Lesson Plan #8 Template

Teacher: Katlyn Powell

Date: 04/28 /2015

Class: Reading & Math

Level: 2nd Grade

Overview
7:45-8:00 Morning Message/Bell Work
8:10-9:20 Wonders
9:20-9:30 Exit Slip
9:50-10:50 MSL
11:30-12:00 Passing out homework and writing in planners
12:15-1:00 Math
1:00-2:00 Passport Booklet (Possibly Present)

Reading
Purpose: [Reason for teaching this lesson.]
Students will be able to understand what it takes to be a good hero. (This will be the essential
question for the week.)
Objectives: [What are the expected student outcomes?]
The students will be able to relate how they can become a hero in their community.

Common Core Standards: [What are the Common Core Standards to be addressed?]

CCSS.ELA-Literacy.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.2.3.b
Know spelling-sound correspondences for additional common vowel teams.
CCSS.ELA-Literacy.RF.1.3.f
Read words with inflectional endings.

GLOs: [List the relevant General Learner Outcomes addressed]

HI-GLO.1 Self-directed Learner (The ability to be responsible for one's own learning)
HI-GLO.2 Community Contributor (The understanding that it is essential for human beings to
work together)
HI-GLO.3 Complex Thinker (The ability to demonstrate critical thinking and problem solving)
HI-GLO.6 Effective Use of Technology

Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
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.
Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Standard 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners,
families, other professionals, and the community), and adapts practice to meet the needs of each
learner.
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.

Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Students will be completing a formative assessment. They will be given an exit slip before
heading out to recess.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]

Promethean Board
Textbook
Workbook

Procedures: [Include a detailed description of what is done at each of the following stages of the
lesson.]
Morning Routine:
o
o
o
o
o
o
o

Phonemic Awareness: Phoneme Categorization

Phonics: Review Variant Vowels // and /uu/
Structural Analysis: Contractions with not
Spelling: Variant Vowels // and /uu/ Word Sort
High-Frequency Words
Expand Vocabulary
Grammar- Possessive Pronouns
A. Introduction The students will review the morning message. Different students are
selected to compete the bell work every day.
B. Developmental The students will then move onto Phonemic Awareness and practice
hearing the blend sounds. They practice saying the same set of words every day to
emphasize learning the new sounds. The students will practice making sentences with
their high frequency words and completing a workbook page. This will allow me to see
which students were focusing on the new vocabulary words. It will be graded as a class.
They will also read out of the textbook.
C. Concluding They will fill out an exit slip to explain about what they read in the text
book. The students will then complete their grammar worksheets at their seats quietly.

Adaptions
Students sit in five rows on the floor. They each have their own assigned row according to their
reading and comprehension levels. Some students need to sit closer to the board in order to focus
more.
Extensions
My higher level thinkers are to write more on their exit slips.
Management Considerations
Students will be sitting on the floor. The students will be attentive and focus on the lesson. If
students are distracted, then I will address the problem right away. Measurement is an important

lesson for the students to know and I want my students to know that. If students still do not
follow along, then their behavior point will be taken out.
______________________________________________________________________________

MSL
Students will be learning the new phonogram -or. The have numerous words to read:
pursuit, suit, recruit, nuisance, suitor, bracket, cricket, ticket, thicket, sprocket, wrinkle, wriggle,
wrangle, wreckage. The students are to review the past two recent phonograms. The definitions
will already be provided for the words they students may not know.
Next is an auditory drill. The teacher says the sounds and the students repeat and sounds
as he/she writes. Then they have words to spell. The teacher says the word, student repeats,
teacher uses in sentence and says word. The student repeats and fingerspells, sounds as he/she
repeats.
Then the students review the new phonogram -ui. The keyword is buckle (in the middle
of a word). They will then spell suitor, pursuit, recruit, and nuisance. They also will write ui
three times in their table to practice writing this phonogram.
Finally, the students will start the introduction of the new phonogram or (at the end of
longer words after t). Words to read and spell: pastor, tractor, victor, mentor, actor. The students
will practice their dictation with the new learned words. The five dictation sentences are:
1.
2.
3.
4.
5.

His mentor wore a jacket and a gold bucket.

The pastor will live among the people.
The wreck was in that sector.
I guess the actor did not like the role.
The tractor was needed to move a couple of sculptures.

The students will come to the floor to check their answers and make corrections if needed.
______________________________________________________________________________

Math (Reviewing Chapter 10)

Purpose: [Reason for teaching this lesson.]
Students will understand how to use a picture graph to show data.
Objectives: [What are the expected student outcomes?]
Solve Problems involving data by using the strategy make a graph.

Common Core Standards: [What are the Common Core Standards to be addressed?]

CCSS.Math.Content.2.G.1
Reasons with shapes and other attributes. Recognize and draw shapes having specified
attributes, such as a given number of equal faces.
GLOs: [List the relevant General Learner Outcomes addressed]
HI-GLO.1 Self-directed Learner (The ability to be responsible for one's own learning)
HI-GLO.2 Community Contributor (The understanding that it is essential for human beings to
work together)
HI-GLO.3 Complex Thinker (The ability to demonstrate critical thinking and problem solving)
HI-GLO.6 Effective Use of Technology

Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
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.
Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Standard 5: Application of Content
The teacher understands how to connect concepts and use different perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.
Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.

Standard 9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners,
families, other professionals, and the community), and adapts practice to meet the needs of each
learner.
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.

Materials/Set-Up: [Include a list of resources and materials used for the lesson.]

Promethean Board
Math Packet

Procedures: [Include a detailed description of what is done at each of the following stages of the
lesson.]
Students will be reviewing Chapter 10 Review for a grade. This is a pre-test to see if they are
ready for the test. I have all the students seated on the floor as we review the packet. I want the
students to see how I got each answer step-by-step. The students seem to do better on the test
when I do this.

Adaptions
The students will get a harder worksheet if needed. The students that have all MEs in their math
packet will get this worksheet.

Extensions
Students are able to create their own bar graph using real statistics.

Management Considerations
Students will be using their math practice packet on the floor. The students will be attentive and
focus on the lesson. If students are distracted, then I will address the problem right away.
Measurement is an important lesson for the students to know and I want my students to know
that. If students still do not follow along, then their behavior point will be taken out.

Work on Passport Booklet

The students are working on a research project about different cultures around the world. We just
started this project last Monday and are spending some time on the booklet when we have time.
The booklets are called My Passport. The students are creating their own fun and unique passport
that the kids can use to share with someone else. I want the students to be able to present their
passport to another class and share their new information.