Teacher Candidate Maggie Konold

Name:
Grade Level: 2nd Grade
Subject: Language Arts/ Vocabulary
Date:

Millicent Atkins School of Education: Common

Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

2.RI.4 Determine the meaning of words and phrases in a text relevant to a

Grade 2 topic or subject area.
2.W.5 With guidance and support from adults and peers, focus on a topic
and strengthen writing as needed by revising and editing.
2.L.5 Demonstrate understanding of word relationships and nuances in
word meanings.

List the Learning Objective(s) to be addressed in this lesson. Use the

following format: Students will be able to

The students will be able to define the high frequency words (vocabulary
words). They will also be able to use them correctly in a sentence.

Describe how the objective is relevant to students lives.

These are different words that will come up quite often in everyday
conversations. They will also have to create sentences using the different
words that they learn. They will use resources to look up words
alphabetically.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.

Above
Ago
Enough
Toward
Whole
Word

List the materials you will need to teach the lesson.

 SMART Board
Worksheet
Pencil

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

For the Pre-Assessment, I will give them a worksheet that has a word bank
with the six vocabulary words with six fill in the blank sentences. The
students will have to match the six vocabulary words in the blanks where
they think they fit best.

APPENDIX: Include a blank copy of the lesson pre-assessment (if

applicable).

Blank copy:

Answer Key:
Describe the timeline as to when you plan to administer the pre-
assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).

I will give the Pre-assessment that morning of the lesson. They will be
given the Pre-assessment after they come back from Music that morning.

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

In the Pre-assessment, the graph shows that about 79% of the students
knew the material before the lesson was taught. The remaining 21% did
not know the content to the fullest potential before the lesson. With these
results, I would change the Post-assessment to be more difficult. For
example, I would have the students write the definition of the word that we
will talk about during the lesson to the best of their ability. I would also
change the way that the lesson would be taught to make the lesson a little
more challenging.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-
assessment you will use to measure students level of understanding
toward the learning objectives after teaching the lesson.

The students will be given a worksheet that has all of the vocabulary words in a
word bank, and they will have to use the vocabulary words correctly in a
sentence. Their sentences have to include seven or more words.

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.

Answer Key, but the students answers will be different than mine because
they have to create their own sentences.

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.
The SMART Board will be used to have the children be interactive
throughout the lesson. After reviewing the words, the students will then
look at sentences on the board and be able match the word that fits best
into the sentence on the board.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).

There are seven children that go off to a different room for reading
intervention, which is a program that helps those students with reading
fluency. While going through the lesson, I will watch those seven students
more closely while they are working independently and when we are doing
the group activities.

MANAGEMENT
Identify the management and motivational strategies you will use to meet
student behavioral/developmental needs in order to keep students on task
and actively engaged throughout the lesson.

While I am teaching the lesson, I will say the vocabulary words, and then I
will have the students repeat the words back to me as a choral response.
The students will also do a pair and share activity where the student will
turn to the person next to them and repeat the definition of the word to
their partner. While the students are doing their Post-assessment, I will
walk around the room answering any questions that they have with the
assignment which might include help with spelling different words.
 LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I will put the six vocabulary words on the board, and I will ask the students,
If you know the word raise your hand. Have any of you seen these
words before? If so, I will ask, Does anyone know what any of the words
mean? After I ask them about the words, I will have a SMART Board
presentation that has the word and the simplest definition on each slide. I
will have them repeat the word back to me. I will have the students read
the definition with me. We will repeat the word again, and I will then read
the definition again. We will go through all six words with the definitions
repeating the same sequence mentioned above. At the end of the
presentation, I will have sentences that the students will have to come up
to the board and drag and drop the words in the correct places. We will
then read the sentence after the word is placed to make sure that it fits
correctly.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
I will explain to them that these are words that are going to come up in
everyday conversation. Another statement that I will stress to them is that
you need to learn more and more vocabulary words to expand your
language.

Describe what instructional strategies you will use to

model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
In Vygotskys theory of Zone of Proximal Development (ZPD), it talks about
how at the beginning of the lesson they will not know what these words
really are; but throughout the lesson, they learn these different words with
the different definition to expand their vocabulary skills with help from a
teacher or someone else. By the end of the lesson, they will be able to use
these words to prove that they understand, or they will understand them
with minimal help.

Describe how you will check for students understanding before moving on
to guided practice.
I will ask the students what each one of the words means before we get to
the activity.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
Together as a group we will use the SMART Board to match the vocabulary
words into the sentence that will already be created. Students will come up
to the board and drag and drop the word from the word bank into the
sentence. After the student places the word into the sentence, we will read
the sentence together to make sure that is the best fit. If the student gets
it wrong, we will talk about how that is not the best choice, but I will tell the
child it was a good guess.

Describe how you will check for students understanding before moving on to independent
practice.
I will have the students repeat the words back to me, and I will also have
them turn to a partner and repeat the definition to each other to check that
they understand what each word means.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
The students will then be given the Post-assessment worksheet where
there will be a word bank with the vocabulary words in it, and there will be
blank lines where the students will have to create their own sentences
using the vocabulary words.

APPENDIX: Include a blank copy of your post-assessment.

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
The students will be given an Exit-Ticket that they will have to write down
their sentence on their dotted sheet of paper and will raise their hand
when they are done. I will then go to their desk and put a star next to the
vocabulary word that they used correctly in a sentence.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.
Description: By looking at both the Pre-assessment Post-assessments that are
shown above, about 75% of the students had reached the highest potential in the
assessments in both the Pre-assessment and the Post-assessment. In the Pre-
assessment, about 20% of the students did not know the material to the highest
potential before the lesson, and 79% of the students knew the material before the
lesson.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
One of the things that I felt went really well was the direct instruction part
of the lesson. The children were engaged in the lesson the whole time.
They responded well, and they listened to directions well. Another area
that I felt went well in the lesson was the students understood the content
that I was teaching because when they did the think-pair-share activity, I
could hear a lot of the students remembering and repeating what the
definition was and I heard them using it as an example which was good so
they can use that example to write their own sentences. Another thing that
I felt went well was after the lesson was complete, my cooperating teacher
and I talked about how the lesson went. We did not go into great detail, but
we did talk about how she thought the lesson went very well. She indicated
she could tell that the students were enjoying what I was teaching them.
She also felt bad about the noise that was going on in the background (i.e.,
the traveling nurse who was substituting for the normal nurse came in and
was moving things around). But to be honest, I did not even notice or hear
her come in the room.

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
One of the things that was challenging, or I felt went wrong, is when I
began my lesson the SMART board would not turn on. However, I
understand that technology does not always work all the time. But I just
wanted everything to go well like technology work and everything to go
smoothly, but that is not always the case. I also had a backup plan that I
would have just written the words out on the board and wrote out the
definition on the board, or I would have just orally explained what each of
the words meant without the SMART board. But, I got through it and
everything worked out great after that. Another thing that I felt needed
improvement was that I called a student by the wrong name. I felt so bad
that I did that. I know people make mistakes all of the time, and it was just
something that happens; but, I felt absolutely terrible. Something that I
found difficult while planning the lesson was finding simple definitions so
the students would understand. I eventually found some that were quite
simple. After I had created my definitions, my cooperating teacher showed
me that they use this program from the book that has a definition of the
words with antonyms, synonyms and a few other things. So that is
something I should have checked with my cooperating teacher about, but it
all worked out. Another thing that I found difficult was finding something to
do for a pre-assessment. I first thought of doing an oral pre-assessment,
but I decided not to use that option because it would have been difficult to
show growth, so I revised that area.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.
If I were to do this lesson over again, I think I would create more than just
six sentences for the activity so more than six students could come up to
the board and be interactive. Or I could have one student come up to the
board and move the word into the correct spot and then have another
student read the sentence with the word in it. Another thing that I would
change is I would maybe have created an actual exit ticket, so I could
see that they understand. When my teacher and I discussed this part of the
lesson, she suggested to do it the way I did in my lesson because it is sort
of hard to do an actual exit ticket for vocabulary words. Another thing
that I would change is I would and will continue to work on not saying
okay? so much after giving a direction to see if the children understand.
That is something that I noticed after watching my recording of myself, and
I feel like that will or could become a problem in the future. Another thing
that I would do if I could redo this lesson is that I would have some song to
get the students tuned into the lesson. Even though my students were
engaged from the beginning of the lesson, I feel like that would be a good
added touch to the lesson. A final thing that I would change if I would do
this lesson over again is that I would change my pre-assessment to
compare the pre-assessment and post assessment better than I did in this
lesson.