Gwynedd Mercy University-School of Education

Charlotte Danielson framework Lesson Plan

Subject Area: Grammar Lesson Prefix: Key Experience Grade level: 2nd grade

GMercyU Student Name: Krystal Coupe

PA Core Standard (s):

Standard - CC.1.4.3.F
Demonstrate a grade-appropriate command of the conventions of Standard English
grammar, usage, capitalization, punctuation, and spelling.

Big Idea: (Overarching Theme) Objective:

By studying grammar, we become better writers and readers. The grammar lessons
allow opportunities for students to explore the relationship between words and
understand the power of words.

Essential Questions:
1. What is the role of a root word?
2. What is the role of the prefix?

Enduring understandings: At the conclusion of the lesson students will understand:

the role of a root word, its prefix and construct a chart with the root words and the
prefixes for each picture shown.

Student Objectives (Outcomes): Students will apply what they learn about the
roots and prefixes and write about the key experience. Which will include labels that
read: cycle uni cycle bi cycle tri cycle angle tri ceratops tri

Performance Task(s): Students will show what they know through the use of
formative and summative assessments. The teacher will have small group
discussions, ask students essential questions and observe students before during and
after. Additionally students will compose a chart from the key experience and write
the prefixes in red and the root words in black.
Learning Activities:
To activate prior knowledge during this small group lesson students will sit together
around a small work mat and will be asked to tell me what object I am holding.
1. Gather a group of children.
2. Place the wheel on the mat.
3. Ask the children, Do you know what this is called? Children respond.
4. Say, I want to show you something special about a wheel. Mark one point on
the wheel. Place the wheel at its mark on a strip of paper. Mark the paper
where you placed the wheel. As you roll the wheel, tell the children to clap
when the wheel rolls back to the point at which it started. Mark the point
where you stopped. Tell the children that this distance is called one cycle of
the wheel. Write the word cycle between two points.
5. Place label for cycle under wheel. Say, Cycle is a root word because it has the
power to mean something. Place the root word about the wheel.
6. Place the unicycle under the cycle label on the mat.
7. Ask the children, Do you know what this is called? Children respond.
8. Say, This is a unicycle. Place a cycle label under the unicycle and place the
uni label to its left.
9. Place the bicycle under the unicycle label on the mat.
10. Ask the children, Do you know what this is called? Children respond.
11. Say Yes this is a bicycle. Place a cycle label under the bicycle and place the
bi label to its left.
12. Place the tricycle under the bicycle label on the mat.
13. Ask the children, Do you know what this is called? Children respond.
14. Say, Yes, this is a tricycle. Place a cycle label under the picture of the tricycle
and place the tri label to its left.
15. Say, These letters we fastened before each root are called prefixes.
16. Place the Prefix label to the left of the Root label above the prefixes.
17. Say, Prefix comes from the Latin word praefigere, which means to fasten
before. So we fasten prefixes before the roots.
18. Place the etymology sentence label above the presentation; then place the title
label, Prefix Key Experience, at the top.
19. Ask the children, pointing to the picture of the unicycle, How many wheels?
Children respond. Say, So uni means one something. We need the root to
know one what.
20. Ask the children, pointing to the picture of the bicycle, How many wheels?
Children respond. Say, So bi means two something. We need the root to
know two what.
21. Ask the children, pointing to the picture of the tricycle, How many wheels?
Children respond. Say, So tri means three something. We need the root to
know three what.
22. Place the triangle to the right of the tricycle.
Ask the children, What is this? Children respond. Place the label below.
Ask the children, Do you know why we call it a triangle? Children respond.
23. Place the triceratops to the right of the triangle.
 Ask the children, What is this? Children respond. Place the label below.
Ask the children, Do you know why we call it triceratops? Children respond.
Discuss the etymology of ceratops with the children.
Explain what an adjective is?

Materials Needed:
Grammar Books
A wheel
Montessori Material pictures of unicycle, bicycle, tricycle, triangle, and triceratops
Labels that read, Prefix (in red) and Root (in black)
Etymology label (in red) that reads, Praefigere (Latin) means to fasten before.
Title label that reads, Prefix Key Experience
Colored pencil (red)
Work mat
Labels
Whiteboard and red and black dry erase markers
Labels that read: cycle uni cycle bi cycle tri cycle angle tri
ceratops tri (roots in black, prefixes in red)

Vocabulary/ New or Reviewed:

Review:
Root

New:
Prefix

Guided Practice: Students will apply what they learn about adjectives and structure
and construct a graphic organizer using the material and labels for prefixes and the
root words.

Check for understanding of Student Learning: I will use the different levels of
Blooms Taxonomy to prepare questions for the students that will encourage them to
participate during the lesson. The questions I ask throughout the lesson will help the
students apply their new and prior knowledge about adjectives.

Independent Practice: Students will show what they know through the use of
formative and summative assessments. The teacher will have class discussions, ask
students essential questions and observe students before during and after.
Additionally students will compose their own sentences during that time the teacher
will be walking around helping students individually.

Differentiated Instruction: This lesson will accommodate all types of learners;

visual learners through the use of graphics, and demonstrations, auditory learners
through oral instruction and explanation, and kinesthetic learners through a hands-
on experience.
Closure:
To bring closure to this lesson I will say the following to the class:
Today we have discussed that studying grammar helps us become better writers
and readers. I will ask students what is the new word we learned today?

Reflection
The student teacher engages in this reflection for each lesson planned and taught.
The student may discuss the lesson reflections with a supervisor.

Domain I Planning and Preparation

1. How do you know you were knowledgeable of your content? I used my co-
teacher as a resource and the Montessori album to help me plan and prepare
prior to the lesson.

2. What is the evidence that your objective was clear in the lesson plan? Through
using the Montessori material it was very obvious and clear what the
objective and expectation was for the students in the beginning.

3. How does the lesson address individual needs? This lesson accommodated all
types of learners; visual learners through the use of graphics, and
demonstrations, auditory learners through oral instruction and explanation,
and kinesthetic learners through a hands-on experience.

4. What variety of strategies and methodologies did you consider when planning?
All learners need time to process new ideas and information. They also need
time to verbally make sense of and articulate their learning with the
community of learners who are also engaged in the same experience and
journey. As we all know, structured discussions really work best with children.

5. How did your lesson plan include checks for understanding? Through the use
of formative and summative assessments I had class discussions, ask students
essential questions and observe students writings before during and after the
lesson.
6. What PA Standards did the lesson Address?
Standard - CC.1.4.3.F
Demonstrate a grade-appropriate command of the conventions of Standard
English grammar, usage, capitalization, punctuation, and spelling.
Domain II Classroom Environment

1. How did students know the behavioral and academic expectations for the
lesson? Before, during, and after the lesson the teacher used the same
behavioral procedures the co-teacher follows. This includes following the
rules, sitting crisscross and being a good example.

2. What effective routines and procedures did you implement for lesson
efficiency? The effective routines used include a group time for the initial
lesson, model, and independent practice and come together again to share and
close the lesson.

3. How did you insure the classroom was physically accessible for all learners?
Because of the classroom layout students were accessible to materials and
chairs needed for independent work.

4. What evidence indicates that respect was shown between and among the
students and teacher? The students followed rules by raising their hand when
wanting to answer or ask a question. The teacher listened and provided
feedback and vice versa.

5. How do you access if the lesson was attainable for all students but also had
appropriate rigor? The key experience was an introduction to the lesson. The
next day their had appropriate material for both higher and lower levels
needed for each individual. During independent work students were able to
work together in pairs to help each other.

Domain III Instructional Delivery

1. How did you align your lesson to PA Standards?

2. How did you insure a clearly stated objective, understood by learners?

Through discussion and my material students were able to apply what they
learn about the prefix and root words.

3. How did you provide clear explanations as to how to proceed through the
lesson? Through questioning, observations and discussions I was able to move
through with the lesson because the students were able to comprehend and
move forward with the lesson.

4. What questioning and discussion techniques insured all-learner participation?

To activate prior knowledge I asked the students to Recall a sentence using
an adjective? And to Explain what an adjective is?

5. What strategies did you employ to engage all students? Model, practice
together and independently, discuss as a class and individually, and engage
students through the use of my creativity to reach learners.
6. Describe how you made the content meaningful due to sequencing and pacing.
Todays lesson was a basic introduction of Prefixes it was very simple short
and to the point.

7. Discuss how you checked for understanding, provided feedback, retaught. I

was able to check for my students understanding through the summative and
formative assessments. This allowed me to help students during independent
time when they had to write down the Prefix: Key Experience

8. What is the evidence that you were you flexible and responsive to the needs of
the learners? 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.

9. Describe how you made meaning of the lesson with some form of closure
activity. At the end of the lesson after independent work I asked the students
individual questions, which helped me to assess their understanding.

Overall Assessment:

Briefly state any changes you would make to improve Domains I, II, or III as
related to this lesson.

Overall, I thought the lesson was successful using the Montessori material was
concrete when I was teaching the lesson. Additionally, I enjoyed teaching the
Prefix key experience and the students easily grasped this concept without
having any difficulties. I personally enjoyed how this lesson is taught using the
concepts of a wheel.