Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Lauren Wilkinson

Grade Level: 2^nd Grade

Subject: SS

Date: 9/10/2021

PLANNING

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

2.C.3.1 Identify laws in your local government and how local laws are made

List the Rationale (cite theories or theorists):

Piaget explained that students learn new things through assimilation or accommodation. Students connect new things to what they already know. If the new things they learn match what they already understand, their brain goes through the process of assimilating the new data into the existing network. However, if new information does not agree with what they previously understood, their brain has to adapt to accept this new information. The old information has to be changed in their brain to fit with the new.

In this lesson, I will be comparing laws in the community to school rules. Students are already used to school rules and expectations. They may not understand why they are important yet, but they understand that they have to follow the school rules or else there may be consequences. Because students already have this knowledge, they should be able to take up the new information of laws in the community. Their brains should be able to make the connection so that students may understand laws and their importance.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”

Students will be able to explain what a law is by the end of the lesson.

Students will be able to explain the importance of laws and identify at least one law in the community by the end of the lesson.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

This class has a wide variety of developmental levels. A few students are advanced way past a second-grade level, while others, are far behind a second-grade level. These objectives are appropriate for most of the class. Some students may already know what laws are, but most cannot currently explain what a law is, even if they already have general ideas about laws. Thus, an objective of being able to explain a law is challenging for most students, but not so challenging that it cannot be accomplished in a 20-minute lesson. Furthermore, students should be able to put their new knowledge of laws into practice by explaining one law that they follow. Accomplishing the second goal will help cement the first goal into students’ minds.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

· 7 Girls, 12 Boys, 19 Total

· 2 students are Southeast Asian, 2 are part Native American, and 1 is Latin American

· 3 English Language Learners, 1 needs a lot of help to stay on track, but can copy down sentences from the board, the other two are pretty independent.

· 6 Students on IEPS, 6 students receive speech services, 3 receive OT, 2 students need a lot of motivation to keep working, 2 need extra time to copy information, and need help recalling information, the others work well on their own, but they need some extra time, and may need help figuring out what to say or write, but they do ask questions when they need help.

· 6 Students above level, 7 students below level, and 6 students on level. 1 of the advanced students stands out even among the students above level. He has stated that he is bored because the work is too easy. He zones out when the work is too easy, but he likes some extra challenges. He enjoys reading about anything dealing with science, he enjoys multiplying, dividing, and square roots.

Describe your Knowledge of Students: (in terms of the whole class and individual students)

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).

· The 3 ELL students communicate well in English, they all understand when they are read to. One really struggles to read and write, the other 2 are pretty good at reading and writing.

· 6 Students are fluent readers. They comprehend well and have good vocabularies. The 7 students that are on a second-grade level do decent with reading. They may need some extra help sounding out tougher words, but they can read fairly fluently. The 6 below level students struggle to read. They need help sounding out most words, and cannot spell most words accurately on their own. Most of these students can copy words well when given enough time.

· At least 3 students need a lot of extra reminders to stay on task. 3-4 more need extra reminders too, but it depends on the day.

· One student loves anything non-fiction. Others love horses, and many students are interested in any animals or pets. Many students love Pokémon and Legos. Students are also very into pop-its and other fidgets. A few students really enjoy soccer, a few others enjoy hockey. One student that struggles to stay motivated, loves candy and is very motivated by any treats. Most students love recess and are very motivated by the chance to earn extra recess.

List the materials/resources you will need to teach the lesson.

Smartboard

iPads, with Keynote

Technology

Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.

I will use the Smartboard to display some pictures. This will assist students to recognize some laws in the community. I will also use the Smartboard to Screen Mirror my iPad so the students can have a sample presentation that they will create.

The students will use iPads to explain one law in the community, and its importance. The iPads will enhance the lesson because it will be a more fun and motivating way for students to show what they know. In addition, students who may not know how to spell or write or clearly yet can clearly explain their thinking without the barrier of having to write.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.

Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *

I will write the vocabulary word, “law” on the board so that students who struggle to spell will have the word that they need to type already spelled out for them. I will also give many examples of what students could say for the third slide of their keynotes.

For the more advanced students, and for students who get done early, I will allow them to change some formatting to explore more features of keynote. I will also challenge the advanced students to record a 4^th slide and voice record an idea for a new law. This will allow them to think critically.

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.

I will review the previous Social Studies lesson on cooperation in the community. I will highlight the vocab words of cooperation, community, and citizens. Below, I have listed some sample questions to guide the discussion:

1. Last I had a challenge for you. I asked two of you to carry a piece of paper across the room, but each of you could only use one finger. Does anybody remember what the two people had to do to get the paper across the room? They had to work together/cooperate

2. Yes, two of our classmates had to cooperate to get the paper across the room. We also talked about how people in a community cooperate to solve problems. Does anybody remember what a community is? All the people that live, work, and go to school together

3. Does anybody remember what the people who are a part of a community are called? citizens

4. Last week towards the end of the school day, I brought another challenge for you, the citizens of Lincoln Elementary’s community. You had to cooperate to solve it. The challenge was that there is a problem at recess, sometimes not everyone gets a ball for recess because we are all out. Does anybody remember what you guys said you could do to solve the problem? Raise money for more balls and jump ropes, take turns, share, etc.

5. How did that go this week? Did you cooperate and take turns, did you share the balls? Let students share

Pre-Assessment: 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. (Include charts, graphs if applicable)

I will use the discussion to determine how much the students remember from the previous lesson, and what I need to revisit before moving on. If students remember the main vocab words well, I will be good to move onto today’s lesson. If not, I will review these terms, and then move onto a modified lesson that further incorporates aspects from the previous lesson.

Classroom 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.

I will utilize the classroom management strategies already in place by the school and by my cooperating teacher. I will hand out “SOAR” slips to outstanding students, and classroom tickets to students who are doing what they should. I will also motivate students with the “marble jar.” If they fill the jar with marbles, they get a class prize. With these kinds of positive reinforcements, most students will be motivated to listen and participate in the discussion. Furthermore, I will use proximity and subtle reminders to stay on track. I will also incorporate aspects of the lesson into my classroom management. For example, if the class starts getting distracted, I will have the option of saying something like, “Second graders, we need to cooperate if we are going to earn a full jar of marbles. How might we cooperate to fill this jar.” I am looking for students to respond with something like, “we all need to be quiet and listen.” This kind of reminder not only helps the students self-correct some behaviors, but it reviews vocab words too.

Implementation

“I Do”

(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.

From the discussion, I will gauge where to start the new lesson’s discussion, my hope is to transition from students saying that they did a good job sharing and taking turns. Then, I can mention that if they did share and take turns, they were being good citizens in our school community. I will ask students what are some other ways that they can show they are good citizens in our school community (I will guide the discussion to answers like, “follow rules, raise my hand, cooperate to create a soaring line, be a good example at recess, help each other out, etc.”).

I will then start talking more about school rules/ expectations. Our classroom has posted rules, but we have not really focused on those, we have focused more on being a soaring students, which are our expectations for students. I will ask the students, “What are some school rules you follow to be good citizens of our school community? (Follow SOAR, raise hand, be quiet in class, don’t hit, walk in the halls, etc.). If students don’t already say what SOAR stands for I will ask them that too.

Next, I will ask students about what they think would happen if they didn’t follow school rules (Things would get loud, we could get hurt, we wouldn’t learn, etc.).

I will then transition into community laws. I will tell students that just like we have rules in school, we have rules outside of school in the community. These rules are called laws. I will put a few pictures on the smartboard of different laws, ie: someone buckling up, a stop sign, and someone paying for something at a store. I will ask students about each of these individually. I will ask students what law they think the picture shows. When they come up with something along the lines of the laws of buckling up, stopping at stop signs, and paying for things instead of stealing them, I will ask why they think each law is important. I will guide them to say things like safety and fairness. I will remind students that good citizens follow laws to keep themselves and other people safe in our community.

“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).

I will then tell students that we will use the iPads to create a keynote about being good citizens. But, before we can do that we have to brainstorm what we will put on our keynotes. I will show them a blank copy of a keynote that I will airdrop to them. Screenshots are pictured below. On the first page students will take a selfie and put their name in the textbox. On the second page, students will fill in the sentence with the vocab word, “laws.” The sentence is, “I can be a good citizen by following the ____ of our community.” Then they will voice record what a law is.

Then, on the third page, students will pick a law and explain why it is important. I will have a few pictures on the slide of examples of laws. If students would like to pick on of the laws pictured, they can, or they can pick a different one. I will give students an example to start: “Buckling up is a law in my community, buckling up is important because it keeps people safe in cars.” Then, I will ask students to brainstorm some laws. As they mention different laws, I will ask students why they think those laws are important. I will also write the laws students come up with on the board as a way to affirm their answers and as a visual reminder for when students do the independent practice.

“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?

After we finish brainstorming, I will allow students to pick and record information about their law. After students finish, I will allow them to change the formatting, or add a 4^th slide to share what new law they would like to create.

Lesson Closing

Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).

After all students are finished, I will ask students a few review questions:

1. What is a law? A rule everyone has to follow

2. What laws did you choose to share about? Allow students to share I will also ask students why they said that law was important. If there is a lot of extra time, I will allow some students to screen mirror and play their recordings.

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.

I will assess the keynotes after the lesson. I will look for three main things, if they have achieved these three items, then they would have met the objectives I set. First, I will look to see if they were able to type “law” on slide two. Then, on slide three, I will listen to the recordings and see if they could first, identify a law, and then second explain that law’s importance. The third item is really the only one that could be more complicated that a yes or a no, so I will listen for how the student explains the importance. If they say something like, “Bucking up is a law, it is important because it is important to follow the law.” That will tell me that they probably don’t get it. I am looking for students to explain why the specific law they chose is important.

Analyze

Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.

If applicable, insert a table/chart/graph before your explanation.

As expected, all students were able to fill in the sentence with the vocabulary word, “laws.” However, some students struggled with picking a law and identifying its importance. For example, one student said, “I picked safety because it is important to stay safe.” Clearly, this student did not really understand the objective. Yet, many other students grasped the topic, and were able to identify laws like buckling up, not littering, paying for things, etc. They were able to identify and explain the importance of these laws.

Reflect

Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.

Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.

Overall, the lesson went well and pretty much according to plan. Of course, I added some follow up questions and additional questions to help guide the discussion. These extra questions will always change year to year depending on the flow of the discussion and the students having the discussion. What I would change is adjusting the explanation of the assignment/independent work portion of the lesson. I told students what they needed to do by going through an example and by giving lots of examples. I will keep this part in, but I will add to it by having some students give examples to the class before sending them off to do their own work. I think if I would have had more students share, I could have caught misunderstandings before discovering them through the post-assessment.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Lauren Wilkinson

Grade Level: 2^nd Grade

Subject: Reading

Date: 9/29/2021

PLANNING

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

2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2.RI.8 Describe how details/evidence support specific points the author makes in a text.

2.W.3 Write narratives (e.g., story, poetry) that: a. recount a well-elaborated event or short sequence of events. b. include details to describe actions, thoughts, and feelings. c. use temporal words to signal event order and provide a sense of closure.

2.SL.2 Recount or describe key ideas or details from a text read aloud, information presented orally, or through media.

List the Rationale (cite theories or theorists):

Vygotsky identified that children develop ideas and problem-solving skills through collaborative discussions with members of society. They develop ideas and understandings about their culture and the world around them through their interactions with adults and other people in authority over them. In this lesson students will discuss with the teacher and class ideas about cooperation in their families. They will use their personal experiences with their families and with the adults in their lives to help them better understand how families cooperate. Through reading the stories in the unit and discussing the stories as a class, students will gain a better understanding of cooperation and be able to better connect their experiences to it.

Vygotsky also recognized that students learn in a zone of proximal development. If the content is too difficult students will not be able to make significant progress. However, if the content is too easy, students will not learn anything as they are not being challenged. Thus, the content must be at the level just above where students are currently at and the teacher must support students as they develop the skills necessary to master this new level. In this lesson, students will be challenged to write more in a paragraph form. Students have already written individual sentence is but have not yet had a main idea and supporting details to better explain that idea.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”

By the end of the week, students will be able to identify at least 4-5 ways that families work together.

By the end of the week, students will be able to explain how families work together to accomplish goals.

By the end of the unit, students will be able to ask and answer questions about given texts.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

Students are beginning to understand cooperation, they understand the process of cooperation, so now they can begin to identify ways that they cooperate with their families in real life. While they may not work with their families a whole lot at this age, they should be able to identify possible ways that their families could work together. They should be able to listen to the stories and identify with the ways that those families work together, they should also be able to make connections to their family and their experiences. Students should also be able to recognize the goals of their family working together. They should be able to understand how working together benefits everyone in the family.

Students have consistently been working on asking and answering questions about a text. The strategy of asking answered has been modeled multiple times to the students, and the students have had some practice with asking and answering questions. Students are beginning to develop this skill, but it still remains an objective to help students refine the skill and use it more often.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

· 7 Girls, 12 Boys, 19 Total

· 2 students are Southeast Asian, 2 are part Native American, and 1 is Latin American

· 3 English Language Learners, 1 needs a lot of help to stay on track but can copy down sentences from the board. The other two are pretty independent.

· 6 Students are on IEPS. 6 students receive speech services. 3 students receive OT services. 2 students need a lot of motivation to keep working. 2 students need extra time to copy information and need help recalling information. The others work well on their own, still they need some extra time, and may need help figuring out what to say or write. This group of students does ask questions when they need help.

· 6 Students above level, 7 students below level, and 6 students on level. 1 of the advanced students stands out even among the students above level. He has stated that he is bored because the work is too easy. He zones out when the work is too easy, but he likes some extra challenges. He enjoys reading about anything dealing with science, he enjoys multiplying, dividing, and square roots.

Describe your Knowledge of Students: (in terms of the whole class and individual students)

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).

· The 3 ELL students communicate well in English, they all understand when they are read to. One really struggles to read and write, and the other 2 are pretty good at reading and writing.

· 6 Students are fluent readers. They comprehend well and have good vocabularies. The 7 students that are on a second-grade level do adequate with reading. They may need some extra help sounding out tougher words, but they can read fairly fluently. The 6 below level students struggle to read. They need help sounding out most words and cannot spell most words accurately on their own. Most of these students can copy words well when given enough time.

· At least 3 students need a lot of extra reminders to stay on task. 3-4 more need extra reminders too, but it depends on the day.

· One student loves anything non-fiction. Others love horses, and many students are interested in any animals or pets. Many students love Pokémon and Legos. Students are also very into pop-its and other fidgets. A few students really enjoy soccer, a few others enjoy hockey. One student that struggles to stay motivated, loves candy and is very motivated by any treats. Most students love recess and are very motivated by the chance to earn extra recess.

List the materials/resources you will need to teach the lesson.

· Smartboard/Projector

· IPads

· Story Cards on the Wonders Website

· Graphic Organizer handout

· Writing and drawing paper

· Drawing/Coloring supplies

· Seesaw app

Technology

Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.

iPads- These will be used for students to record their stories to share with their families. Not only does reading their story out loud help students work on fluency and reading skills, but it also helps emphasize the lesson objective of identifying ways that families can work together.

Smartboard/Projector

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.

Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *

Four students on IEPs will not be in the room during reading time. They receive services in the resource room, so they are already accounted for. I will help the students that are in the room that struggle to write. I will help them by writing out tough words for them and helping them sound out some tougher words. If needed, I will also allow them to grab a clipboard and come up to the front to read and copy sentences off of the board.

For the advanced students, I will have them write and create another video with ways that their family could cooperate on other things. For example, students could describe a way that their family could cooperate to build a sandcastle. They would have to tell me how they would get everything together, where they would go, and what job every person would have to meet the goal of building a sandcastle. They can pick any activity, but they need to tell me a way that their family could work together in the future.

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.

I will ask the Essential Question and listen to student responses.

I will also read through the previous writing assignments. I am looking for spelling, sentence structure, flow of the paragraph, and how accurately the students respond to the prompt.

Pre-Assessment: 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. (Include charts, graphs if applicable)

Through asking the Essential Question, I will be able to get an understanding of what they understood from the previous lessons in the unit. Their answers will also help me determine what points I need to spend more or less time on. I will also read through previous writing assignments to see what I need to re-teach/ emphasize on today’s writing assignment.

Classroom 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.

I will utilize the classroom management strategies already in place by the school and by my cooperating teacher. I will hand out “SOAR” slips to outstanding students, and classroom tickets to students who are doing what they should. I will also motivate students with the “marble jar.” If they fill the jar with marbles, they get a class prize. With these kinds of positive reinforcements, most students will be motivated to listen and participate in the discussion. Furthermore, I will use proximity and subtle reminders to stay on track. I will also incorporate aspects of the lesson into my classroom management. For example, if the class starts getting distracted, I will have the option of saying something like, “Second graders, we need to cooperate if we are going to earn a full jar of marbles. How might we cooperate to fill this jar.” I am looking for students to respond with something like, “We all need to work hard and keep quiet.”

Implementation

“I Do”

(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.

Opening

I will discuss the Essential Question, “What happens when families work together?” with students. I will explain that today they will be listening to “Families Today.”

Story Cards: “Families Today”

I will explain that this is about the Richard Family. It is a family that works together in many ways. I remind students of the strategy: Ask and Answer Questions. I will remind students that as they listen, they should be asking themselves questions. This helps them think through the story. As they continue to listen, they should listen for answers to their questions. I will model a few questions they could ask throughout the story. I will also ask students throughout the story if they can come up with any questions. I will allow them to share with the class and then revisit those questions as answers may come.

Then, I will display the story cards and have students listen to them.

“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).

Story Cards

After listening to the first story card, I will discuss what was talked about to gauge students’ comprehension of the text. Some example questions that I might use are: “What is one way that the Richard family works together or cooperates, to get jobs done? What are some other ways that you think the Richard family might use to work together or cooperate on other jobs?” As mentioned above, I will also ask if any students used the Ask and Answer questions strategy. I will allow students to share any questions they came up with.

After card 2, I might ask some questions such as, “How did the Richard family make working more fun? Have you ever found any treasures while cleaning like the Richard family? What are some other ways you can think of that might make working together more fun?” I will revisit the Ask and Answer questions strategy

After card 3 I might ask, “What are some more ways that the Richard family works together? Has your family ever helped you with homework like the Richard family? Have you ever helped your family with something like computers like the Richard family?”

After card 4, I could ask something like, how did the whole Richard family work together to get ready for the baby? What kind of jobs did each person have? How did they help each other out with these jobs?

With the last card, I will transition into the independent work. I will start to write the answers on the board in a graphic organizer. A sample of what this might look like is pictured below.

Then, I will explain that the students will do this for their own families. They will pick a time when their family cooperates. I will ask students for examples, such as, getting ready for school, getting ready to go on vacation, having a birthday party, having the whole family over for a holiday, taking care of pets, cleaning the house, etc. I will also write these examples on the board so students will have some ideas when it is their turn to write. Students will be told to write a time that their family cooperates in the middle bubble. Students will then be told to write the way each family member helps out in the bubbles. I will go over many examples with students, but I will have them provide the examples, I will just guide students to writing good examples. Some sample graphic organizers are pictured below.

“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?

Students will fill in the graphic organizer. They must fill in the middle bubble and should fill out as many outside bubbles as they can. They should try to think of something for each member of their household family, including themselves. Not all bubbles must be filled, as many students do not live in households with six family members. I will walk around and help students as they fill in the graphic organizer.

As students finish up, I will instruct them to write their sentences from the organizer on a piece of writing paper. I will explain that the organizer helped students organize their thoughts so that they can write a paragraph about how their family cooperates.

When students finish, I will have them draw their family working together.

After students finish the writing and drawing parts of the project, they will be told to grab their iPad and make a seesaw video. They will be told to show the picture of their family and read their paragraph. Students may find a spot in the room that is more comfortable to make their video.

Lesson Closing

Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).

I reemphasize the lesson objectives by revisiting the Essential Question: What happens when families work together? Students should be to identify things like, they can get the house clean, or they can get ready for school or a vacation, etc.

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.

The post-assessment will be the videos and the writing assignment. A general rubric is pictured below

Analyze

Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.

If applicable, insert a table/chart/graph before your explanation.

Use of Graphic Organizer: This was the first time that this group of students have used a graphic organizer. For their first time, I was very impressed. I was not expecting the organizers to come out as well as they did. The students really rose to the occasion and impressed me. There was only one student who could not pick a topic in which their family works together to have a central idea. Everyone else, though, with prompting and lots of examples was able to pick a main idea and fill in surrounding bubbles with family members and their names.

Writing: Everyone at least wrote something. Not all met the exceeds expectations category, but quite a few did. 8 exceeded expectations, 2 met expectations, and 2 did not meet expectations. Those that did not meet expectations did not effectively copy down their ideas from their graphic organizer, or did not write enough.

Responds to Prompt: Like the first category, all but one student either met or exceeded expectations. Students were excited to share their stories.

Video: Most students did a great job with the video too. All but two students did not meet or exceed expectations on the first try. I believe the problem with the students who did not meet expectations was technological issues, so with help, they were able to fix the problem.

Reflect

Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.

Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.

The actual teaching and discussion parts of this less worked wonderful. I really would not change much about the instruction (I do) or we do parts of the lesson. I do need to, however, adjust for timing. In the reading hour, we did not have time to get through everything, and had to finish up later in the day. In the future, I now know, I will probably need to plan a little bit more than an hour for the lesson. I could split it into two days to make sure that I have time to get through everything while not taking away from any particular section of the lesson.

Teacher Candidate Name: Lauren Wilkinson

Grade Level: 2^nd Grade

Subject: Math

Date: 10/13/21

PLANNING

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

2.OA.B. Add and subtract within 20. 2. Add and subtract within 20. a. Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) b. By end of Grade 2, know from memory all sums of two one-digit numbers.

List the Rationale (cite theories or theorists):

Bruner identified that students could begin to figure out challenging work/problems at a young age. The work/problems that students have started to figure out and learn from must be revisited from year to year. He identified this theory as the Spiral Curriculum. As students start to tackle some of the challenges, they will develop thinking skills, and they will be able to remember the skills better as they use them in later years.

In this lesson, students will be tasked with identifying groups of ten quickly to add two one-digit numbers together with mental math. For many, this will be very difficult, and they will likely get frustrated. I know they can do it, and I know that they can begin to do quick mental math with some more difficult numbers. This is also a skill that will be revisited often. As they progress through the year and future grades, they will need to know their math facts to add larger numbers with two or more digits. In addition, this lesson will also have some practice problems that students have learned before. This will help cement the ideas that they have previously learned.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”

By the end of the lesson, students will be able to use mental math to add two one-digit numbers together.

By the end of the lesson, students will be able to identify groups of ten when given two numbers.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

Thus far, students have worked on finding groups of ten. They are pretty confident with their ten’s facts. Now, students will have to add two numbers together that are not ten’s facts, but they will still build on their knowledge of ten’s facts. They will have to find the ten’s fact then add the remaining dots to find the total. Using this mental math strategy will help students develop their quick math facts.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

· 7 Girls, 12 Boys, 19 Total

· 2 students are Southeast Asian, 2 are part Native American, and 1 is Latin American

· 3 English Language Learners: 1 needs a lot of help to stay on track but can copy down sentences from the board. The other two are pretty independent.

· 6 Students on IEPS: 6 students receive speech services, 3 receive OT, 2 students need a lot of motivation to keep working, 2 need extra time to copy information and need help recalling information, the others work well on their own, but they need some extra time and may need help figuring out what to say or write, but they do ask questions when they need help.

· 6 Students above level, 7 students below level, and 6 students on level. 1 of the advanced students stands out even among the students above level. He has stated that he is bored because the work is too easy. He gets off task when the work is too easy, but he likes some extra challenges. He enjoys reading about anything dealing with science, he also enjoys multiplying, dividing, and square roots.

Describe your Knowledge of Students: (in terms of the whole class and individual students)

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).

· The 3 ELL students communicate well in English. They all understand what is being read to them. One struggles to read and write, the other 2 are pretty good at reading and writing.

· 6 Students are fluent readers. They comprehend well and have strong vocabularies. The 7 students that are on a second-grade level do well with reading. They may need some extra help sounding out tougher words, but they can read fairly fluent. The 6 below level students struggle to read. They need help sounding out most words and cannot spell most words accurately on their own. Most of these students can copy words well when given enough time.

· At least 3 students need a lot of extra reminders to stay on task. 3-4 more need extra reminders too, but it depends on the day.

One student loves anything non-fiction. Others love horses, and many students are interested in any animals or pets. Many students love Pokémon and Legos. Students are also very into pop-its and other fidgets. A few students really enjoy soccer, and a few others enjoy hockey. One student that struggles to stay motivated, loves candy and is very motivated by any treats. Most students love recess and are very motivated by the chance to earn extra recess.

List the materials/resources you will need to teach the lesson.

Smartboard

Double Ten’s Frame Flashes

iPads

ConnectED Math games

Dice

The Following Math Journal Worksheets:

Technology

Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.

Ten’s Flashes on the Smartboard will allow me to zoom in on the ten’s frames so that all students in the class can see them and not just a few in the front. I will also be able to draw on the ten’s frames on the board so that student’s who struggle to visualize the ten’s facts will be able to get a better picture of it. Having it on the board will also allow students to better explain their strategy for adding the numbers.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.

Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *

3 students will be out of the regular classroom and in the resource room during math time. For the rest of the students in the room, I will allow extra time to make sure all students have a chance to figure out the answer before the answer is revealed. I will have students give me a thumbs up as soon as they know the answer. This will help me know who is getting the answer quickly and who is taking more time to solve the problem, but it still gives every student an opportunity for success.

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.

Instead of a formal pre-assessment, I have drawn on previous lessons to gauge student understanding. I know which students can quickly state the ten’s facts and which students need more time or extra resources. I also have some flashes that are straight up ten’s facts. Most of these are early on in the flashes, so I will be able to quickly tell if most students have their ten’s facts down.

Pre-Assessment: 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. (Include charts, graphs if applicable)

If students cannot state the ten’s facts, I will take extra time to review those before going onto new content. If students get the ten’s facts easily, I will be free to move on.

Classroom 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.

I will utilize the classroom management strategies already in place by the school and by my cooperating teacher. I will hand out “SOAR” slips to outstanding students and classroom tickets to students who are doing what they should. I will also motivate students with the “marble jar.” If they fill the jar with marbles, they get a class prize. With these kinds of positive reinforcements, most students will be motivated to listen and participate in the discussion. Furthermore, I will use proximity and subtle reminders to stay on track. I will also incorporate aspects of the lesson into my classroom management. For example, if the class starts getting distracted, I will have the option of saying something like, “Second graders, we need to cooperate if we are going to earn a full jar of marbles. How might we cooperate to fill this jar?” I am looking for students to respond with something like, “We all need to work hard and keep quiet.”

Implementation

“I Do”

(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.

I will explain to students that their job is to add the dots in the ten’s frame together as fast as they can. As soon as they have it answered, they should give me a thumbs up. I will then flash the first frame. When most students have given a thumbs up, I will call on a student to share their answer and explain how they knew. I will explain the making ten strategy and fill in any gaps in student explanations.

After the flashes, I will explain the independent work. I will explain to students that they will be doing the same thing we just did, only now they will show me what they can do on their own. They will be responsible for circling the dots they moved in their head and then writing the ten’s fact they saw. After that, they will need to write the actual math fact represented by the picture.

“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).

I will guide students as they share their explanations for adding the dots in the ten’s frame. I will encourage all strategies, but I will greatly encourage the making ten strategy as that is the goal for the day. I will allow and encourage students to circle the dots that they moved in their heads to quickly add the numbers. Students are very motivated by calling other students or drawing sticks, so after they explain their strategy, I will allow them to draw the stick for the next student. I will repeat this with the rest of the ten’s flashes.

“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?

Students will work on the worksheet on their own. I will walk around and offer help, but I expect most students to be able to figure out how to find the ten’s facts on their own.

When their worksheet has a star, students will play “Beat the Computer” or “Baseball” on their iPads. These are great games to practice adding. Students enjoy it, and it helps fill in the gaps for when some students take longer than others on the worksheet. I will also ask students to record times when they use the making ten strategy. These games won’t have making ten every time, but it does sometimes, so I will ask students to write those down so that they may share them with the class.

Students will also independently practice the review worksheet. Again, I will offer help, but I hope that students will be able to recall previous lessons and practice their skills.

Students will get a chance to continue to play the “Beat the Computer” or “Baseball” math games. They must continue to record times when they make ten.

Lesson Closing

Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).

I will reemphasize the making ten strategy by asking students to share the facts that they made ten with. Depending on time, I will either just talk about these or use it as an exit ticket to line up for recess.

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.

The worksheet that will be used as a post-assessment is pictured above. This will allow me to see each student’s understanding of the concept.

Analyze

Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.

If applicable, insert a table/chart/graph before your explanation.

Most students met the learning objectives. They were able to use the strategy of making ten to add two one-digit numbers. 3 students that are in the classroom for math time are not able to independently use the strategy yet. They are still adding on their fingers or with a number line. I am confident though, that with more practice, these 3 students will begin to start using the strategy and will be able to more confidently add numbers in their head without their fingers or a number line.

Reflect

Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.

Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.

Overall, the lesson went well. There is not much I would change for the whole group. One thing I would alter slightly is during the math flashes, after I drew a students name from the popsicle stick jar, I set it aside. When I teach this lesson again, I might put some names back so that all students must remain attentive as they may still get called on. In addition, for the students who I know will struggle to reach the lesson objectives, I will likely get out ten’s frames and math counters. Instead of asking the students to picture moving two dots from one frame to another, I will allow them to physically move two dots. Moving the dots/counters may help the lightbulb click for some students who have a tougher time with the concept.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Lauren Wilkinson

Grade Level: 10-11

Subject: English Language Arts

Date: 1-27-22

PLANNING

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

9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

List the Rationale (cite theories or theorists):

Piaget explained that students learn new things through assimilation or accommodation. Students connect new things to what they already know. If the new things they learn match what they already understand, their brain goes through the process of assimilating the new data into the existing network. However, if new information does not agree with what they previously understood, their brain has to adapt to accept this new information. The old information has to be changed in their brain to fit with the new.

In this lesson, students will be revisiting the skill of writing claims. Because they already have a basis for writing claims, they will be able to assimilate the new information into what they already remember. Students may also have to accommodate some new information as their previous attempts at writing claims will be used as both examples and non-examples. They will be required to rethink what does and what does not make a claim.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”

By the end of the lesson, students will be able to differentiate claims from facts when presented with various statements.

By the end of the lesson, students will be able to write an original claim from a given text.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

This group of students has done some work writing claims, but they need some guidance with writing original claims, and with writing statements that are debatable and are not facts.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

There are three 10th grade students, and one 11th grade student. It is a general, or basic level High School English Class, so all four are on individualized learning plans. Two students have attention difficulties. One student struggles with written expression. Three struggle with reading comprehension, and two struggle with listening comprehension.

Describe your Knowledge of Students: (in terms of the whole class and individual students)

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).

All four students receive accommodations, including extended time on assessments, copy of notes or modified notes, and use of assistive technology. These students need extra practice and need information presented in a variety ways. They will often need information repeated and written or presented in a visual manner along with the oral instructions.

List the materials/resources you will need to teach the lesson.

I will need a computer and display. I will need the articles linked in the lesson. I will need the question flood worksheets.

Technology

I will use the computer display to allow go through claims more clearly as a class. By showing the claims we are going over, I will be able to ensure that all students are looking at the right claim and can stay focused on the discussion.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.

I will be sure to have any instructions written down, and I will simplify directions by removing any unnecessary information.

Pre-Assessment:

As a pre-assessment, I will use the students’ previously written claims in their weekly response journals. These are recent examples of where the students are currently at with writing claims.

Pre-Assessment:

If the students most recent journals continue to show that they write claims that are either unoriginal, or are just facts given from the article, I will know that the lesson objectives stated are still applicable. If their claims have improved and are original and debatable, then I will be able to dive deeper into claims, and help students develop more in-depth claims.

Classroom Management

With four students, I will be able to actively include all students to keep them engaged. If a student starts to become unengaged, I will call on them for their opinion to keep them engaged.

Implementation

“I Do”

(Teacher introduces lesson and models expected outcome(s) of learning objectives)

I will start with reviewing claims. Students have worked on claims before, but their work samples have shown that some re-teaching is needed. So, I will review claims using language that students are familiar with. I will point students to the anchor chart and ask them to share what they remember about claims. I will guide students to the answers of claims are debatable, and claims are original statements.

After reviewing with students what claims are, I will remind them what claims are not. Claims are not just facts; they must be debatable. Claims are also not supposed to be taken from the text directly, that is plagiarism; claims need to be an original statement.

I will present the following examples: “Watching T.V. is a good way to pass the time.” and “Americans spend an average of 3.5 hours watching T.V. each day.” I will display and read the first example. I will ask students to think about if it is or is not a claim. I will then explain that it is a claim because, I didn’t copy it from someone else, and it is debatable. Other people may feel that watching T.V. is not a very good way to pass time. Then I will display and read the second examples. Students will again be instructed to think about if it is or is not a claim. I will explain that it is not a claim because it is just a fact taken from the Bureau of Labor Statistics. It isn’t my idea, and it is not debatable, it is a fact.

“We Do”

(Teacher engages students in guided practice)

As a group, we will play the claim/ not a claim activity. https://wordwall.net/resource/27813217 In this activity, students will have to work together to sort the statements into claims. They will have to explain what makes the statement a claim or not, just like I demonstrated in the I do.

Next, I will ask students to develop their own claims when given a topic, I will ask them to double check each other’s claims to make sure that we are making claims. The topics that students will use are: pizza, vehicles, sports, and animals. Without any additional information, students should be able to develop claims pretty easily. I will then share that when we move onto developing claims from text, we cannot abandon how we have just developed claims. We still cannot just pull facts or copy a sentence. With new information, we still have to develop original claims that are debatable.

We will read the following article as a class: CommonLit | Herd Behavior | Free Reading Passages and Literacy Resources

I will guide students through writing a claim together using a variation of the question flood method. This method requires students to ask a bunch of questions about what they read before generating a claim.

Here is an example of a question flooding template:

1. Why do you think the author wrote the article?

2. What might you do differently because of the article?

3. How might the article affect choices people make?

4. What could be argued or debated in the article?

I will guide students in answering these questions and generating claims because of them. Here are some examples:

1. The author probably wrote the article to help people understand herd mentality, and the problems that it can have. Possible claims: People should stop following the crowd. People have a hard time making their own decisions. It can be dangerous to follow everyone else instead of doing your own thing.

2. I will probably try to think about if I am following the crowd or making my own decision. Possible claims: People should learn to think for themselves. People need to question if they are following the crowd or their own ideas.

3. Readers may think more carefully about their decisions. Possible claim: People should think more carefully about their own decisions.

4. Someone could argue that herd mentality is sometimes useful, and not always harmful. Possible claim: Herd mentality is usually a negative thing.

“You Do”

(Students engage in independent practice)

I will give students the following article: Opinion | Today’s Exhausted Superkids - The New York Times (nytimes.com)

On their own, they will be responsible for reading the article and generating two to four claims. They need to use the question flood method by writing some general answers or notes by each question to help them create claims. They will also be responsible for double checking that each claim is not a fact, and is their own statement.

Lesson Closing

I will have students share their claims, and as a class we will double check that each claim is actually a claim. If any student shares something that is not a claim, we will rework it to make it a claim.

Post-Assessment:

I will use the students’ digital response journals (pictured below) as a post-assessment. I will be looking at the claims section as a way to gauge if student’s claim writing has improved. Students will have just turned in a journal that day, so they will have the opportunity to relook at their claims section and determine if they completed their claims correctly. If not, they should go back and fix their claims before turning their journal in to me.

Week 5 Digital Reading Journal: (Type Date Here)

Please make sure to type your answers next to each question in the box.

Links to the articles you read (5 points)

MLA citation of the article you chose to read (5 points)

Summarize one of the articles in 2-3 sentences. (5 points)

What is the purpose of the article?

What claims could be made based on the article?

(5 points)

What did this article make you think about? Use at least two sentence starters. Write at least one sentence of further explanation after each sentence with a sentence starter. (10 points)

Analyze

Post Assessment:

Based on the pre and post assessments, three out of the four students met the learning objectives. One student’s pre-assessment claim said, “Two undefeated teams in men’s college basketball lost on Tuesday night.” This was just a fact that was pulled from the text, it is not an original claim. This student’s post-assessment showed great improvement. He wrote, “Basketball tournaments are more enjoyable than other sport tournaments.” After the lesson, this student came up with an original claim that is debatable. Two other students showed similar improvements. The fourth student has not yet effectively developed claims. He can pull claims from the articles, but he has not yet shown an ability to independently write his own original claim.

Reflect

Overall, the lesson went well. Most students were engaged the entire time and were able to show significant improvements in identifying and writing claims. However, I would like to improve upon total student engagement. Most students were focused the entire time, but one student started to become unengaged toward the end of the lesson. While I was able to keep him mostly engaged through direct questioning, I would like to work on helping him develop a better intrinsic motivation. In addition, next time I teach a lesson like this, I would print off the question flood questions, instead of just having the questions displayed on the board and on the students’ google classroom.

Despite those challenges, I thought that I had posed excellent questions and I effectively helped guide students to discover the right answer when they were struggling to formulate responses. Every student in the class was able to feel some success to one degree or another.