Elementary Education Year 1 Lesson Plan Template

Part 1: Lesson Overview

School and classroom: Date: Grade:
Lewis-Clark Wood River 3/14/24 2
2nd Grade with Jill Davis
Lesson topic: Correcting Lesson length: 15 minutes
Sentences
Part 2: Learning Standards
L.2.1.A
Use collective nouns (e.g., group).
L.2.1.B
Form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
L.2.1.C
Use reflexive pronouns (e.g., myself, ourselves).
State Standard

L.2.1.D
Form and use the past tense of frequently occurring irregular verbs
(e.g., sat, hid, told).
L.2.1.E
Use adjectives and adverbs, and choose between them depending on
what is to be modified.
L.2.1.F
Produce, expand, and rearrange complete simple and compound
sentences (e.g., The boy watched the movie; The little boy watched the
movie; The action movie was watched by the little boy).

Part 3: Lesson Objective

Students will be able to identify language and grammar mistakes in the provided text and
correct mistakes drawing on knowledge, reasoning, and understanding skills.
Part 4: Assessment Plan:
The students are all working at their desks, asking questions, and calling upon other
classmates to answer questions about mistakes in the provided text. The
worksheets are formative assessments for the teacher to guide the student through
common errors made when writing. I will use class participation and the
worksheets as assessments.

Part 5: Teaching and Learning Sequence/Procedures

Be specific. Step by step how you will teach the lesson? Consider an introduction,
group work, independent practice, etc

1. To begin the lesson, I will hand out the worksheets to the students while
going over behavioral expectations. Once those expectations are covered, I
will begin the lesson by having a student either volunteer to read out the first
sentence and point out as many mistakes as they can find or read out the

Revised Fall December 18, 2023

 sentence myself and call on a student to begin correcting the sentence.
2. I will continue the pattern of calling on or having students call on one
another to read a sentence aloud, then correct the mistakes in the sentence. I
will answer questions and provide additional information when needed. I
will also remind students of behavioral expectations and deliver positive
feedback to students regarding their work, effort, and behavior.
3. Once we have gone through about a third or half of the worksheet together, I
will have students correct some of the sentences independently and
reconvene after about 5 to 10 minutes of silent independent work. After this
independent work period, we will review the sentence corrections and see if
the students corrected all the mistakes. This usually leads to class
discussions on language conventions and rules, which allows students to
learn from both their peers and their teacher during this time.
4. After this period of corrections, students will be given a period of
independent work time once again to work on the assessment using skills
and reasoning we have been practicing during the entire lesson block up until
this point.

Part 6: Behavior Management (give behavior expectations to the class)

I plan to set behavior expectations about students’ raising their hands for questions,
waiting to be called on, and paying attention to the board and their worksheets during
instruction. I will also set the expectation not to blurt out answers and to give other
students a fair chance to have a turn.

Part 7: Instructional Materials and Resources

I am using the worksheets titled “morning work” that my CT uses every
day for our language lesson. This is a part of her curriculum.

Part 8: Closure
I will wrap up the lesson period by sending the students into their second period of
independent work time while I talk with my supervisor.
Commentary: Think about and plan for What ifs. These are thoughts of things that
might cause you to change your lesson ex. The technology is unavailable during your
lesson How will you compensate or modify your lesson to handle it
(Each instructor might add some specifics here that should be addressed which relate
to the course they teach.)

If the technology is unavailable, I will write on the board at the back of

the classroom the sentences and corrections. I may even have
students come up to the board to write their corrections if this were to
occur.

If I experience student interruptions, I will remind them to quietly raise

their hand and wait to be called on to ask a question. I will also remind
them that it is important to follow along so the students will know what
to do on their worksheet.

Revised Fall December 18, 2023

If I experience student disorganization with their worksheet, I will
provide extra worksheets or direct students to use extra paper found in
the back of the class to write the sentences the correct way. I will
modify instructions and adapt to ensure student(s) who are not able to
follow along have some alternative form of the worksheet they can
participate alongside the class with.

Revised Fall December 18, 2023