Teacher Candidate Name: Gunner Haug

Grade Level: 2nd Grade

Subject: Language Arts
Date: Wednesday, November 15, 2017
Millicent Atkins School of Education: Common Lesson Plan

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain,
or describe
2.RI.8 Describe how reasons support specific points the author makes in a text.

List the Learning Objective(s) to be addressed in this lesson. Use the following format:
“Students will be able to…”
The students will be able to identify the main purpose of a text including what the author
wants to answer, explain, or describe within the text. The students will be able to describe
specific points made by the author within the text.

Describe how the objective is relevant to students’ lives.

This subject is relevant to the students’ lives because students can better understand what the
stories or books are about by learning about author’s purpose. The lesson will help them
understand why an author writes books.

List the words relevant to the content area that you will either introduce and/or review during
your lesson.

 Author’s purpose
 Persuade/Convince
 Entertain
 Inform

List the materials you will need to teach the lesson.

Wonders textbook
Pencils
Graphic Organizer
Interactive Whiteboard
Assessment (printed out)

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.

The students will answer the pre-assessment questions. I will assess what they know about
author’s purpose. The answered pre-assessment sheet will show what I may need focus on or
what I may be able to go through with less emphasis, based on how much they already know.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☒ Is your pre-assessment included at the end of this lesson plan?

Yes.
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).

I will administer the pre-assessment questions on 11/13/17 (2 days before the lesson). I will be
able to refer to the checklist of their results that I have made.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)
 Pre-assessment Results

18

16

14

12
Students

10

0
The student was able get a The student was able to The student scored under
perfect score. (100%) score between 80%-99% 80%
Scores

Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.

The results of my pre-assessment sheet will show me what needs the most and least emphasis
through my lesson and what I will have to double check for understanding in my lesson and in
the post assessment.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.

☒ Is your post-assessment included at the end of this lesson plan?

Yes.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

☒ Is your key included at the end of this lesson plan?

Yes, right after the pre-assessment sheet. The correct answers are highlighted instead of
circled in the key.

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.
Right before we start this lesson, we will use the whiteboard and do a “GoNoodle”. The
GoNoodle will wake them up and get them ready to learn! Within the lesson we will do an
interactive whiteboard activity to give the students practice and ensure they do not need more
instruction on author’s purpose. I will also use the document camera when doing examples for
the students.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs of
all learners and accommodate differences in students’ learning, culture, language, etc. * Be
sure that these accommodations are based on what you identified/described in your contextual
information (Task I).

There are no IEPs in Mrs. Crissman’s class at the moment. Students will need to be focused on
the instruction as much as possible to enhance learning. I will use different management
strategies to the students that are more likely to get off task. We will do multiple examples in
different forms to help those that learn in different ways.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.

We will do a GoNoodle to motivate the students for their learning. I will be transparent when
giving instructions and expectations. The students will also do think-pair-share (Dr. Archer). I
will use the call backs that Mrs. Crissman has been using all school year. They have 2 call
backs that are used daily: “2nd grade flat tire—shhhhhhh” & “Hands up top—Everybody stop”.
I will also use proximity to student to ensure the students are on task.

LESSON IMPLEMENTATION
“I Do”
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
First to motivate them, we will watch a GoNoodle. GoNoodles are perfect if the students are
sleepy or unfocused. Then I will be completely transparent with the students about what we
will be doing during the lesson. I will explain the different types of author’s purpose with the
help of a colorful powerpoint. After each different type of author’s purpose, the students will
participate in think-pair-share with their shoulder buddies. This will give the students the
characteristics and then examples for each type of author’s purpose.

Describe how you will communicate (to students) how the objective is relevant to their lives.
I will explain that they will be able to use this information to better understand why the story
was written and what they are supposed to get from that story/book.

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective. (cite theories/theorists)
Think-pair-share (Dr. Archer)
Full participation
Describe how you will check for students’ understanding before moving on to guided practice.
I will assess their understanding by their answers with their shoulder buddies. If they are on
the right track we will continue on, if their answers are a little off, we will continue talking
about that form of author’s purpose.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
We will listen and follow along to the whiteboard as it reads their short story of the week.
They have read this story once and Mrs. Crissman has also read it to them once this week, so
they should be very familiar with this story. They will fill out a small graphic organizer where
they decide what type of purpose the story has and 2 clues that give them that impression. Mrs.
Crissman and I will be walking around to help those who are struggling. Every student will
then have a chance to participate in the interactive whiteboard activity that I have made just for
this lesson. They will slide a common book/writing into either the entertain, inform, or
persuade. The student will then tell me why they decided that category for that book.

Describe how you will check for students’ understanding before moving on to independent practice.
When they make their decision during the whiteboard activity, I will make sure they have
made the right choice and then make sure they made it for the right reasons. Mrs. Crissman
and I will also be checking their graphic organizers.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
Right before moving on, we will do a quick echo reading over each form of author’s purpose,
so they are 100% ready to go on their own. I will hand out the answering sheet (attached at the
end of lesson plan) to the students. I will read and re-read a short passage and they will answer
either entertain, inform, or persuade. The passage will be on the board if they still need
something to check for clues.

APPENDIX: Include a blank copy of your post-assessment.

☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?
Yes.
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
I will explain how they can use this lesson to better understand what kind of book they read.
Then I will excuse them for lunch.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
 Students’ progress from pre-to-post assessment. (if applicable)
 Factors that may have influenced the post assessment results.
 How the results of the post assessment highlight what areas of the lesson will require
re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you show
the comparison.
Description: I made charts to score each assessment. There was improvement from the pre-assessment
to the post-assessment. It was not a huge jump up, because the post assessment was tougher than the
pre-assessment. The pre-assessment had 5 questions, while the post-assessment had 8 questions with
longer story examples.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction (successes).
 I feel that I had solid assessment results for my students to compare and contrast. I was
able to easily put into visual charts to represent the learning that occurred within my
lesson.
 I was able to keep the class motivated and focus throughout my lesson. First, by using
a GoNoodle to wake them up and get them ready to learn. Second, I was able to keep
them working and on task by using different management skills especially callbacks. I
really enjoy the callbacks that they use, because they are easy to remember and fun for
the students.

List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
 My students ran into a challenge when we got to their post assessment. Some of the
questions were more controversial between two choices. Before using this assessment,
I should have looked at with a 2nd grade perspective and thought about how difficult it
would be for these students.
 I was a tad bit nervous/overwhelmed at the thought of being recorded and critiqued by
professionals. I feel that I did shake it off after a while, but may have skipped some
stuff or went too fast on certain parts of the lesson due to nerves.
List and describe two ideas for redesign you would make if you were to teach this lesson again.
 If I could go back I would describe the “entertain” in a better way, because I think
some of the students thought entertain was only if it was silly or made them laugh,
while that is a big part of it, it is not always the entertaining purpose.
 I would redesign the post-assessment and give them the same sheet as their pre-
assessment and see if everyone can do better than their first try. This would give an
even more accurate result without that difficulty variable.
 Pre-assessment Questions
Directions: Read each sentence. Decide if the book/story was to
written to persuade/convince, inform, or entertain the readers.
Circle one of those choices.

1. If we read a book about gravity that was filled with facts and
information, the author’s purpose was to persuade/convince,
inform, or entertain the readers.
2. If we read a book about a cat in a hat, which was really silly
and funny, the author’s purpose was to persuade/convince,
inform, or entertain the readers.
3. If we read a book about recycling loaded with strong feelings
why everyone should be recycling, the author’s purpose was to
persuade/convince, inform, or entertain the readers.
4. If we read a story about how people live in different countries
that had information and facts, the author’s purpose was to
persuade, inform, or entertain the readers.
5. If we read a book about Superman saving a town and was
action-packed, the author’s purpose was to persuade, inform, or
entertain the readers.

Pre-assessment Answer Key

Directions: Read each sentence. Decide if the book/story was to
written to persuade/convince, inform, or entertain the readers.
Circle one of those choices.

1. If we read a book about gravity that was filled with facts and
information, the author’s purpose was to persuade/convince,
inform, or entertain the readers.
2. If we read a book about a cat in a hat, which was really silly
and funny, the author’s purpose was to persuade/convince,
inform, or entertain the readers.
3. If we read a book about recycling loaded with strong feelings
why everyone should be recycling, the author’s purpose was to
persuade/convince, inform, or entertain the readers.
4. If we read a story about how people live in different countries
that had information and facts, the author’s purpose was to
persuade, inform, or entertain the readers.
5. If we read a book about Superman saving a town and was
action-packed, the author’s purpose was to persuade, inform, or
entertain the readers.

Post-assessment
 Post-assessment Answer Form
and Answer Key
(The students will do questions 1-8. I will have them cross off 9-12 to be sure they
are not confused).