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EDU 250 Lesson Plan

Name: Molly Brockman Date: March 22nd, 2017

Lesson Title:What in the World Is That? Subject: ELA

Age or Grade Level: Second Grade Number of Student Involved in Lesson: Two Time Frame: 2:35-
3:20

Learning Central Focus

Central Focus The central focus of this lesson is reading comprehension in
writing. Gabe will read a book about animals and then
What is the central focus for the content in the Literacy answer a comprehension question that assess his
learning segment? understanding of the book.

Common Core State Standards CCSS.ELA-LITERACY.RF.2.4.A

What standard(s) are most relevant to the Literacy
learning goals? Select at least one reading and one
writing standard for the appropriate grade level.
http://www.corestandards.org/the-standards
Student Learning Objective(s)
Skills (3)
What are the specific learning goal(s) for student in this
lesson?
Read grade-level text with purpose and understanding
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the
author wants to answer, explain, or describe.
1. Given the vocabulary words: claw, platypus, webbed,
claw, bill, sleek, gnaw, Gabe will be able to verbally identify
5/7 words correctly.
2. Given the book What in the World Is That? written by
Keith and Sarah Kortemartin, Gabe will read 15 words correct
per minute.

3. Gabe will answer in the writing question Have you ever

saw a strange animal and not know what it was? How did
you determine what it was?

One Evidence-Based Strategies use APA citation
format and link
https://owl.english.purdue.edu/owl/resource/560/05/
Linking Theory to Practice
Why are the Literacy learning tasks for this lesson
appropriate for your students?
Theorist Link
https://docs.google.com/drawings/d/16ko-2-
2dn5g99HBR7j9CVGVCIUniae_pdvssHqQofao/edit?
usp=sharing
Prior Academic Knowledge, Conceptions and
Requisite Skills
What knowledge, skills, and concepts must the student
already know to be successful with this lesson? (Link to
Common Core Reading & Writing Standards)
What prior gaps in knowledge does this student have that
are necessary to support the learning of the skills and
concepts for this lesson?
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The Evidence-Based Strategy that will be used for this
lesson is Compare & Contrast. This strategy requires the
student to pay close attention to the similarities and
differences of the book. By allowing Gabe to write his ideas
on a compare and contrast chart, he is able to process the
information better and make more connections from the
book. This process is a critical thinking strategy that
maximizes the effectiveness of comprehension.
Silver, H, F., Dewing, T.R., Perini M. J., & Jacobs, H.H. (2012).
The Core Six: Essential Strategies for Achieving Excellence
with the Common Core. Alexandria, VA: Association for
Supervision & Curriculum Development.
This lesson relates to the theory of Information Processing by
the theorist Ulric Neisser. Being able to use the application,
advanced organizer, the student will be able to process what
he read in the book and organize his thoughts. By doing this,
short term memory is turned into long term memory. This
lesson also agrees with this theory by allowing the student to
create mental imagery after he reads the description of each
animal.
Gabe must already be able to read high frequency words and
be able to sound out vocabulary words that he does not
know, answer questions orally, and be able to write short
sentences using some vocabulary words and with correct
punctuation.
Gabe struggles with correct spelling use of vocabulary words
in his writing. Gabe also misses high frequency words in his
writing because he is trying to go to fast. Also, Gabe tends to
get very off task while we are in the middle of a lesson. This
has caused delays in our activities, games, and reading.
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Instructional Strategies and Learning Tasks

Description of what will you be doing and/or what the students will be doing.

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.
Type of Description of Modifications to the assessment Evaluation Criteria - What evidence of
progressive assessment so that all students could student learning (What is the score
monitoring (ie correct words per demonstrate their learning. (ie you would like the student to achieve?
assessments minute, rubric, graphic explain rubric, model graphic Relate to learning objective.)
(Formative/ organizer, review organizer, etc)
Summative) game, vocabulary
quiz)
Summative (CBA) Rubric Student will receive a score of at least
6-9 points on the rubric.
Formative Correct words per Student will read 15 correct words per
minute minute and will be scored on a chart
Formative by teaching assistant.
Vocabulary activity Student will identify 4/5 vocabulary
words in their written response.
Differentiation/ Name evidence-based practice from Core 6 book.
Planned Support The evidence-based practice used in this lesson from the Core 6 book is Compare and
Contrast. This strategy addresses comparative thinking, comparative reading, and a best
How will you provide bet for raising student achievement.
student access to learning
based on individual
needs?
How will the evidence-based practice help the student learn better?
This evidence-based practice will help Gabe learn better because he will be able to organize
his thoughts and eliminate confusion. Being able to differentiate between items in terms of
their similarities and differences will help Gabe comprehend the story better and reach his
full potential.

Academic Language Demand(s) Discipline (Domain) Specific Language (ie Literacy, Math, Science ELA):
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What are your In Gabes writing he will be able to use tier one and tier two words correctly in his writing
students abilities with response and orally. Gabe will begin to use and identify tier three words. Tier one words
regard to the oral and include: claw, bill, and webbed, Tier two words include: sleek, whiskers, and beaver. The tier
written language 3 words include: platypus, and gnaw. With help from the teacher and teachers assistant,
associated with this
Gabe will be able to use these words in his writing.
lesson?
Tier 1, 2, 3?

Materials Book- What in the World Is That?

Vocabulary Game- worksheet, pencil, and crayon.
What materials does the 2 Compare and Contrast Charts
teacher need for this Paper for writing sample
lesson?
Writing Rubric
Paper to record Gabes words per minute on a passage

Anticipatory Set The book we are going to read today is about a strange animal. Have you ever seen an
animal that you didnt know what it was? How did you determine what kind of animal it was?
2 Minutes

How will you start the

lesson to engage and
motivate students in
learning?

Instructional Steps Teacher Student Teaching Assistant

35 Minutes 1. Participate in the vocabulary1. The teaching assistant will
1. Being by giving out activity and ask questions if monitor and assist Gabe with
How will you determine if vocabulary activity and needed. his vocabulary activity.
students are meeting the
explaining to Gabe what he
intended learning
objectives?
will need to do. Gabe will be
given a worksheet with a
How will the Teaching vocabulary word in the
Assistant engage middle and four boxes. In one
instructionally? Teaching of the four boxes, gabe will
Assistant must be actively be asked to draw a picture of
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engaged. the word, use the word in a

sentence, write what he
thinks the definition is and
write which animal he thinks
this vocabulary word belongs
to. The vocabulary words
include:
a. Platypus: an animal with
webbed feet, a large bill, two
claws, and sleek fur.
b. Bill: helps animals get food.
c. Claw: a nail on an animal
d. Gnaw: to chew
e. Sleek: shiny fur
f. Webbed: animals have
webbed feet to help them
swim faster.
g. Beaver: an animal that lives
on land and in water
2. Explain to Gabe the writing
prompt Have you ever seen2. Begin to think about a time 2. Help Gabe brainstorm about
a strange animal and not where he saw an animal for possible responses for this
know what it was? How did the first time and had to question.
you determine what animal it determine what it was.
was?
3. Have Gabe being to read the
book What in the World Is 3. Begin to read the book out 3. The teaching assistant will
That? loud with assistance from assist Gabe with the reading
4. Throughout the reading I will both the teacher and if he needs any help.
ask Gabe what he thinks the teachers assistant. 4. The teaching assistant will
animal on the next page will 4. Gabe will be brainstorming help gives Gabe some ideas
be. as what animals could the if he seems to be struggling
5. We will talk about what book be describing and what with coming up with his own
animals were in the book and animal will be on the next ideas.
which identifying parts they page. 5. Assist the teacher in the
share. 5. Gabe will be an active part of open discussion about which
6. Hand out the Compare and the conversation about the animals were in the book.
Contrast worksheet. He will animals in the book and 6. Explain the directions for the
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be asked to write down the
similarities and differences
the animals mentioned in the6.
book have with the strange
animal at the end, a
platypus.
7. Have Gabe complete his
writing response.
8. Review the vocabulary
words.
identifying parts they share Compare and Contrast
with other animals. worksheet to Gabe. If he has
Gabe will fill out the any questions or is
worksheet with accuracy. struggling, the teaching
assistant will help him.
7. Grade Gabes writing
response.
7. Complete the writing
sentence.

8. Read and repeat the

vocabulary words one last
time for a quick review.
Re-Engage Compare the platypus to other animals in the book.
How will you revisit or
review?

Closure (if applicable) If time allows, we will play the Vocabulary Zap game. The activity will played as a
2 Minutes competition against Gabe and the other tutee to see who can get more correct vocabulary
How will you end the words.
lesson?

Analysis and Reflection of Teaching

To be completed after the lesson has been taught
What worked? Todays lesson went over very well. Gabe still tends to get off topic at times, but this lesson had enough
different activities he was able to stay a little more focused. The first activity that we had, Gabe really enjoyed.
It was a vocabulary activity with a vocab word in the center and four boxes surrounding the word. In one box
Gabe was asked to draw a picture of the word, in the second box we asked Gabe to use the word in a sentence,
in the third box Gabe created a definition for the word that made sense to him, and in the final box Gabe had to
brainstorm what animals had that word. I think that the book topic was also very interesting and that
contributed to Gabe being more focused.
What didnt? When we asked Gabe to create his own definition for the vocabulary word, he couldnt/didnt want to make his
How did you own up so he started complaining a little bit. To fix this we just had him complete the other three boxes. To re-
re-engage? engage, after we read the book we asked Gabe if he could come up with any definitions on his own for the
vocabulary words and he started giving us examples from the book which showed his comprehension.
Evidence of Overall, Gabe scored relatively well on his rubric. His overall score was a seven out of 12 points using a Level G
Student book. There were three categories on the rubric which consisted of comprehension of the text, use of
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Learning vocabulary words, and use of punctuation. Each of these sections were out of four points. Gabe scored a three
(including with comprehension because he did add a few details from the text. He scored a two in use of vocabulary
data from the words because he would use the word at the wrong time and/or in the wrong context and also would blurt out
assessments) any word that he could remember, but you could tell it was completely random.. Gabe also scored a two in the
use of punctuation because he did use a period correctly at the end of his writing sample.
Adjustments For the next lesson, I would use a book that was inbetween a Level G and Level H to accommodate Gabes
growing vocabulary. I would also continue to use the Compare and Contrast strategy because in the beginning
What of this lesson Gabe asked if we were going to talk about why the book is different which made me realize he
instructional really knows what I am talking about and this strategy is working for him. As for instructional goals I feel that
changes do we are going to make more productive gains and allow less time for Gabe get off topic.
need to make
for the for the
next lesson
for you or My partner provided very helpful feedback after this lesson. Elizabeth noticed that after we read the book,
your partner? Gabe seemed to talk about the vocabulary words more so that is when we asked him what the definition would
What feedback be for each word. She also added that the book was right at grade level, but he read it relatively quick so half a
did your
partner provide level higher would be best for him. She also gave a helpful idea that more interactive activities would be fun
on the lesson? and educational for the boys.

Proposed Changes.
If you could teach this
lesson again to this student
what changes would you
make to your assessment
and instruction?
What next steps will you
provide for targeted
support to improve the
student learning relative to
(a) the essential literacy
strategy (b) requisite skills?
Resources:
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If I could teach this lesson again, I would on have a more interactive activity for vocabulary. I
would also have a longer book with harder vocabulary words. But overall, this lesson really
seemed to have Gabe engaged for the most part, minus the little distraction with creating his
own definition. Gabe loved drawing the pictures for the vocabulary word and brainstorming which
animals would have that word. Having visuals for Gabe, weather he creates his own or I provide
them, he pays more attention and seems to comprehend more of the story because he can create
images in his head.
If I could teach this lesson again, the only think I would really change is not having Gabe create
his own definition. I know that he struggles with coming up with words on his own and that this
was a difficult thing for him to complete.