Lesson Plan Template

Activity based lesson adjusted to common core Lesson

 Topic: Reading

 Grade level:  2

Aim questions:

1.      What learning objectives/main ideas do students need to know (maximum of 3)?

·         Students will learn to put two words together to form a contraction

·         Students will learn to place an apostrophe in the correct place for contraction words.

2. What common core skills will be introduced or reinforced during this lesson?

     Common Core Language Standard L.2.2c: Use an apostrophe to form contractions.

3. Which content area standards are addressed in this lesson?

·         Conventions of the English language

 4. What academic and content specific vocabulary is introduced in this lesson?

·         Contractions and apostrophes

5. What materials (e.g. activity sheet, map, song) will I present to students?

·         Paper contraction cars

·         Song about contractions http://www.songsforteaching.com/grammarpunctuationspelling/contractions.htm

Refrain:

We all know contractions,

 We all know the way,

 We all know contractions,

 This is what we say,

Could not ... Couldn’t, Would not ... Wouldn’t, Did not ... Didn’t, Should not ... Shouldn’t, We have ... We’ve, Should have ... Should’ve, They have ... They’ve, Could have ... Could’ve.

Refrain

Does not ... Doesn’t, Do not ... Don’t, Was not ... Wasn’t, Will not ... Won’t, That is ... That’s, He is ... He’s, What is ... What’s, She is ... She’s.

Refrain

Can not ... Can’t, Have not ... Haven’t,  Is not ... Isn’t, Has not ... Hasn’t, We will ... We’ll, She will ... She’ll, They will ...

·         Worksheets on contractions

 6. What activity, if any, will I use to settle students and establish a context (DO NOW)?

7. How will I open the lesson (MOTIVATION) and capture student interest?

Two students will “crash” with the paper cars that they will be wearing one word on each that together       make a contraction word.

8. What additional Full class/group/individual activities will I use to help students discover what they need to learn (suggest three)? If there are group activities, how will student groups be organized?

1.    Full class- as a class students will play out with the word cars the idea of contractions

2.    Group- students will work with a partner, one partner will have half the contraction word and the other partner will have the other half on the contraction word. They will put their words together and create contractions and then write them down on a paper using an apostrophe in the appropriate places. For example, one student will have the word “does” and the other will have the word “not” and they will form the contraction “doesn’t”.

3.    Individually- each student will work independently on a worksheet which involves reading sentences with a contraction word and next to each sentence they will write the contraction word they read in the sentence and place an apostrophe in the appropriate place.

9. How will I differentiate instruction with multiple entry points for diverse learners?

·         Visual learners- contraction worksheets
·         Auditory learners- the teacher will teach a song to the class about contractions
·         Kinesthetic learners- the car activity to introduce the lesson

 10. What HOT (High Order Thinking) questions will I ask to encourage students in analysis and discussion?

·         Which words that you say in your day-to-day speech are contraction words?

11. How will I assess student mastery of the skills, content, and concepts taught in this lesson?

·         The students will independently do a worksheet on contractions which the teacher will collect and grade. http://www.ereadingworksheets.com/languageartsworksheets/free-grammar-worksheets/contractions-worksheets/

 12. How will I bring the lesson to closure?

·         The class will sing the contraction song http://www.songsforteaching.com/grammarpunctuationspelling/contractions.htm

 13. How will I reinforce and extend student learning? • CLASS APPLICTION/FOLLOW-UP • ENRICHMENT ACTIVITIES • HOMEWORK

·         Students will be called up to the board to write their own contraction words which they came up with and show the class where they will place the apostrophe.

14. What topics come next? TOMORROW DAY AFTER

      Using an apostrophe for possessive words

 15. How do I evaluate this lesson? (It is about to what extent your lesson was successful, which is different from student assessment itself. You can use student assessment results as one evidence for your lesson’ success though.) • STRENGTHS • WEAKNESSES • AREAS to WORK • THINGS TO CHANGE

·         Teacher will read through their contraction worksheets and evaluate the students’ work.

·         If the students generally did well, the lesson was a success

·         If the students overall did poorly, the teacher will reevaluate and think of another way to teach contractions based on the students’ needs which the teacher can see from the mistakes they made on their worksheet.