Early Literacy Lesson Plans & Worksheets

Running Head: EARLY LITERACY LESSON PLAN 1
EARLY LITERACY LESSON PLAN
Student Name:
Student Number:

EARLY LITERACY LESSON PLAN 2
Section 4
Lesson Plan 1 - Voice
Elementary Education Lesson Plan
Name
Student
Grad e
2nd
School:
Elementary
School
Methods
Instructor:
TAP Coach
Title of Lesson
Author Voice Mini Lesson
Date
Content
Area(s)
Language
Arts
Student Standards (2nd grade)
Strand:
Writing
Sub boxed Heading:
Types of Text
Anchor Standard:
W.3: Writing down of narratives
where well descriptive events
experienced in the past for the
purpose of describing thoughts,
actions and feelings is used for
providing a sense of closure.
Content Objective(s)
The lesson aims at
demonstrating TSWBAT
and make use of
descriptive words in order
to depict feelings and
thoughts in writing.
SWBAT writing a
paragraph letter of an
important event reflects
the voice of the writer to
gain a score of 4 or above
in the Traits Rubric for
K-2
Language Objective(s)
The focus of TSW is to
view and discuss a
writer’s voice by way of
reading and
comprehending varied
types of texts and
listening and
comprehending to
instruction provided by
the teacher. The teacher’s
role is to explain by
means of books, and
coupling with variety of

EARLY LITERACY LESSON PLAN 3
text ways in which each
text is different and
conveys meanings that
are separate. TSW also
enables the teacher to
explore varied literatures.
This assists in analyzing,
assessing and explanation
of where they can find
writer’s voice prior to
completing their work.
Key Vocabulary
Feelings: reactions, state of mind,
emotional state
Interesting: simulating, exciting
Recreation: pass-time, fun activity
Academic Vocabulary
Voice: the style an individual
student adopts while writing, the
student’s thought can be heard, it
reflects a particular personality
while writing
Teacher Materials
Dinosaurs Before Dark
(book)
Gooney Bird Greene
(book)
Magic Tree House (book)
Student Materials
None
Engaging the Learner Focus
(ELF):
Give the students “Dinosaurs
Before Dark”, “Gooney Bird
Greene” and “Magic Tree House”.
Then students will be asked if any
of these books have similar sounds.
Then the students are taken deep to
ask them if they feel the author’s
voice will be the same in each
book. Then students are asked if
two books are written by the same
author, then will they have similar
voice. Then students are asked to
think aloud regarding voice a book
has when it cannot talk by itself.
Hence they are asked to draw upon
the real meaning implied from
voice. By student interaction,
students are made to discuss what
In what way(s) will
students understand the
purpose and relevancy of
the lesson? What will you
say to them?
It is important to make
what we write interesting.
Good writers are able to
put their own voice into
their writing. It means
people want to keep
reading the work, they
become e=involved and
engaged in what they are
reading. As good writers
you want people to enjoy
what you write.

EARLY LITERACY LESSON PLAN 4
voice is. Students will be told to
read the texts to understand their
voices. Then after reading a
particular book, students are
engaged by telling them that the
book is funny and bits from the
book regarding adventure with the
dinosaur is told. This helps raise
curiosity. Students are told that as a
child, I wanted to know what
people are writing in their stories or
paragraphs.
Reading through “Dinosaurs
Before Dark” it is told to students
that the book is rather funny. Then
students are encouraged to take up
their own writing and I will tell that
that I will search for their voice in
writing. As their voice reflected in
their writing makes it special and
different from others.
Instructional Sequence-
1. STATE BEHAVIORAL
EXPECTATIONS
Conversation: Level 0 while
listening, and level 1 or 2 when
playing the game
Help: In case students need help
then they can raise their hands
Activity: The focus of this activity
is on the student’s voice. Students
will engage in learning game
before their teacher shows a good
example of various work.
Movement: Students are expected
to perform their activity from their
desk itself.
Participation: Students will be
expected to actively participate and
listen during the group discussion
and activity. Equal proportion of
time will be allotted to each
Instruction includes:
X Differentiation for
diverse needs?
X Higher level thinking
(Bloom):
-highest level Analysis
X Problem
solving/inquiry?
__ Parental involvement?
__ Safety issues
addressed as needed?
X State Assessment
Indicators:
Strand: Writing
Sub boxed Heading:
Types of Text