UMF Unit-Wide Lesson Plan Template

Name: Kelsey Lizotte-Johnson Program: ECH Course: 460

Lesson Topic / Title: Knight School (Co-Teach – At/close to grade-level students)

Lesson Date: 11/5/20 Lesson Length: 30 minutes Grade/Age: 2nd Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences and
performance tasks that support learners in reaching rigorous curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
- Students can identify the powerful patterns - These are important writing concepts for
(phonograms) in written words by circling second grade students to learn and build
and underlining the words in their book. upon.
- Students can identify the powerful patterns
(phonograms) in spoken words by listening
to the teacher read from the book and
identifying the words that rhyme.

Content Standard(s) Instructional Decisions / Reasoning

- RFS.2.3 Know and apply grade-level phonics - These standards directly relate to what the
and word analysis skills in decoding words. lesson is teaching the children.
- SL.2.1 Participate in collaborative - Students in second grade should: participate
conversations with diverse partners about in collaborative conversations, ask and
grade 2 topics and texts with peers and adults answer questions, use word analysis skills in
in small and larger groups. decoding words, and generalize learned
- SL.2.3 Ask and answer questions about what spelling patterns when writing words.
a speaker says in order to clarify - This activity challenges the students with
comprehension, gather additional opportunities to grow and learn.
information, or deepen understanding of a
topic or issue.
- L.2.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. Generalize learned spelling
patterns when writing words
- L.2.3 Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and determines
best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
- Observation: Observe students as they work, - These assessments help the teacher to see if
engaging in the small group conversation, the children are understanding and are
while also working independently in their knowledgeable about the subject of the
own books. lesson.
- Informal interview: Ask students “How do - These assessments will give me the
 you know that word rhymes with this word?”
“What is the powerful pattern in these
words?”
- Work sample: Students save their Knight
School books in their book boxes, work from
the lesson will be record in students’ books to
review post-lesson.
- Pay the Price: Ask students to verbally or in
writing spell a word from the book (without
looking) using one the identified powerful
patterns.
information about the student’s
understanding of the learning objectives.
- The information gathered in this assessment
will be used to plan more appropriate and
personalized activities for these students.
- Information gathered in the observation will
help me to provide better feedback to the
children to strengthen their individual
weaknesses and target their individual
learning styles.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in reviewing
instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
- Knight School book from phonics kit - The materials used are age appropriate
materials. - The materials used enhance the activity.
- Photocopied Knight School books for
students.
- Pencils
- Small chart paper
- Post-its
- Marker

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a
variety of instructional approaches, strategies, and technologies that make learning accessible to all learners and
support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
1. Break the class into the two designated - Activity allows the teacher to assess the
groups. Bring the Knight School group into children’s learning.
the hallway for the lesson. - This activity is appropriate, for second grade
2. Introduce the teaching point. “Today I want students should be able to: participate in
to teach you that you don’t always need me to collaborative conversations, ask and answer
teach you new word patterns, your reading questions, use word analysis skills in
can teach you new word patterns too!” decoding words, and generalize learned
3. Introduce the activity to the students. “Today spelling patterns when writing words.
we are going to be reading this book, Knight
School, together. We are going to read
carefully to see if there are any new patterns
we can learn while we read.”
4. Read the first page to the group while they
follow along. After reading the page, ask if the
students noticed any rhyming words /
powerful patterns. Have students circle the
rhyming words on the page.
5. Continue reading the book with the group in
a coral reading fashion (each student taking a
turn reading a page or paragraph). At the end
of each page have the students circle the
rhyming words.
6. After reading the first 2-3 pages stop and
 briefly reflect with the students. “Hmm… Is
anyone noticing something here? Look at the
rhyming words we circled, do you notice
anything?” Help students notice the powerful
patterns in the rhyming words.
7. Ask students to underline the powerful
patterns in their circled words. Record these
powerful patterns on post-it notes and add to
the small chart paper labeled “Powerful
Patterns”
8. Continue this for the rest of the book /
phonics period. Continue to discuss and
notice the different patterns that there are in
the book.
9. At the end of the lesson have students “pay
the price” as you dismiss them. Ask students
to verbally or in writing spell a word from the
book (without looking at the word) using one
the identified powerful patterns from the
lesson.

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations)
- This lesson in taught in a small group setting
(3-5 students). The teacher may provide
support to students who need a challenge to
help them dig even further into their book
and the rhymes/powerful patterns both in
and outside of the Knight School text. The
teacher will also be able to provide support
for students who need individualized
instruction or support reading or finding the
rhymes/powerful patterns in the Knight
School text.
- Teacher differentiates instruction and
provide individualized support to students.
- The teacher provides time to review
instructions, ask questions, and provide
assistant in getting started.
- The teacher will be able to reach all learners
during this activity, by advancing the skill
level, or by breaking down the skill step by
step.

Field Course Only – Post lesson

Reflection

This lesson is unique from the others in this unit. This lesson we decided would be best delivered in a co-
teach model. We have a very diverse group of readers in our class and that meant we had to have a mentor
text that was appropriate for all of our diverse learners. The lower level readers read the book Apple Picking
Day and had a lesson taught by Mrs. Wilbar. The higher level readers read the mentor text provided by the
curriculum, Knight School, and had a lesson taught by me. This co-teach lesson went very well. Students had
to use their new content knowledge skills while reading this book, and they were all able to do it
successfully. Students used the spelling patterns of the rhyming words they know to help them read the
unknown words in the book.
Teaching Standards and Rationale

Standard #1
Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.
Paraphrased:
The teacher understands that students may learn, grow, and develop differently from each other. The
teacher knows that development may vary across cognitive, linguistic, social, emotional, and physical
areas. The teacher implements learning experiences that are developmentally appropriate for the
students, based off knowledge of their development.
1(b) The teacher creates developmentally appropriate instruction that takes into account
individual learners’ strengths, interests, and needs and that enables each learner to advance
and accelerate his/ her learning.

Standard #10
Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.
Paraphrased:
The teacher takes responsibility for student learning, collaborates with learners, families, colleagues,
and community members to ensure student growth.
10(b) The teacher works with other school professionals to plan and jointly facilitate learning
on how to meet diverse needs of learners.