
elements of this activity.

Broad Areas of Learning:

Citizenship and Community Life
- As there are several parts to this lesson,
the students will need to respect the
rules and be aware that the way they
conduct themselves may affect those
around them. Moreover, one part of this
lesson requires that they work in teams
of two. The students will need to share
the workload and not fight for control
of the dictionary when researching their
words.

Universal Design for Learning/

Differentiation:
Everyone in the class will have access to the

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 same resources. Therefore, students who
struggle with their writing, or who have
difficulty with English, will already have the
tools necessary to complete this activity.

Some students have not yet developed the

stamina to work for long periods in school,
so it would be sufficient for them to
complete just four out of the six squares for
their crown.

Closure (transition): FORMATIVE - Assessment FOR learning:

15-20 Each student will be given a strip of paper (the main piece of
mins As the lesson progresses, I will look to see if
their crown), a large clipart of “SH” (to be the centrepiece of everyone is on task and following the
their crown), and a sheet with 6 squares. directions, I have given them. Are they
writing the words we have collected as a
On this last sheet, the students will write 6 SH words on the class? Are they on task?
lines provided and draw a picture of the word in the space
provided. When they have finished their drawings, they will FORMATIVE - Assessment AS learning:
cut out all the squares and glue them to the strip of paper to
complete their crown.
While the students work on their charts, I
will circulate around the room to observe
I will have a pre-made crown ready to show as an example so
their writing and listen to them sounding out
everyone knows what the end product will look like.
the words. Are they breaking the word
down to hear each sound? Are they using
their dictionaries or spelling from memory?

SUMMATIVE - Assessment OF learning:

No summative assessment is necessary for

this lesson.

Further considerations (follow up activities)

While wearing their crown, students who finish early can take a book from the class library and read. If they find an
interesting SH-word in their book, they can go back to their Building English Skills folder and include it in their list.

Reflection:
The lesson turned out to be a tremendous success! The entire class was excited to give me an SH-word for our chart, so
I made sure that everyone had an opportunity to share at least one word. A student gave me the word “sugar”, which
does make a “sh” sound, so I needed to explain that while it is true that we make that sound when we say the word
“sugar”, it is one of the exceptions because it does not have an ‘H’. I think my explanation was good, but I could have
taken it further my writing the word on the whiteboard, separately from our chart, to make sure the concept was clear.

The first time presenting this lesson, as my CT and I used this lesson for both our ESL and ELA (home) groups, I
realized that I needed to model how I wanted the students to write their word on the provided grid sheet. What had
happened was that most students either wrote their words too small under the provided line or did not leave them
enough room to draw their picture. Therefore, when presenting this lesson for our home-group, I drew the grid on the
whiteboard and modelled exactly how I wanted it done. This ensured that everyone wrote their word clearly and
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allotted them the space necessary to do their drawing.

After I explained how to write and draw on their grid sheet, I instructed them to cut them out in preparation to glue
them to a strip of paper to form their crown. They were ecstatic about this idea and literally applauded! I never expected
them to be this excited about the crown, so it made me, and my CT feel good about our day.

Professional Competencies:
PC 1: To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.
 I am to make this lesson meaningful for the students by linking what they have learned a year prior, to what I
am teaching now. In this way, I will also be motivating them to learn by building upon the existing knowledge.

PC 2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in
various contexts related to teaching.
 As I am dealing with elements of language, it is imperative that I use correct grammar and spelling when
conducting my lesson and recording their ideas on the board.

PC 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.
 Students will have the opportunity to work with a partner for part of this lesson. Should the class become
disruptive for others and impedes their learning, I will intervene and ensure that everyone works quietly.