Standards-Aligned Lesson Plan Template

Subject(s): _English Language Arts__________________________ Grade: ___2nd_______

Teacher(s): ___Mrs. Hinrichs_________________ School: __DeMille Elementary______ Date: _Jan 23rd 2017______
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS.RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade two topic or subject area.
CCSS.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small
and larger groups.
2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level
addressing Emerging, Expanding, Bridging)
ELD.PI.A.2.1.EX. Contribute to class group, and partner discussions, including sustained dialogue, by listening attentively, following turn-
taking rules, asking relevant questions, affirming others, and adding relevant information.
ELD.PI.A.2.4.EX Adjust language choices (e.g. vocabulary, use of dialogue, and so on) according to purpose, task, and audience, with
moderate support form peers or adults.
4. Learning Objective: (What will students know & be able to do as a result of this lesson?) STUDENT-FRIENDLY TRANSLATION

Students will define and discuss the vocabulary terms from the new informational text we will Students will learn the vocabulary
begin reading the following lesson. words from the story.
Blooms Taxonomy= Know and Comprehend
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are STUDENT-FRIENDLY TRANSLATION
these outcomes essential for future learning?)(TPE1.3)
Students will learn the vocabulary terms prior to reading the text. This will support their Students will learn the unfamiliar
understanding of the content of the informational text instead of focusing on not understanding the vocabulary words before reading the
vocabulary terms. Learning the vocabulary words prior to reading the informational text will story to help them understand the
prepare them to better comprehend the information they are about to read. information.
6. Essential Questions (TPE1.5):
Why do animals need to hide?
What does theres more to the animal world than meets the eye mean?
Part II STUDENTS INFORMATION (TPE1.1,3.2)
7. Class Information:
a. Total number - There are 21 second grade students for ELA. There are 11 boys and 10 girls. Two boys and one girl come to my
class for ELA every day from Mrs. Les second grade class. Two girls and two boys come from Mrs. Murrays second grade class to
 our class for ELA. The fourteen other students are my master teacher, Mrs. Hinrichss full time students that stay in our class
except for math from 10:30-11:30am.
b. English Learners/Standard English Learners There are 19 students that are English language learners. Below are their CELDT
levels listed with their personal strengths and their specific needs. There are nine students that have a CELDT score of Early
Advanced. There are six students that scored over all on the CELDT at an Intermediate level. There are three students that scored
on the CELDT at an Early Intermediate level. There are two English Only students in the class. Their strengths and weaknesses are
listed in the chart as well.

ELs CELDT Proficiency Levels:

Name CELDT Level Strength Specific Needs
Josiah Advanced Reading Writing
Aiden Early Advanced Listening/Reading Writing
Jessica Early Advanced Speaking Writing
Nicole Early Advanced Speaking Writing
Edgar Early Advanced Speaking Writing
Allan Early Advanced Reading Speaking & Writing
Pearla Early Advanced Speaking Writing
Judy Early Advanced Speaking Listening
Angel Early Advanced Listening Reading & Writing
Christine Early Advanced Listening Reading & Writing
Raul Intermediate Speaking Writing
Betty Intermediate Speaking Reading & Writing
Michelle M. Intermediate Listening Speaking
Dan Intermediate Speaking Writing
David Intermediate Speaking Reading & Writing
Alexis Intermediate Speaking Writing
Kimberly Early Intermediate Listening Reading
Moises Early Intermediate Speaking Reading & Writing
Diana Early Intermediate Writing Reading

English Only:
Ciara Strength= Speaking, Reading, Listening Weakness= Writing
Jesus Strength= Reading, Writing, Listening Weakness= Speaking
c. Students with Special Needs There are no students in this class that have been identified as special needs. There are eleven
students that have recently taken the Raven gate test last week. Their results have not come in yet.
d. Academic language abilities, content knowledge and skills in content area - This is the third week of the unit, Look Again.
Students spent two weeks learning about what camouflage is and reading an informational text called Animal Camouflage. On
 the assessment for the last story, Animal Camouflage, there were three students that scored 96%. There were seven students
that scored 91%. There were two students that scored 87%. There were two students that scored 83%.
e. Linguistic background There are eleven students with a linguistic background that is Hispanic/Latino. There are eight students
with a Vietnamese linguistic background. There are two students that English is their only language spoken.
f. Cultural background (home/family) There are thirteen students with a cultural background that is Hispanic/Latino. There are
eight students with a Vietnamese cultural background. There are two students that English is their only language spoken.
g. Health considerations (if any)
There are no special health considerations regarding this subject area for the students.
h. Physical development factors that may influence instruction in this academic content area
There are twenty-one students that are seven years old currently undergoing the development stage of ages five to seven.
According to ASCDs Developmental Characteristics of Children and Youth, Girls tend to be ahead of boys in physical
development and physical achievement. Students contain high energy levels and physical skills are beginning to be important in
influencing status among peers and in developing a positive self-concept. At this age, according to ASCDs Developmental
Characteristics of Children and Youth, small muscle and eye-hand coordination begins to develop and physical skills necessary
for playing games are mastered.
i. Social development factors that may influence instruction in this academic content area
There are twenty-one students that are seven years old currently undergoing the development stage of ages five to seven.
According to ASCDs Developmental Characteristics of Children and Youth, during this stage, caregivers communicate
expectations for gender roles which may or may bot by typical and children face many new demands upon entering school.
Students are experiencing peer criticism for deviation of expected gender roles and for physical, intellectual, and sociocultural
differences. Students seek to have teacher approval and affection through achievement, positive peer interaction, and to build
their self esteem.
j. Emotional development factors that may influence instruction in this academic content area
There are twenty-one students that are seven years old currently undergoing the development stage of ages five to seven.
According to ASCDs Developmental Characteristics of Children and Youth, during this stage students express feelings freely,
often in extreme form and they are more accepting with separation from caregivers. Students may need frequent assurance of
being loved and their sense of humor is expressed through riddles, practical jokes, and nonsense words. In this emotional
development stage for 7 year olds, students are still in need of reassurance that they are loved and have worth.
k. Interests/Aspirations (relevant to this academic area) - Majority of the students are active and enjoy playing dodge ball, soccer,
baseball, and handball. They love to talk about Pokmon, swimming, soccer, and Target. There are 5 students that want to be
Teachers when they grow up. There are 2 students that want to be doctors when they grown up. There are 3 students that want to
be professional soccer players when they grow up. There is 1 student that wants to be a rapper when he grows up. There are 4
students that want to be Police officers when they grow up. There are 2 students that want to be dentists when they grow up.
There is 1 student that wants to be a scientist when he grows up. There are 2 students that want to be bakers when they grow up.
All students work well together in partner and group work. Many students enjoy drawing and reading books on their free time at
recess or when they have finished their work.
 8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):

For ELs:
May struggle with recalling/remembering prior knowledge
May struggle with understanding the academic language
May not have any experience with some of the vocabulary terms

For Physical Developmental Factors

Students may struggle to stay seated at the carpet for a long period of time.

For Social/Emotional
Students may be embarrassed to volunteer answers with the possibility of being wrong

For GATE tested students

Students may be bored because the curriculum is too easy

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)
Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs. )

For ELs:
Review & Activate Prior Knowledge via KaHoot quiz
Frontloading Vocabulary with real-life visuals
Kinesthetic Vocabulary activity
Preview the main idea of I see Animals Hiding

For Physical Developmental Factors

Students will have a few breaks to go to their desks to get materials
Students will also have time to move around during the kinesthetic activity Whats my Word?

For Social/Emotional
Students responses are anonymous via KaHoot
Students will have the support/collaboration to discuss answers with rug partners before sharing it with the whole class
Students are drawing on their own individual whiteboards to show me their understanding of the vocabulary terms and other students will
not be watching what each other student is drawing or have drawn
For GATE tested students
Students are asked to use the vocabulary words correctly in a sentence on the Exit Ticket.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3):
Communication-Students will be asking three other students to define the vocabulary word on their headband before making a guess of
what their vocabulary word is.
Collaboration- Students will work with partners and classmates with defining the vocabulary terms. Students will also discuss with rug
partners responses to class discussion questions during the lesson.
Critical Thinking- Students will think critically when answering the essential questions and determining the definitions of the vocabulary
terms in the sentences via PowerPoint.
Creativity- Students will create their own definitions of the vocabulary words when telling other classmates what their word means.
Students will also draw a picture that represents the vocabulary word on their whiteboards.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
KaHoot Quiz
PowerPoint
(with vocabulary words & real life examples/pictures)

12. Visual and Performing Arts How will you provide the students with opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)
Students will draw a picture that represents the vocabulary word on their white boards to check for understanding.
Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)
13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in
a successful product/process? What does success on this lessons outcomes look like?)
a. Formative: The instant results displayed on the KaHoot screen will inform me if I need to review any of the questions that regard
last weeks story. It will also give me a clear indication of students prior knowledge of the new vocabulary terms that are asked in
the last five of the questions. The first five questions will focus on a review. Asking: 1. What is NOT a way to camouflage? 2. What
is mimicry? 3. How does a masked crab camouflage? 4. Why do animals camouflage? 5. What does marsh mean? The next five
questions are asking students what a few of the new vocabulary terms mean: 6. What does wariest mean? 7. What does natural
mean? 8. What does slithering mean? 9. What does invisible mean? 10. What does unaware mean?
The illustrations that students draw on their whiteboards in the middle of the lesson. I will ask students to draw an image that
illustrates the vocabulary term. I will also provide a sentence that uses the vocabulary word to give students the support with the
 context. I will provide feedback if students are not understanding a specific word with the whole class. I will also collect the
students Whats my Word activity worksheet to inform me who participated and who was able to collaborate with classmates
to determine the word on their headband.
b. Summative (if applicable): The Exit Ticket where students will define the six learned vocabulary words, give sentences using
each of the vocabulary words in context correctly, and reflect on their own understanding of todays lesson by checking I
understand, I need more practice, or I do not understand.
c. Attach rubric here ( and copy and paste your objective above your rubric):
3 2 1

Correct definition of Student correctly defines 4-6 of Student correctly defines 2-3 of Student correctly defines 0-1 of
the vocabulary terms the vocabulary terms the vocabulary terms
vocabulary term

Correct use of vocabulary Students correctly use 4-6 of the Students correctly use 2-3 of the Students correctly use 0-1 of the
vocabulary terms in a sentence. vocabulary terms in a sentence. vocabulary terms in a sentence.
term in sentence

d. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3) I plan to
involve students in self-assessment and reflection by verbally asking students to give me a thumbs up or a thumbs down if they
think that they met the lessons objective. Then students will mark on their exit ticket either that they understand, need more
practice, or they do not understand.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Teacher ELA textbook
Students ELA textbook
PowerPoint
Classroom Microphone
Vocabulary Headband & Cards
Whats My Word Worksheet
KaHoot Questions & Class Code
Exit Ticket
Whiteboards
Expo Markers
Whiteboard erasers
16. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN:
OPEN
(Students sit at their desks)

5 mins
Start with an introduction. Say, Today we are going to learn about the new vocabulary words that we will be reading in the new story, I See
Animals Hiding. But first I am going to begin with a review from last weeks story to see how well you guys remember what weve learned.
Ask students to take out their chromebooks and log on to KaHoot. Display the KaHoot code on the board while waiting for everyone to log
on.

15 mins
Review with KaHoot Questions
KaHoot is an electronic quiz that is anonymous for students to answer. It allows students to participate in the review with a lower affective
filter because their name is not attached to their answer. Their classmates will not be able to see if other classmates got the wrong answer. I
created this quiz of ten questions with four possible answers for the students to choose from. This is a review from the camouflage story and
key points we learned from the previous week and an indication of what students already know about the vocabulary terms they are about
to learn today.

Students will read and listen to the teacher read each question out loud before the answer options are displayed. For example for question
one I will read the question from the SmartBoard, What is NOT a way to camouflage? and then the screen will show the four possible
answers that the students may choose. I will read each possible question out loud. Students will have thirty seconds to sixty seconds to
answer each question. After each student has submitted their answer, the results will display in a bar graph form telling me how many
answers were give to each possible answer. I will reinforce the evidence of why the correct answer is correct and further explain if majority
of students have answered incorrectly. The last five questions are directed towards a PreAssessment of what students may already know
about the new vocabulary terms from todays lesson.

KaHoot Questions:
5. What is NOT a way to camouflage?
6. What is Mimicry?
7. How does a masked crab camouflage?
8. Why do animals use camouflage?
9. What does marsh mean?
10. What does wariest mean?
11. What does natural mean?
12. What does slithering mean?
13. What does invisible mean?
 14. What does unaware mean?

Display the objective on the PowerPoint. I will read the objective, Today our object is to define and discuss the new vocabulary terms from
the story I See Animals Hiding.

BODY:
BODY
Students move to sit on the rainbow carpet
5 mins
Review Expectations with partner sharing on the rug. These expectations are to remind students who their rug-sharing partner is and how I
expect them to share with their partner. I expect them to turn and face knees to knees and to listen while one partner shares. I do not want
them facing other directions. I previously assigned a number one or number two to each partnership to provide structure for students with
pair sharing. The first partner is one who shares first for thirty seconds to one minute and than I will announce the switch for the other
partner two to share for the same amount of time. This allows both students to participate and share without being dominated by one
student.
These expectations are set each time as a reminder for my students of what I expect from them when the lesson includes pair sharing.

5 mins
Next, I will Introduce the story I see Animals Hiding title. This will be displayed on the SmartBoard. I will ask the class to tell me what they
see in the illustration on the cover displayed on the SmartBoard. I will allow time for class sharing to generate ideas about what this story
may be about.

Then, I will change the PowerPoint to the next slide and display the Prediction page. I will ask the class to help me make a prediction of what
this story is going to give me information about. I will allow time for students to first partner share and than share with the class. I will write
the class made prediction on the whiteboard for all students to be able to read if they did not hear it.

10 mins
Moving forward, I will change the slide to display the first Essential Question. I will read the question to the class, Boys and girls, we have
been learning all about camouflage and how animals are able to camouflage with their environments. But we havent learned the reason
behind the use of camouflage for animals. I would like you to think to yourself for thirty seconds what you think the answer is to this
question: Why do animals need to hide? I will allow time for students to think in their head before partner sharing. Then I will say, Okay
now please turn to your rug partner and I want the first partner to share what they think the reason is that animals need to hide. Okay turn
to your partners now please. I will walk through the partners to listen to each partner ones responses. Then I will ask for partner two to
share what they think their answer is. I will walk through the partners to listen to each partner twos responses. Then as a whole class I will
ask for a few partners to volunteers their responses to this question. We will conclude with an overall answer that the class came up with to
the question.

Then I will repeat this process for the next question. I will change the slide to display the second Essential Question. I will read the question
to the class, Great job class with the first question. Now here is a trickier question that I want you to try to answer. What does theres more
to the animal world than meets the eye mean? I will allow time for students to think in their head before partner sharing. Then I will say,
Okay now please turn to your rug partner and I want the first partner to share what they think the reason is that animals need to hide. Okay
turn to your partners now please. I will walk through the partners to listen to each partner ones responses. Then I will ask for partner two
to share what they think their answer is. I will walk through the partners to listen to each partner twos responses. Then as a whole class I
will ask for a few partners to volunteers their responses to this question. We will conclude with an overall answer that the class came up
with to the question.

15 mins
Change the PowerPoint to the next slide. Begin to teach each new word to the students. Starting with the first vocabulary term natural. I
will first display just the word and the image of a forest. I will ask the students to first think to himself or herself what they think the word
means and then to share with their rug partner. I allow enough time for students to gather their thoughts before asking them to share with
the whole class. Then I will display and read the sentence below the picture that uses the vocabulary term in a sentence, It is natural for
animals to camouflage with their surroundings. I will explain to the class that this sentence is using the vocabulary term. I will ask students
to use the context clues of the sentence to help them figure out the definition of the word. I will call on students to share what they think the
word natural means. I will encourage responses and help guide the responses to the definition. I will explain how the forest is a natural place
and looking at the word natural the root word is nature. The image of a beautiful nature scene will help them remember how natural is
not learned or taught but it is something that someone is born with. Then I will have them turn and tell their partner what the word natural
means.

Next, I will change the PowerPoint to the next slide. The second vocabulary term unaware. I will first display just the word and the image of
a boy who has question marks above his head and a girl walking while looking at her phone not aware that she is about to fall into a pothole.
I will ask the students to first think to himself or herself what they think the word means and then to share with their rug partner. I allow
enough time for students to gather their thoughts before asking them to share with the whole class. Then I will display and read the sentence
below the picture that uses the vocabulary term in a sentence, Animals can be unaware if their predators are nearby. I will explain to the
class that this sentence is using the vocabulary term. I will ask students to use the context clues of the sentence to help them figure out the
definition of the word. I will call on students to share what they think the word natural means. I will encourage responses and help guide the
responses to the definition. I will explain how the boy who looks confused and the girl walking and looking at her phone are not paying
attention to their surroundings. The image of these two people will help them remember how unaware is when someone is not watching
or paying attention. Then I will have them turn and tell their partner what the word unaware means.

Then, I will change the PowerPoint to the next slide. The third vocabulary term camouflage. I will first display just the word and the image
of a leaf lizard that is using mimicry to imitate the leaves on the branch. I will ask the students to first think to himself or herself what they
think the word means and then to share with their rug partner. I allow enough time for students to gather their thoughts before asking them
to share with the whole class. Then I will display and read the sentence below the picture that uses the vocabulary term in a sentence,
Animals use camouflage for protection and hunting. I will explain to the class that this sentence is using the vocabulary term. I will ask
students to use the context clues of the sentence to help them figure out the definition of the word. I will call on students to share what they
think the word camouflage means. I will encourage responses and help guide the responses to the definition. I will explain how the leaf
lizard is using camouflage in the picture. The image of the leaf lizard will help them remember how camouflage is when an animal blends in
with its environment. Then I will have them turn and tell their partner what the word unaware means.
Next, I will change the PowerPoint to the next slide. The fourth vocabulary term wariest. I will first display just the word and the image of a
dear in a field. I will ask the students to first think to himself or herself what they think the word means and then to share with their rug
partner. I allow enough time for students to gather their thoughts before asking them to share with the whole class. Then I will display and
read the sentence below the picture that uses the vocabulary term in a sentence, Prey are the wariest when their predators are near. I will
explain to the class that this sentence is using the vocabulary term. I will ask students to use the context clues of the sentence to help them
figure out the definition of the word. I will call on students to share what they think the word wariest means. I will encourage responses
and help guide the responses to the definition. I will explain how the deer is one of the most cautious and alert animals. The image of the
deer will help them remember how wariest is when an animal is cautious or alert. Then I will have them turn and tell their partner what
the word unaware means.

Then, I will change the PowerPoint to the next slide. The fifth vocabulary term slithering. I will first display just the word and the image of a
snake slithering through grass. I will ask the students to first think to himself or herself what they think the word means and then to share
with their rug partner. I allow enough time for students to gather their thoughts before asking them to share with the whole class. Then I will
display and read the sentence below the picture that uses the vocabulary term in a sentence, The slithering snake moves through the
bushes quickly. I will explain to the class that this sentence is using the vocabulary term. I will ask students to use the context clues of the
sentence to help them figure out the definition of the word. I will call on students to share what they think the word slithering means. I will
encourage responses and help guide the responses to the definition. I will explain how the snake uses slithering as a way of moving around
because it does not have any arms or legs. The image of the snake in the grass will help them remember how slithering is to move smoothly
with a twisting motion like sliding, gliding, or creeping. I will change the PowerPoint to the next slide to play a 16 second video that shows an
animated snake actually slithering. This will give the students a real example of watching the movement actually happen. Then I will have
them turn and tell their partner what the word unaware means.

Then, I will change the PowerPoint to the next slide. The sixth vocabulary term invisible. I will first display just the word and the image of
an invisible man wearing a suit and a hat without a face. I will ask the students to first think to himself or herself what they think the word
means and then to share with their rug partner. I allow enough time for students to gather their thoughts before asking them to share with
the whole class. Then I will display and read the sentence below the picture that uses the vocabulary term in a sentence, Animals are almost
invisible when they blend in with their surroundings. I will explain to the class that this sentence is using the vocabulary term. I will ask
students to use the context clues of the sentence to help them figure out the definition of the word. I will call on students to share what they
think the word invisible means. I will encourage responses and help guide the responses to the definition. I will explain how the man
wearing the suit and hat in this image is invisible. The image of the invisible man will help them remember how invisible is when
something or someone cannot be seen. Then I will have them turn and tell their partner what the word unaware means.

5mins
To check for understanding I will have students get their whiteboards, expo markers, and erasers from their desks.

10mins
I will give students directions that I will say the vocabulary word with the vocabulary word used in a sentence. I want them to draw a picture
that illustrates the definition of the word. I want them to flip their whiteboard over after they are done. Then when I ask them to show me I
will check for students level of understanding. This will let me know what words I may need to further explain before moving on to the
vocabulary practice activity. I will do this for all of the vocabulary terms.

natural: not learned or taught, but something one is born with

unaware: not watchful or mindful
camouflage: animal coloration; disguise
wariest: most cautious and alert
slithering: sliding, gliding, or creeping
invisible: not able to be seen

15 mins
Vocabulary Practice
I will give directions via PowerPoint. I will explain to the students that they are going to be given a headband that has a vocabulary term on
the front. I will place each headband on their heads and not allowing them to see what their vocabulary word is. Students are not to take off
these headbands until they have guessed their vocabulary term.
Once all students have their vocabulary word headbands in place they will have a clipboard with their Whats My Word paper attached.
They may begin to find three different students to ask, Can you give me the definition of my word? The student will then write down the
name of the classmate that gave the definition and what that classmates definition was. After the student has collected three definitions
from three different classmates, the student will return to his or her desk and guess what his or her word is on their headband. They are to
use the three definitions give to help them decide what their word is. Then the student is to raise their hand and I will check if the student
guessed correctly or not.

After giving these directions and expectations, I will place the already labeled headbands on students heads to start the activity. I will
monitor student participation and guide students if needed. I will also allow students to ask me for a definition if they need someone. I will
collect these sheets as evidence of understanding the vocabulary terms.

CLOSE:
10-15 mins
CLOSE
I will ask students to go back to their seat to complete an exit ticket before it is time for recess.
Students will complete an Exit Ticket where they will independently write the definition and use the word in a sentence. I will collect the
exit ticket before recess. I will walk through the desks to monitor students work during their independent practice. I will provide any
assistance that is needed.
Marzanos 9 Strategy: Step 5 Non-Linguistic Representations; Step 6 Cooperative Learning; Step 7 Setting Objectives and Providing Feedback

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with Special Needs. On student
work samples, please include scores according to rubric categories.

KaHoot Questions Results:

# Question Seconds % Correct
1 What is NOT a way to camouflage? 60 seconds 83.33%
2 What is Mimicry? 30 seconds 61.11%
3 How does a masked crab camouflage? 60 seconds 83.33%
4 Why do animals use camouflage? 60 seconds 94.44%
5 What does marsh mean? 60 seconds 94.44%
6 What does wariest mean? 60 seconds 88.89%
7 What does natural mean? 60 seconds 61.11%
8 What does slithering mean? 60 seconds 77.78%
9 What does invisible mean? 60 seconds 88.89%
10 What does unaware mean? 60 seconds 72.22%

The data from the KaHoot quiz provides evidence that students did well with the review questions getting higher than 60% correct
for all five questions. There was one question that challenged the students with the review and that was to define what the term mimicry
was. After seeing that students did the worse on this question, I took the time to explain what mimicry was to the students. Looking at the
last five questions from the KaHoot results shows that students have an idea of what these new vocabulary terms mean. Students scored
72% or higher correctly on the words unaware, invisible, slithering, and wariest. The only word that students scored lower on was the word
natural. Only 61% of students answered the definition of natural correctly. These results gave me a good indication that the students were
ready to progress forward from the last informational text to the next story.

Exit Ticket Results

 Correct Correct use of
definition of vocabulary Checked:
Student I understand Total Score Total
vocabulary term in
I need more practice Percentage
term sentence I do not understand
Aiden 3 3 I understand 6/6 100%
Alexis 3 1 I need more practice 4/6 67%
Allan 3 2 I understand 5/6 83%
Angel 2 1 I need more practice 3/6 50%
Betty 2 2 I need more practice 4/6 67%
Ciara 3 2 I understand 5/6 83%
Christine 1 1 I need more practice 2/6 34%
Dan 2 1 I need more practice 3/6 50%
David 2 1 I need more practice 3/6 50%
Diana ABSENT
Edgar 3 1 I understand 4/6 67%
Jessica 3 3 I understand 6/6 100%
Jesus 3 1 I understand 4/6 67%
Josiah 3 1 I understand 4/6 67%
Judy 3 2 I understand 5/6 83%
Kim 2 1 I do not understand 3/6 50%
Michelle M. ABSENT
Moisis 2 1 I understand 3/6 50%
Nicole 3 2 I understand 5/6 83%
Pearla 2 1 I need more practice 3/6 50%
Raul 3 3 I understand 6/6 100%

TOTAL 3= 11/19 3= 3/19 (16%) I understand= 11/19 (58%) 6= 3/19

(58%)
2= 7/19 2= 5/19 (26%) Need more practice= 7/19 5= 4/19
(37%) (37%)
1= 1/19 (5%) 1= 11/19 Do not understand= 1/19 4= 5/19
(58%) (5%)
3= 6/19
 2= 1/19

The results from the Exit Ticket activity were a clear indication that majority of students did well with the definition part but struggled with
using the vocabulary term in a sentence. 58% of students earned a three on correctly defining each of the six vocabulary terms. The same
percent, 58%, of students earned a one on correctly using the vocabulary term in a sentence. This is clear evidence that using the vocabulary
term in a sentence was too challenging for more than half of the students. There was only 16% of students who correctly used the
vocabulary terms in a sentence.

Whats my word Results

How many
Name Guessed Word correct Vocabulary Word
Correctly definitions
did he
provide
classmates
Aiden Yes 3 Natural
Alexis Yes 2 Slithering
Allan Yes 3 Camouflage
Angel Yes 1 Invisible
Betty Yes 2 Natural
Ciara Yes 2 Slithering
Christine No Unaware
Dan Yes 3 Camouflage
David Yes 3 Unaware
Diana Absent
Edgar Yes 5 Unaware
Jessica Yes 2 Invisible
Jesus No Unaware
Josiah Yes 2 Unaware
Judy Yes 5 Wariest
Kim No Invisible
Michelle M. Absent
Moisis Yes Natural
Nicole Yes 4 Wariest
Pearla Yes 3 Natural
Raul Yes 4 Wariest
 Total
correct
definitions
given
Total Yes= 16/19 5= 2 (11%)
(84%)
No= 3/19 4= 2 (11%)
(16%)
3= 5 (26%)
2= 5 (26%)
1= 1 (5%)
0= 4 (21%)

According to the data from the Whats my Word Activity, 84% of students were able to correctly guess their vocabulary term on their
headband. There were a total of 21% students who did not correctly define or participate in providing definitions for other classmates.
There were about 47% of students who provided three or more correct definitions for students.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.
According to the Whats My Word activity results it is clear that 84% of the students were able to correctly guess the word that
was on their vocabulary headband. This tells me that students were able to rely on the definitions provided by the three other
classmates to conclude with the correct term. This activity lacked the structure that could have avoided any students not
participating. The results of the EXIT ticket show that students met the objective with defining the vocabulary terms by 95% of
students correctly defining at least 4 of the vocabulary terms. Students successfully defined the vocabulary terms in both activities
proving that they reached the lessons objective that students will define and discuss the vocabulary terms from the new
informational text we will begin reading the following lesson.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do you think they were not
able to achieve the lesson objective in these areas?
Even though the data supports that my students have met the lessons objective of being able to define and discuss the vocabulary
terms of the new text, the results indicate that students were not successful with participating in the Whats my Word Activity and
with using the new terms correctly in sentences. Looking at the results of the Exit ticket and the Whats My Word activity,
majority of students did not fully meat the lessons objective to define and discuss the vocabulary terms from the new
informational text we will begin reading the following lesson. According to the Whats My Word activity results it is clear that
84% of the students were able to correctly guess the word that was on their vocabulary headband. This tells me that students
were able to rely on the definitions provided by the three other classmates to conclude with the correct term. Looking deeper at
the data regarding the correct answers provided by classmates it is clear that a significant amount of students did not participate
 as much as others. This tells me that 52% of students only provided 2 or fewer correct definitions to their classmates. This activity
lacked the structure that could have avoided any students not participating. The results of the EXIT ticket show that students met
the objective with defining the vocabulary terms by 95% of students correctly defining at least 4 of the vocabulary terms. Students
were not successful in using the vocabulary terms in sentences by only 16% of students who correctly used 4-6 vocabulary words
correctly in a sentence.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did you
employ to help students be successful? (Reference TPE Part 2: Subject-Specific Pedagogy)
One instructional strategy that I used to help students achieve the lesson objective is to activate their prior knowledge with the
KaHoot review quiz. This lesson took place on a Monday morning after the weekend and students needed to activate their prior
knowledge. The second instructional strategy that I used to help students achieve the lesson objective was by creating a print rich
environment that included a word wall on two bulletin boards for this unit. The third instructional strategy that I used to help
students achieve the lesson objective was that I chose the academic language from the information text that was necessary for
students to learn and comprehend to be able to comprehend the information in the story. The fourth instructional strategy that I used
to help students achieve the lesson objective was to proved opportunities for students to develop and practice oral communication
and interpersonal skills with partner sharing, whole class sharing, and with the Whats my Word activity. The fifth instructional
strategy that I used to help students achieve the lesson objective was to make the academic vocabulary terms comprehensible for
students by teaching them via PowerPoint with real life examples of images and videos. T he sixth instructional strategy that I used to
help students achieve the lesson objective was to incorporate effective technology in the lesson with a review using KaHoot and a
PowerPoint.

4. What would you change about the lesson and why (according to your data analysis)?
After talking with my master teacher and my university supervisor there are a few things I would have change if I were to teach this lesson
again.
First, I would give better expectations before the game KaHoot. This was my first time having these students participate in a KaHoot quiz.
These students have done KaHoot quizzes previously with my Master Teacher but not when I have observed or when I have taught. I was
overwhelmed by the responses these students had each time they answered the questions and when they were correct or incorrect. My
University Supervisor also pointed this out that I should have set clearer expectations for giving students a chosen hand signal to celebrate
or to let me know if they answered the question correctly.

Second, I would have better explained with an example of the essential question two that asked students to explain, Theres more than
meats the eye in the animal world. My University supervisor suggested I had provided an image example where students had five seconds
to view the detailed image. Then I would tale that image away and ask students to recall a very detailed question. The point would be to
explain to students that there is more to the animal world than what we see at first glance.

Third, according to the data results, I would have had students illustrate the vocabulary term instead of writing a sentence using the
vocabulary term on the exit ticket. Students were successful in defining the vocabulary terms on the exit ticket. 58% of students correctly
defined 4-6 vocabulary terms and 37% of students correctly defined 2-3 terms correctly. The results also showed that 58% of students were
unable to correctly use the vocabulary terms in a sentence. Many students used the definition in the sentence or left the sentence blank.
Moving forward, I would make the definition a multiple-choice question where students are provided possible answers. I would also have
students illustrate the definition of each vocabulary term instead of using the terms in a sentence.

Finally, I would have provided more structure with the Whats my Word activity. My University Supervisor discussed this with me and
suggested that in the future with this activity to instruct students throughout the activity instead of allowing them the time to go at their own
pace to ask partners. This is a result of watching some students that were just wondering around instead of actively seeking the three
definitions. I would do this by asking students to stand up with their clipboards and pens. Then to go stand by their first partner. I will allow
time for students to find a partner and will help any students that need help finding a partner. Then I will tell students that they have two
minutes to ask and write down what their partner says the definition to their word is. I will repeat the time for the other partner to have a
chance to ask for a definition. Then after both partners have written down the definitions and partners names I will ask students to now
move to the next partner. Once again, when everyone has a new partner I will repeat the time and instructions for the second definition.
Once everyone has the second definition written down, I will ask students to move to a new partner. Then I will again repeat the time and
instructions until everyone has the third definition recorded. Then I will ask students to return to their seats to write down what they think
their word is. When a student has made their guess, they are to raise their hand and I will stamp their paper if their word matches their
headband. This would encourage all students to actively participate in giving and receiving definitions. It will avoid any incomplete papers
and any students not sharing their definitions with their classmates.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson.
Make copies of student work for levels of high, middle, low, EL, and Student with Special Needs, and write your comments on the copies.

HIGH (Aiden)
Medium (Edgar) Scored 4/6
Low (Christine) Scored 2/6
EL (Moisis) CELDT level: Early Intermediate with specific needs in reading and writing
Student tested for GATE (Raul) (There are no students diagnosed with Special Needs because of the combination class)