Web based project Jodi, Ally, Katie Brain Pop Jr. Activity 1. http://www.brainpopesl.com/level1/unit3/lesson4/warmup/ Activity 2. http://www.brainpopesl.

com/level1/unit3/lesson5/warmup/

1.) Brain Pop Jr.: The activity we chose to do was an english game from the website Brain Pop Jr. The game gives you a set of five sentences that make up a mini story. The object of the game is to choose which word from the word bank belongs in that particular sentence. This game is aged towards second graders.The students need to be able to recognize small commonly known English vocabulary at an early elementary level. The website itself is geared toward grades k-3. The student would need to know what part of speech and tense along with the meaning of the word to understand how to play the game. A strength of the activity is that it focuses on all parts of speech but a negative would be that the same words are used every time the game is played which means kids could easily memorize the answers instead of learning them. 2) Brian Pop Jr: The second activity we chose to do was an english game from the website Brain Pop Jr. The game gives you a set of four words. You must look at the four words and find the one that doesnt belong and recycle it in the recycling bin. The game is aged towards second graders. The students need to be able to recognize small commonly known English vocabulary at an early elementary level. The student would need to know the meaning of the four words listed. A strength of the activity would be the variety of categories and rhyming that takes place within the game. A negative to the previous activity is that the game uses the same words every time the game is played.

Lesson Plan:
1. Setting the stage: What are your measurable objectives and assessment.

CCSS.ELA-LITERACY.L.2.4.A.

Use sentence-level context as a clue to the meaning of a

word or phrase. Demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.L.2.5.

B.) Measurable Objectives:

-Students will be able to correctly choose 75% of the time which word best completes the sentence in a given activity as described in Standard CCSS.ELA-LITERACY.L.2.4.A.

- Students will be able to determine 75 % of the time which word in a given group does not belong based on the phonics or category of the word as described in Standard CCSS.ELALITERACY.L.2.5.

c) End of Lesson Assessment: How are you going to assess students understanding?
Students will be given a worksheet for each activity that must be completed for assessment .

II. Content of the lesson.

A) Content and skills: What do you know about what you are planning to teach?
Students will learn to construct and correct sentences by providing the missing parts of speech. They will have to differentiate between words that rhyme, look alike, nouns, verbs, and categories based on similarity.

B) Rationale: Why teach the lesson?

Students will need to know the demonstrated skills in order to be able to communicate in everyday English conversations, as well as reading in English books. It is important to be able to recognize which words may not belong in a conversation or sentence, or which words may complete the sentence in a better, more concise way.

IV. Preparation for the Procedures:

Materials: What materials, resources, and technology will you need?

Students will need access to a computer, a writing utensil, and the worksheets that are given to them. Teacher will need access to a whiteboard. https://docs.google.com/document/d/1mOts8c0ym--fI8JY2d2M3J1O3g0cYXlhXncO4ZQh8U/edit https://docs.google.com/document/d/1bv4FeYVm5cKmAgCjVe6QSlPmPap8oUfsUtR5zqvvIkw/ edit

V. Sequence of teaching-procedures
A) Beginning of the lesson: How will you immediately engage all of your students in the content?
-Students will work individually with a computer. - Alright everyone sit quietly at your sandwiches and take out a football to write with. Students will be confused and able to tell the teacher that the words do not belong. This approach will provide a good segway to the activity they will be doing. - Students will tell the teacher that why what the teacher said was incorrect. They will all work together to correct the sentence in order to introduce the lesson for the day.

B) Middle of lesson: What are your students doing (e.g,. speaking writing, drawing, performing, documenting, observing) to explore the content?
. The teacher will use a few other examples on the board to correct with students. There will be a word bank for the students to choose from to fill in the blank. Examples: The _____ is playing fetch. The little _______is meowing. The goldfish is __________. Word Bank: kitten, horse, dog, swimming

Then, the teacher will introduce the first game on Brain Pop Jr. where the students will continue to practice these skills. The teacher will distribute the worksheet for the students to fill in their first guessed answer. They will be allotted ten to fifteen minutes for this first activity. The class will go over the worksheet together to see how the students performed. Then, the second game will be introduced and an example will be done together. Example: circle, square, triangle, orange Another worksheet will be passed out. They will then start the activity independently and circle their first guess and write it on the line provided. The students will be given 15-20 minutes to complete the second activity.. If students finish either activity early, they can replay the game to perfect and practice.

D.) End of lesson: How will you help all students process the experience?
The students will be able to process the information because these activities are a good way to practice sentence structure, vocabulary, and other aspects of the English language. It aids towards ELL students, but other students alike.