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***Reminder: All fields must be completed prior to submission.

Name: Grade: 2nd
Hannah Garza
Lesson Jeopardy Review Game Date: Oct. 26, 2015
Title:
CCGPS or GPS Standard(s):
S2P1. Students will investigate the properties of matter and changes that occur in objects.
SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface.
S2E3. Students will observe and record changes in their surroundings and infer the causes of
the changes.
CCSS.ELA­LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or 
speaking.
CCSS.ELA­LITERACY.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and 
spelling when writing.
MGSE2.NBT.1 Understand that the three digits of a three­digit number represent amounts of hundreds, tens, and ones; e.g., 706 
equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases
MGSE2.NBT.3 Read and write numbers to 1000 using base­ten numerals, number names, and expanded form
MGSE2.NBT.4 Compare two three­digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < 
symbols to record the results of comparisons.

Classroom/Lesson Context (please check the following that apply):

____ Whole Group ___check__ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL
Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__3___ Girls ___3__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies
Essential Question(s) How can we use technology to study for upcoming tests?
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

Central To prepare students for upcoming unit tests.
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand? Demonstrate
What academic Investigate
language will you Understand
teach or develop? Compare
What are the key
vocabulary words
and/or symbols? Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students’ comprehension.)

Plural, subject, predicate, regions, nouns, value, expanded, ordinal, river, valley, states of
matter, equator, continent, country, and oceans.

Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)

Demonstrating/ performing

Materials My laptop, PowerPoint content review game, scoring sheet, and writing utensils.
What resources can be
used to engage
students?
Introduction to I will begin my lesson by telling them about the upcoming tests they have and how I have
Lesson/ a way to prepare the students for the test.
Activating Thinking
What is the ‘hook’ for
the lesson to tap into Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
prior knowledge and sentences):
develop students’
interests? This should Language Discourse (structures of written or oral language; how participants of the content
tie directly into the area speak, write, and participate):
lesson’s objective and I will use oral language. I will read the questions out loud and the students can read along
standard and should with me. They will then answer me by writing down the answers on a dry erase board.
promote higher level
thinking. How will
you introduce the
content specific Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
vocabulary words? and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
***Use knowledge of
students’ academic,
social, and cultural Management Plan:
characteristics. I will only accept answers of student who are sitting quietly and still. The answers will be
written down and I will not accept answers of students who yell the answer out.
Body of Lesson/ I will ask students on 5 categories: Grammar, Math, Science, Georgia, and Hodge Podge.
Teaching Strategies Hodge Podge is random questions for the students to answer that are not focused around
What will you have the curriculum.
the students do after
you introduce the Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
lesson to learn the sentences):
standards? What
questions will you ask Language Discourse (structures of written or oral language; how participants of the content
to promote higher area speak, write, and participate):
level thinking? I will use oral language. I will read the questions out loud and the students can read along
with me. They will then answer me by writing down the answers on a dry erase board.
What opportunities
will you provide for Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
students to practice and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
content language/
vocabulary? What
language supports Management Plan:
will you offer? I will only accept answers of student who are sitting quietly and still. The answers will be
written down and I will not accept answers of students who yell the answer out.

Closure/ My closure will be to ask my students if they feel more comfortable with the upcoming tests. I
Summarizing will ask them if they may have learned something from the review game and close by telling
Strategies: them all going over what they have learned.
How will the students
summarize and/or Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
share what they have sentences):
learned to prove they
know and understand Language Discourse (structures of written or oral language; how participants of the content
the standard(s) and its area speak, write, and participate):
vocabulary? Will you I will use oral language. I will read the questions out loud and the students can read along
provide opportunities with me. They will then answer me by writing down the answers on a dry erase board.
for students to apply
new knowledge while
making connections to Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
prior learning? and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan:
I will only accept answers of student who are sitting quietly and still. The answers will be
written down and I will not accept answers of students who yell the answer out.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).
Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider
while planning: Assessment Plan for Learning Objectives (This is a plan and should be written as such;
How will students remember to identify both formative & summative assessments throughout the lesson):
exhibit an
understanding of the The assessment will be the questions asked to the students throughout the content review
lesson’s objectives? game. If all the students do not have the correct answer I will ask the students who did
How will you provide that the correct answer to explain how they got that answer so those who didn’t will
feedback? What understand.
evidence will you
collect to demonstrate
students’
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing My lesson went overall pretty well. I did have technical difficulties in the beginning. When
Teaching I pressed the category points it took me to a website instead of the slide it was supposed to
Effectiveness go to. Mrs. Gastley ended up clicking from her computer and I was the Facilitator.

Reflection includes In the future, I will do a test run before I let the children play. I took the risk of trusting
characteristics of the that the technology would work but I saw what that led to.
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.