Lesson

Plan

Designed by: Jennifer Gonzalez

OVERVIEW/FRAMING
SPECIFIC SUB-TOPIC--BIG The main focuses of this lesson are compound words.
IDEAS/QUESTIONS After this lesson, the student will be able to define compound words and give
two examples of a compound word. In doing so, they will be able to see that
What kinds of questions will be
a compound word can be used to shorten what could otherwise be a lengthy
explored and/or what new description and is two words that, when combined, take on a different
connections and ideas will be meaning.
engaged through this activity? What is a compound word?
What are some compound words you can think of?

KNOWING THE LEARNERS
GRADE LEVEL/AGE RANGE: Grade 2/7 years old



MATERIALS & LEARNING ENVIRONMENT
MATERIALS Blue paint
What, if any, materials, including set- Red paint
up and clean-up, will be needed? Yellow paint
Paper
Paintbrushes
Aprons
Paper towels
Small dixie cups with water
Tape
Words printed out

LEARNING ENVIRONMENT The words printed out will be taped all over the playground.
MODIFICATIONS
PRIOR EVENTS/RESOURCES The teacher would have to make sure that the playground will not be in
use during the class time. Also, the teacher must make sure that the
school administration okays the use of the playground for a part of the
lesson.


THE LEARNING EXPERIENCE
SPARK/LAUNCH/INTRO I would introduce the lesson by having blue and red paint set up at each
What will you say or do to first student’s desk or table. I would ask them to observe what they have in front
engage the children in this of them and tell me what they see and what colors they have in front of
them. They will state “blue, red, and yellow”. I will ask them to start
experience?
experimenting with the colors and see what happens. As the kids start to
experiment with the paint colors, they will begin to form new colors that
they did not previously start off with.
Launch Formative /Informal I will begin by asking the children what words they can think of that are
Assessment made up of two words and give the example of a notebook. They will
provide responses such as “airplane, headband, and ice cream”. They are all
correct because they answer what was asked. I will point out that those are
 all excellent examples of words that are made up of two words. I will state
that the words they named are compound words but I will not elaborate
further until the rest of the lesson. If a child has prior knowledge, they will
recognize the compound words, if they do not then they have started to
form an idea of what a compound word is or may be.
ACTIVITY During the activity, the children will be….
What will the children be doing? 1. I would start the lesson off by taking the children to the playground. I
List the procedure step-by-step. would ask them where we are at. They would respond with “the
playground” or something of the sort. Then I would ask the kids what they
What will you say or do to support
do at the playground. When they give the description, I would point out
their process during the activity? that a playground is a place where they play and point out that the word
basically shortens the description. Then I would explain that words such as
“playground” are called compound words because they combine two
different things (“play” and “ground”) and give them a new meaning when
they are together. Just as we saw with the paint forming different colors
back in the classroom.
2. Next, the children will be told that there is the same amount of words
such as “note”, “year”, “book”, and “pad” hidden and taped around the
playground as there are students. They must find their word and together
find the word that would go together with it to form a compound word.
3. Once this is done, the children will explain the word with their new
partner to the rest of the class.
4. After this, we will go back to the classroom and have a group discussion
about compound words and explain how we have come full circle with
seeing the paint form new colors to seeing words take on different
meanings when combines with each other just as with the paint.

During the activity, the teacher will….
1. Are you starting to form new colors from the three colors you had in the
beginning?
2. What other words can you think of that are two words put together?
3. Does the meaning of the word change?
REFLECTION To prompt reflection, at the end the teacher will ask/do:
As the activity wraps up, what 1. What compound words have you heard but did not realize was a
opportunities will you offer the compound word until now?
2. What do you think about two colors making a different color? Would that
children to respond to and reflect
be similar to a compound word?
on this activity? 3. Can you think of any other things that you can combine and they make
something different? Maybe sounds?

GROWTH AND LEARNING OBJECTIVES

How will this learning experience support the children’s growth and learning be in the following domains?
TEKS Standard §110.4. English Language Arts and Reading, Grade 2, Adopted 2017.
(B) demonstrate and apply phonetic knowledge by:
(iv) decoding compound words, contractions, and common
abbreviations;

Central Focus Children will define what a compound word is and give an example, explain why the
example is a compound word.
 AUTHENTIC ASSESSMENT
PERFORMANCE-BASED General:
FORMAL/SUMMATIVE 1. For the assessment, the students will be given 12 words and will need to
EVALUATION create 2 compound words from the 6 words. For the first word, one by one,
How will you determine each child will say their compound word and give a brief description of what
whether or not the children their words means. Then the same will be done with the second compound
are getting the Big Ideas word they have put together.
and/or know the answer to 2. If the child has understood what a compound word is and what it does, they
the Sub-topic Question? have two opportunities to give their compound words. If they have
understood, their compound word should reflect that.
How will you determine if 3. The assessment will provide the evidence as to which children need additional
the children have gain help and scaffolding when it comes to forming compound words because they
knowledge/skill related to are specifically having to form two compound words on the spot after the
your chosen TEKS? lesson.

Differentiated Assessment:
English Language Learners: The compound words being formed will be compared to
compound words in the Spanish language for students to draw experience from. A
word wall with Spanish and English words and pictures will also be out up. The words
will be those that are being talked about during the compound word lesson and
during the assessment.