LESSON PLAN FORMAT

Leah Goodnoe Mrs. Ellen Crane Dr. Lyke___________________________ _______________________ ______________________ Teacher Education Candidate Classroom Teacher UWG Supervisor

October 3, 2005 October 10, 2005___________________________________ ___________________________________ Date of Submitted Lesson Plan Date of Implemented Lesson Plan

Block I___, II_X_, III___, or IV___ Subject: Language Arts Grade Level: 2

Mrs. Crane and Leah GoodnoeIf applicable, Author(s) or Source(s) of Lesson Plan: ___________________________________

1. National or Learned Society Standard(s):NCTE/IRA:6 Students apply knowledge of language structure, language conventions, media techniques,

figurative language, and discuss print and nonprint text.

2. State of Georgia’s QCC’s and GPS’s: QCC’s:Oral Communication6 Topic: Listening/Speaking

Standard: Responds to questions on orally presented material

Written Communication16 Topic: Reading

Standard: Classifies and categorizes words into sets and groups with common characteristics

GPS’s:WritingELA2W1 The student demonstrates competency in the writing process

b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions)o. Uses singular and plural personal pronouns

3. Specific Objective(s): Use the following A-B-C-D format:a. Audience -The students in this fifth grade; b. Behavior - will describe the life cycle of a butterfly; c. Condition - by writing a sentence for each stage under corresponding picture; andd. Degree - with 90% accuracy.

The students in this second grade class will listen to a story read from back to front, explain why it is important to tell a story in the order it happened, and identify proper nouns in a chart and in sentences with 80% accuracy.

4. Materials (List everything you and students will need to complete lesson.)-a reading book (teachers choice)-pictures of proper nouns

-words of proper nouns-pencil-line paper

5. Procedures:a. Motivation/Opener/Attention Getter. (Quick activity to stimulate everyone’s interest)

Read the book from back to front.

b. Tie to previous learning. (How is this lesson related to prior learning?)This lesson that I am teaching will tie into the class’ essential question for the week, “What are Proper Nouns?” and “Why is it important to tell a story in the order it happened?”.

c. Teaching methods sequence. (What will you do first, second, etc?)- First, read the book from back to front. Students may not understand and

tell you that you are reading the book “backwards”. Tell them to pay attention and that there is a reason you are reading the book differently. Tell them you will discuss and explain when you finish reading.

- Second, have a discussion. Ask the students if they understood what happened in the book? What was the book about? Etc.

- Third, explain to the class the importance of telling a story in the order it happened. The teacher may want to provide another example. Example: I went to the grocery story. I bought a watermelon, and then I cranked my car. I got a buggy and went out to my car. Then I headed home.

- Fourth have another discussion about the story that was just told. Ask students if the order or sequence is important? Is the story confusing if not told in the correct order? Then explain that when they give directions, tell stories, etc. that it is important for them to tell it in the correct order, so the person listening to them can understand what is going on.

- Fifth, ask if anyone knows what a proper noun is? Have them explain. Ask if anyone can identify a proper noun in the story that was read? Have them identify the word and explain why it is a proper noun.

- [Proper Noun- a noun that names a specific individual, place, thing, etc.]- Sixth, have pictures and words of pronouns and nouns posted on the board. Then

make a chart; nouns on one side and pronouns on the other. Have students come to the board individually and put one of these words or pictures into the category they think it belongs in.

- Last, have the students to write five sentences. In each sentence, have them identify and label the nouns and proper nouns.

d. Closure. (How will you summarize or bring lesson to a close?)To close the lesson, I will have students tell me what a pronoun is and turn in their papers.

e. Transition (How will you move from the end of this lesson into the next lesson?)I will have students clean up and put away all used materials. Then we will line up to go to lunch.

f. Special needs adaptation (How will you adapt this lesson to meet special needs of students?)Keep students actively involved, have students (when doing individual work) work at their work area so there is not a lot of moving around, and keep area clear of all obstacles. I also

may have already developed some sentences with nouns and proper nouns in them or I may not have them write as many sentences as the others in the class.

6. Connections (How will this lesson be related to other content areas in the curriculum?)This lesson will relate with reading and the language art lessons that come after this one.

7. Related independent activities. (What will students who finish early do?)They will create more sentences and identify the proper nouns. They can also draw pictures and label them with a proper noun.

8. Evaluation (Each specific objective must be included in the evaluation design with the use of appropriate assessment instruments.)I will evaluate the students on their sentences and pictures. Did they identify the proper nouns correctly? Did they identify the nouns correctly?

9. Documentation or record keeping of students’ academic achievement.Come around and check to see if everyone is participating and completing work. When they have finished their sentences, evaluate them on their pronoun identification. Check and see if student understands the concept, if not work with them. Have them do a couple more sentences and check again before evaluating. After grading, I would place their grade in the grade book.

10. Reflections (After teaching and evaluating student outcomes, write a critique about the effectiveness of the procedure, your instructional skills, and your students’ reactions. Give reasons or explanations for these opinions. Also, describe and explain any alterations to this lesson if you would to teach it again.)

This lesson was satisfactory. After evaluating the students’ papers I was not sure if some of them understood the lesson or not. I am pretty sure they did because when we did the chart on the board they all answered and appeared to understand. I think the reason some did so bad on their sentences is because they rushed through them. We have some in the class who like to rush through their work and not really think about it; they just want to get it done.

I did not have my students write five sentences and identify the nouns and proper nouns; my teacher said that it may have been a little much for them and they were probably not ready for this yet. The chart on the board went great and the book discussion kept them attentive. I would not do the rest of the lesson until maybe later on in the school year.

Students really seemed to enjoy the chart activity and I would do this again. When I read the story from back to front, this helped them to understand the answer to their essential question. We had a great discussion about what I did, and every student had something to add to the conversation (even the quiet students).

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