ESL-546 Integrated and Targeted Lesson Plans
Integrated Lesson Plan
(Whole Group Instruction)
Teacher Candidate Name: Brenda Behrens
Date: March 4, 2025
Subject or Title of Lesson: Phonological Awareness
Grade Level (Grade 1, 6, or 10): 1st grade
Section 1: Lesson Preparation
Lesson Summary/Focus The students will learn to find rhymes and create their own verbally or in writing. They
will also separate words into syllables using movement and learn to recognize the first
In 2-3 sentences, summarize the lesson, sounds of words.
identifying the central focus based on the
content and skills you are teaching.
Classroom and Student The class comprises English Language Learners and students from various
Factors/Grouping backgrounds, including students with Individualized Education Programs (IEPs),
Section 504 plans, and behaviors. The lesson plan will incorporate multiple
Using the EL Class Profile for your selected instructional methods including hands-on tasks, movement, and visual aids to facilitate
grade level, summarize the important student success. We will encourage small group discussions and collaborative work to
classroom factors (demographics and cultivate a supportive environment and develop peer interactions that accommodate
environment) and student factors (IEPs, 504s, diverse learning styles and requirements.
, ELs, students with behavior concerns, gifted
learners), and the effect of those factors on
planning, teaching, and assessing students to
facilitate learning for all students.
This should be limited to 2-3 sentences and
the information should inform the
differentiation components of the lesson.
Arizona Academic Content Standard Phonological Awareness
Select an Arizona academic content standard 1.RF.1
of your choice for Grade 1, 6, or 10 and
provide it below.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single‐syllable words.
b. Orally produce single‐syllable words by blending sounds (phonemes), including
consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single-syllable words.
d. Segment spoken one-syllable words of three to five phonemes into individual
phonemes (e.g., /s/p/l/a/t/).
e. Orally generate a series of rhyming words using a variety of phonograms (e.g., -ed,
-ake, -ant, ain) and consonant blends (e.g., /bl/, /st/, /tr/).
f. Manipulate phonemes (add, substitute, and delete individual phonemes) in words to
make new words.
Arizona English Language Proficiency Grade 1
(ELP) Standards and Performance ELP Standard/Performance Indicators:
Indicators
EL.1.S4.PE/E-1: Express an opinion using words and/or illustrations about a familiar
Select Grade 1, 6, or 10 ELP
standard/performance indicators for the focus
topic.
of this lesson.
© 2024. Grand Canyon University. All Rights Reserved.
Integrated Lesson Plan
(Whole Group Instruction)
Teacher Candidate Name: Brenda Behrens
Date: March 4, 2025
Subject or Title of Lesson: Phonological Awareness
Grade Level (Grade 1, 6, or 10): 1st grade
Section 1: Lesson Preparation
Lesson Summary/Focus The students will learn to find rhymes and create their own verbally or in writing. They
will also separate words into syllables using movement and learn to recognize the first
In 2-3 sentences, summarize the lesson, sounds of words.
identifying the central focus based on the
content and skills you are teaching.
Classroom and Student The class comprises English Language Learners and students from various
Factors/Grouping backgrounds, including students with Individualized Education Programs (IEPs),
Section 504 plans, and behaviors. The lesson plan will incorporate multiple
Using the EL Class Profile for your selected instructional methods including hands-on tasks, movement, and visual aids to facilitate
grade level, summarize the important student success. We will encourage small group discussions and collaborative work to
classroom factors (demographics and cultivate a supportive environment and develop peer interactions that accommodate
environment) and student factors (IEPs, 504s, diverse learning styles and requirements.
, ELs, students with behavior concerns, gifted
learners), and the effect of those factors on
planning, teaching, and assessing students to
facilitate learning for all students.
This should be limited to 2-3 sentences and
the information should inform the
differentiation components of the lesson.
Arizona Academic Content Standard Phonological Awareness
Select an Arizona academic content standard 1.RF.1
of your choice for Grade 1, 6, or 10 and
provide it below.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single‐syllable words.
b. Orally produce single‐syllable words by blending sounds (phonemes), including
consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single-syllable words.
d. Segment spoken one-syllable words of three to five phonemes into individual
phonemes (e.g., /s/p/l/a/t/).
e. Orally generate a series of rhyming words using a variety of phonograms (e.g., -ed,
-ake, -ant, ain) and consonant blends (e.g., /bl/, /st/, /tr/).
f. Manipulate phonemes (add, substitute, and delete individual phonemes) in words to
make new words.
Arizona English Language Proficiency Grade 1
(ELP) Standards and Performance ELP Standard/Performance Indicators:
Indicators
EL.1.S4.PE/E-1: Express an opinion using words and/or illustrations about a familiar
Select Grade 1, 6, or 10 ELP
standard/performance indicators for the focus
topic.
of this lesson.
© 2024. Grand Canyon University. All Rights Reserved.
