Name: Mike Souza Date: 03/04/2021

Course: ECE4660 Lesson Plan #: Find the spot

Subject Area(s): Grammar Grade Level/Time Frame: 3rd grade. 1 day, 20 mins

Step 1: Learning Description of the learning environment(s) where the learning experience will
Identify Context take place
Learners  Describe the various boards/wall-based resources (e.g. white boards,
(Classroo smart boards, word wall, etc.) and where they are located
m  How are the desks/table(s) arranged and why?
Context)  What “special” areas (carpet, bookshelves, “peace” chairs, etc.) are in
the room?
 Describe the technology tools located in the classroom/school

This semester, my placement is in a third-grade math and science

classroom at Acworth elementary school. The classroom is a double
classroom with the removable wall in the middle. So, she has a large room.
The class that I’m in is partially decorated because students are being
taught virtually. Some of the posters on the walls include motivational
posters in the brain break area, the school’s moto of “warrior way” being
used throughout the classroom. There are two teaching “area” the front half
of the room is the math classroom, and it has math related posters, anchor
charts, and times tables to reference back to. The back half of the
classroom is the science “room”. It has STEM posters, scientific method,
and many other science related posters on the walls. Desks are arranged in
a U-shape. Her classroom currently has two large touch screen boards, two
teacher areas, a document camera, but no laptops or desktops for student
use. Currently, all laptops and most nonessential desktops at my school
were loaned out for virtual teaching.

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Learner Number of students in class: Two groups: group 1/group 2
Descriptio  Number of males: morning group 8/ afternoon group 7
n  Number of females: morning group 6/ afternoon group 6
Learning Needs Numbe Supports, Accommodations,
r of Modifications
Studen
ts
Students w/ IEPs or 504 0/ 5 see attachment at bottom of lesson.
plans
Students w/ EIPs “” “”
English learners 1/2 “”
Gifted N/A “”
Students with gaps in N/A “”
academic knowledge
Other learning needs N/A “”
Personal
Assets,  Personal: How will you use students’ interests, knowledge, everyday
Cultural, experiences, family backgrounds, etc. to support learning?
Assets,
Communit Since we started the school year in a virtual setting, we have not been able
y Assets to provide many activities to get to know the students FoK at the time. The
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 (also student in the classroom come from multiple background, including
referred to students previously and currently classified as ELLs, SPED, and Target.
as Funds Most of the activities assigned on the first 2 weeks were to ensure students
of became aquatinted with submitting work on seesaw and other online tools.
Knowledg Once students returned face to face, we got to learn more about their
e) interests and activities they do outside of the classroom. Some of our
students play video games, have an interest in music, dinosaurs, watching
YouTube, playing with friends and siblings, etc. For this lesson, students
have prior experience using with using commas in second grade.

 Cultural: How will you use students’ traditions, languages and dialects,
worldviews, literature, art, music, dance, etc. to support learning?

We have students of all cultural backgrounds. Some are from mixed and
black households, we have some Hispanic students and ELLs, many
students come from a household where English isn’t the language spoken
at home. Some students in the class are very focused and have family
support with them throughout the day helping them out, while others are
set to work independently. I feel like the amount of support receive at
home partially correlates with their family’s view on the importance of
education.

 Community: How will you use students’ community resources, such as

local landmarks, community events and practices, etc. to support
learning?

The school is located in a very suburban area. Within a mile of the school,
all that we see are houses and a few gas stations. Most large grocery stores
such as Walmart, target and Kroger are accessible within a 5-mile radius of
the school. The school is located close to the city police
station/courthouse/and utility company. There are many libraries located
around the school. multiple virtual learning centers/daycares functioning as
a virtual learning center, etc. Students have most educational tools
available to them within a short distance. The area has many local
restaurants, chain restaurants and fast food chains like Wendy’s, Arby’s,
chick-fil-a, taco bell, and waffle house.

Step 2: Georgia Write out standards that apply to the lesson. Write the number and the
Identify Standard statement. Remember to include those that apply to every subject area you are
Curricula (s) of integrating in the lesson.
r Excellenc
Priorities e, WIDA ELAGSE3L2: Demonstrate command of the conventions of standard English
Standard(s capitalization, punctuation, and spelling when writing.
), etc. b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.

Prior What prior academic knowledge and/or prerequisite skills will this lesson
Academic activate?
Knowledg
e and This lesson will activate the student’s prior knowledge of using commas in the
Prerequisi second grade.

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te Skills

What prior academic knowledge and/or prerequisite skills will students need
for this lesson?

 Students will need the prior academic knowledge of using

punctuations.

Overarchi What are the important understandings and/or core concepts that you want
ng Goal, students to develop?
Big Idea,
or EQ: how do I know where a comma belongs in a sentence?
Essential
Question(
s)
Learning This (or these) should support the overarching goal, big idea, or essential
Objective( question(s); should be measurable; should indicate what students will be able to
s) or do at the end of the lesson (These can be written as “I can” statements)
Learning
Target(s) I can… identify the proper placement of comma.
I can… identify what type of sentences have commas.
I can… create my own sentences and placing the commas in the right place.

Vocabulary: Includes Vocabulary Language Supports

words, phrases and symbols
used within disciplines. Multiple meaning words
(if applicable): N/A
 Multiple meaning
words are words and
None
phrases with subject
specific meanings
Academic vocabulary: Modeling what each word
that differ from
means and referring to the
meanings used in
dates, city and state, lists, word wall. The teacher can
everyday life (e.g.,
short pauses. also use the frayer model to
table, ruler, force)
help define the meaning of
 General academic each word, if needed. The
vocabulary used teacher can also refer to the
across disciplines anchor chart to help define
(e.g., compare, the word.
analyze, evaluate) Subject-specific Using the frayer model to
 Subject-specific vocabulary: define words and referring
vocabulary defined back to the anchor chart to
for use in the commas help model for the students.
discipline (e.g.,
vowel, numerator,
constitution,
photosynthesis)

Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)

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Step 3: Assessment Plan
Design
Assessmen Georgia Performance Corresponding Format of Assessment(s)
t Standard(s) Learning
Framework Objective(s) or
Learning
Target(s)
ELAGSE3L2: Demonstrate I can… identify Student participation: Formative
command of the conventions of the proper
standard English capitalization, placement of
punctuation, and spelling when comma.
writing.
b. Use commas in
addresses.
I can… identify Open ended questions: Formative
c. Use commas and what type of
quotation marks in sentences have
dialogue. commas.

I can… create Student work: Summative

my own
sentences and
placing the
commas in the
right place.

Type of Assessment Format of Supports, Evaluation

Assessment Accommodations, Criteria
(e.g., quiz, test, Modifications How will you
checklist, KWL (Differentiated know or measure
chart, Assessments, if the students
performance Culturally Relevant have met the
task) Assessment) learning
objective(s) or
learning
target(s)?
Pre-assessment Open ended The teacher will This will be a
questions ask guiding preassessment.
questions to help TTW evaluate the
assist students student’s
understand how to responses for
find the placement further
of a comma in instruction and
sentences. For the modeling.
students that
require it, they can
be pulled and be
asked more direct
questions to help
them identify the
placement of where
commas belong.
Formative assessment(s) Student Modifications can TTW ask
participation include one on one students to help
support after the find the correct
lesson. The teacher placement of a

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 can work with comma in
students in small multiple
groups and reteach sentences. This
the placement of a will be used to
comma in a check for
sentence. understanding
after the
minilesson.
Summative assessment(s) Student work. Student work will Student work will
be varied in be assessed based
difficulty. 3 on their worktime
different groups. worksheet.
One lower with Students will
easier to sentences receive a 3 if they
to identify where get 80%-100%, a
the comma 2 if they receive
belongs, a middle 50%-79% and a 1
one with sentences if they receive
varying in 0%-49%. .
difficulty. And the
upper group with
more challenging
questions.
Pre-Assessment Data Summary
Summarize the results of the pre-assessment data and explain how it will drive your
instructional practices.
The pre assessment will be used to assess the students’ current abilities in the proper use of
commas in a sentence will guide how modeling will occur.
Step 4: Materials Needed Teacher Resources (must include podcasts): List all
Create textbooks, children’s literature, CDs/DVDs, videos, and
Learning on-line sources that are resources for you, the teacher, in
Activities determining the content and in teaching the lesson.
Provide proper APA references.
 Anchor chart
 computer
 smartboard
 Lesson plan
 PowerPoint slides
 Worktime worksheet.

Student Resources: List, and include, all handouts,

worksheets, and other materials, including assessments,
that you will have students use in this lesson. Please make
sure you cite your reference in APA style. Include slide
shows you plan to use. Note that slide images can be
copied from Power Point and pasted into Word
documents. List all other materials needed, and the amount
of each.

 pencil
 eraser
 worksheet

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Technology Connection
(OPTIONAL but should be
included as often as possible)
Connection to the Arts
(OPTIONAL but should be
included as often as possible)
Supporting Diverse Learners
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
How will you, the teacher, use technology to drive
instruction?
How will the students use technology to enhance their
learning?
The teacher will use technology to blend virtual learning
within person learning. In person students we use anchor
chart on the smart board; virtual students we you see as
well. Virtual students will use technology to complete
assignment on Classkick.
How would you incorporate creative expression through
drama, movement, visual arts, and/or music into the
lesson?
N/A
How do you plan to differentiate your instruction related
to the learning objective(s), learning target(s) and/or
central focus (e.g., content, process, product;
representation, action & expression, engagement).
Explain how the support will assist a specific student
and/or group with respect to the specific learning
objective(s) or learning target(s). For example:
 I will support my students who struggle with
reading by differentiating the content through the
use of leveled reading books that address the
concept of motion.
 I will support my students who struggle with
reading by differentiating the expression and
reading the PowerPoint aloud to the class.
 I will support my virtual learners by
differentiating the representation through creating
a similar activity they can work on at home
 I will support my students who struggle with
reading by differentiating the content and
providing differentiated independent worktime.
Note: Make sure you address the needs of the learner(s)
identified in the learning description (refer to Step 1).
How is the content of your lesson connected to the
students’ assets (personal, cultural, and/or community)
within your classroom? Be specific to the content of the
lesson and the assets of your students.
This lesson is culturally responsive because it takes all
learners learning style and capabilities into consideration.
There will have leveled independent work time activities.
What specific research, learning theories, and/or principles
of child development guided your instructional choices for
this lesson? How are they applicable to your learning
objective(s) or learning target(s)?
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Higher Order Thinking
Questions (HOTQs)
Instructional Strategies and
Learning Tasks (Will VARY
by content area)
 Constructivism: learning occurs as learners are
actively involved in a process of meaning and
knowledge construction as opposed to passively
receiving information. Learners are the makers of
meaning and knowledge.
o How did it guide my lesson?
 I used the constructivism method
because it is important to have the
student understand the meaning of
the activity and being able to
corelate it with personal
experiences. By having students
work on an interactive activity
that interest them, they will stay
engaged.
Create at least 5 higher-order thinking questions (along
with anticipated answers) using Bloom’s Taxonomy (level
3 and above) or Webb’s Depth of Knowledge (DOK)
levels (level 2 and above), then identify what level each
question represents. Embed these questions into your
instructional strategies and learning tasks section below
and highlight them in green. Remember these questions
will occur before, during and after the lesson.
 Bloom’s Taxonomy: - Analyze- how do I know
where to place a comma?
 Bloom’s Taxonomy: - reflecting: how can I go
back and check my answer?
 Bloom’s Taxonomy: -composing: what type of
sentences do I make that needs sentences?
 Bloom’s Taxonomy: - Categorize- does this
sentence have a short pause, list, city and state, or
a date?
 Bloom’s Taxonomy: - Questioning: what do I do
when I don’t know where to place the comma?
EQ:
⁃ How do I know where to place a comma?
Mini lesson:
 The teacher will review where to place a comma
using an anchor chart.
 The anchor chart attached will review the
placement of commas on lists, city and state, short
pauses, and dates.
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 Guided practice:

 The students will walk to the board and place

commas on the PowerPoint minilesson.

Work time:

 The students will complete leveled worksheets

based on the student’s needs.

Closing:
 The students will walk around the classroom and
ask students to share where they placed their
commas on their paper and their reasoning.
Assessment:
⁃ Formative: Student work.

Attachments:

Lesson Closure Give a brief synopsis regarding how you will wrap up the
lesson. How will students summarize and/or share what
they have learned related to the objective or learning
target?

The teacher will walk around the classroom asking

students to share where they placed their comma and their
reasoning.

Re-teaching, Re- Describe at least one new strategy for re-teaching the
Engagement, Practice content and/or skills presented for students who did not
successfully meet the learning objective(s) or learning
target(s) identified in the lesson.

If students struggle with the activity given, the teacher will

work with them one on one to ensure they understand
where to place a comma in a sentence.

Extensions Describe at least one new strategy for enriching,

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 challenging, or extending the content and/or skills for
students who successfully met the learning objective(s) or
learning target(s) identified in the lesson.

For students that have met the learning target, they will
receive more Challenging sentences for them to work on
during their independent worktime. Students will be asked
to share how they know where to place a comma and
create sentences of their own once there finished with the
independent work time.

Optional Reflection Piece

Step 5:
Post- Lesson Implementation (Be sure to address both whole class and small group or individual
Instruction learners)
Reflection  What went well and why?
 What did not work well and why?
 How did the learning environment and materials work together to support student
learning?
 What improvements and changes would you make if you were to teach the lesson
again and why?
 What did you learn about yourself as a teacher?

Assessment Analysis
 What information about student understanding did you learn from your
assessment(s)? How did the student or student(s) do on the assessment? What
patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback
provided form each assessment strategy used?
 Optional: Use the assessments and create a chart to analyze student learning across
the class. Attach or paste your chart and write a quick summary of what students
learned or potential misunderstandings and how you are drawing these
conclusions.

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