Running head: ASSIGNMENT 7:1

Assignment 7:1
Natalie Navarrete
Arizona State University
PPE 310
Dr. Hesse
March 2, 2016
Mainstream Lesson Plan Template
Teacher: Ms. Navarrete
Date: 3/2/2016

Grade: 2nd

Subject: Conversation & Vocabulary

Time (M,T,W,F): 8:45-9:30 a.m.
Time (TR):
Pre-assessment Data / Groupings (names of students) Teacher will pass out pre-test on Friday.
Emerging

M
o
n
d
a
y

On Level

Exten

CC.2.L.2.d: Spell words with eer, ear.

ELP Standards:
II-L-2: HI-4: Using grade specific academic vocabulary and symbols within context.
II-L-2: HI-5: Applying knowledge of grade-level vocabulary (including content area words) in text.
CCRS Standards:
2.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on gra
choosing flexibly from an array of strategies.
2.L.6: Use words and phrases acquired through conversations, reading and being to, and responding to text

and adverbs to describe.

Objective:
SWBAT demonstrate knowledge of vocabulary by applying knowledge of grade-level vocabulary (including
SWBAT Isolate and substitute final sounds.
I Can statement: I can read and spell words with eer, and ear.
Teacher Actions:
(Hook/Set, Metacognition, Read aloud,
Essential Question,

TW direct students to take

out their white boards and
markers.
TW say the word go.
TW segment sounds /g/ /o/.
TW say Lets change the
middle sound /o/ to /ir/.
TW say the new word: gear.
Say the new word with me:
gear. (see phonological
awareness routine 6, page
BP3)
TW display the following
words to students on the
board and direct students to
change the middle sound to
ear, eer, and ear: high
(hear), stay (steer), fur
(fear), and chore (cheer).
Teacher will play Sing with
Me Phonics Song Cool
Gear.
Teacher will direct students
to stand up and follow along
with the song while doing
hand motions.
TW distribute sound cards
and word cards to students.
TW describe matching game
to students and explain the
rules and give directions.
TW give students about 5

Student Actions:
(Activity, Close Read, Partner Discourse, Learning
Log, Problem Solving, etc)

SW take out their white boards and

markers.
SW say the word go with the
teacher.
SW segment sounds /g/ and /o/.
SW change that sound.
SW say the new word gear.

Check
(Obse
Vocab

SW be directed to change the

middle sound to ear, eer, and ear on
their white boards: high (hear), stay
(steer), fur (fear), and chore (cheer).

SW stand up tosing along with

Phonics song.
SW follow along with the song while
doing hand motions.
Line 1: SW tap finger on head.
Line 2: No hand motion.
Line 3: SW raise hands high up in
the air.
Line 4: SW move hands toward
themselves.
Line 5: SW move hands in turning
motions.

ASSIGNMENT 7:1

minutes to complete the

game and match the words
with the correct sounds.
TW gather students back
and direct them to go back
to their seats.
TW give word cards to
students.
TW give directions and say
rules of the game.
TW direct students to go
back to their seats after
playing game.
TW direct students to
complete Practice Master
PM6.40.

Line 6: SW move fingers in a no

motion. `
SW go back to their seats and wait
for the teachers instructions.
SW be given word cards and sound
cards.
Students with the word cards must
match their card with the correct
sound card. For example: if the
student has the word bear, they will
hop to the correct place with the
/ear/ sound card and join their
group.

Differentiation: Students who have special needs

are able to look at their phonics cards that are
taped to their desks ad a guide to know where the
middle sounds are in a word and identifying which
is that middle sound. Students who are physically
incapable of performing this activity will stay in
their seat and simply point to the correct sound
group that matches their word.
Rules:
Students are not allowed to run or push other
students.
Students must hop to their groups.
Students must keep their hands to themselves.
Students can choose one sound group only.
Directions:
Students will choose one word from the plastic
baggie.
Students will look at their word and think about
which group they belong with.
When students hear the magic word the teacher
provides then students are able to hop to their
groups.

SW be directed to go back to their

seats and complete Practice Master
PM6.40

ASSIGNMENT 7:1

ASSIGNMENT 7:1

Reflection
I taught this lesson in my 2nd grade ELD placement. The highlights of this lesson were that all
students were able to participate and experience the activity. Every student seemed excited and
eager to play and participate in the game. Students were very excited to get movement that didnt
require them to stay at their seats. This lesson was part of conversation and vocabulary. During

ASSIGNMENT 7:1

this lesson the focus is mainly with having students share discussions with their partners at their
seats and share ideas as well. However, for this lesson I wanted to try something a bit different
with more interaction. Students are usually only exposed with students from their own groups.
This activity was a great way for students to gather knowledge from peers that are in other groups
as well. Students who usually rarely participate in discussions or sharing ideas were eager to
participate in the activity with the rest of their classmates as well.
The first activity consisted of students singing the Sing with Me Phonics Song. Students
usually sit on the carpet in criss-cross seating position. Students are usually distracted by talking
to the students next to them or end up laying down on the floor after a couple minutes. This time I
changed things up a bit. For the first few minutes of the song I had students sit on the floor and go
over every line of the lyrics with the possible hand motions included. After students were able to
know which hand motions went with each line students were directed to stand up and perform the
song together. Students performed their moves with every lyric line and sang together as a class.
The second activity consisted of students practicing their decoding of sounds with words. For
this day the lesson gave students the task of practicing identifying /eer/ and /ear/ sounds in words.
Exemplary words were cheer, ears, beard, steer, fear, deer. Students were instructed to hop to the
correct sound group according to their word. Students were given the rules and directions that
went with this activity. Students were told that they were not allowed to run or push others while
going to their sound groups. Students were not allowed to choose more than one sound group at a
time. Students were given directions to choose only one word from the plastic baggie, and wait
until the teacher said the magic word for them to hop to their sound groups. Students who have
special needs are able to look at their phonics cards that are taped to their desks ad a guide to
know where the middle sounds are in a word and identifying which is that middle sound. Students

ASSIGNMENT 7:1

who are physically incapable of performing this activity will stay in their seat and simply point to
the correct sound group that matches their word. It was great to see all of my students participate
and have fun with this activity. Students were able to change their words more than once and
indicate the sound for that word as well.
My mentor mentioned to me that for my next lesson I can break students up into more
groups. It seemed that students were a little bunched up when they were going to their assigned
sound groups. Sounds from last weeks lesson can also be provided as a review and that way
students arent too crowded within each group. This seems like a great idea so students are
exposed to more words that have more sounds and get a chance to rotate more than one time.
As students were participating in the activities they were moving across the
classroom from their desks to their sound groups. I also moved along across the classroom to
make sure that all students knew what they were doing and were in the correct place. During the
Sing with Me Phonics Song I stayed at the front of the classroom to model how to perform each
hand motion to the lyrics of the song. Once students were performing the motions while singing
the song together I moved around the classroom to observe the students and making sure that they
were all participating and were singing along to the song. During the activity where students
needed to go to the correct sound group I also moved around the classroom before students began
the activity. After students performed the activity I went to each group to go over every students
word to make sure that they were in the correct sound group.
Some of my students had some trouble with waiting for me to say the magic word
to begin the activity. I believe that this was simply because students were too eager to wait to
begin the activity. Overall my students did a great job in following directions. Some of the
students who instead of hopping were walking forgot that they needed to hop to their sound

ASSIGNMENT 7:1

groups. These students then observed their classmates around them and began to hop to their
sound groups as well. I thought my students did a really great job in following the safety rules.
There were no obstacles or disagreements with one another which was great for them not to get
distracted or disrupt from the activity. Throughout the lesson I gave positive feedback by pointing
out students who were on task and following directions like they were expected to. For example I
would say I really like the way Joe (pseudonym) began to read his word and followed my
instructions.

Video: https://www.youtube.com/watch?v=w2WyteQD3sk

Criteria

Exemplary (5)

Proficient (3)

Integration of
physical activity
Standards and
Objectives (S&O)
Presenting
Instructional
Content (PIC)
Activities and
Materials (A&M)
Teacher Content
Knowledge
(TCK)

Instructional plans include:

All learning objectives and state
content standards are explicitly
communicated and not altered with the
integration of physical activity. (S&OTAP)
Lesson activities include integration of
physical activity component in at least
two parts of the lesson plan
Integration of the physical activity
component does not detract from the
academic content
Teacher regularly implements a variety
of subject-specific instructional
strategies to enhance student content
knowledge. (TCK-TAP)
Activities and materials include:
(A&M-TAP)
o Sometimes activities are gamelike, involve simulations, require
creating products, and demand
self-direction and self-monitoring.
Presentation of content always includes

Instructional plans include:

Most learning objectives and state
content standards are communicated and
are only slightly altered with the
integration of physical activity. (S&OTAP)
Lesson activities include integration of a
physical activity component in at least
one part of the lesson plan
Integration of the physical activity
component slightly detracts from the
academic content
Teacher sometimes implements subjectspecific instructional strategies to
enhance student content knowledge.
(TCK-TAP)
Presentation of content most of the time
includes (In Video as well): (PIC-TAP)
o Concise communication of
expectations for student performance
of the physical activity component.
o Modeling by the teacher to
demonstrate his or her performance

Score: x1

Instruct

ASSIGNMENT 7:1

Modifications
for safety &
classroom
management and
for children with
special needs
Expectations
(Exp)
Environment
(Env)
Instructional
Plans (IP)

SCORE: x1

Video of
Presenting
Instructional
Content
SCORE: x1

(In Video as well): (PIC-TAP)

o Concise communication of
expectations for student
performance of the physical
activity.
o Modeling by the teacher to
demonstrate his or her
performance expectations.
Safety issues for integrating physical
activity are well thought out and
described in the lesson as well as
demonstrated in the Video
Classroom management techniques are
clearly defined and demonstrated in the
Video
Instructional plan include: (IP)
o Evidence that plan is
appropriate for the age,
knowledge, and interests of all
learners and;
o Evidence that the plan
provides regular opportunities
to accommodate individual
student needs...to include one
modification to accommodate
students with cognitive
disabilities and one for
students with physical
disabilities
Teacher creates learning opportunities
where all students can experience
success. (Exp-TAP)
The classroom is arranged to promote
individual and group learning. (EnvTAP)

Video presentation of content includes:

visuals that establish: purpose of the
lesson, preview the organization of the
lesson, and include internal lesson
summaries
submitted to YouTube Unlisted or
another secure option agreed with your
instructor
examples, illustrations, analogies, and
labels for new concepts
modeling by the teacher to demonstrate
his/her performance expectations
concise communication
logical sequencing and segmenting
all essential information
no irrelevant, confusing, or nonessential information

expectations.

Safety issues for integrating physical

activity are somewhat thought out and
described in the lesson as well as
demonstrated in the Video
Classroom management techniques are
somewhat defined and demonstrated in
the Video
Instructional plan include: (IP)
o Evidence that plan is appropriate
for the age, knowledge, and
interests of most learners and;
o Evidence that the plan provides
some opportunities to
accommodate individual student
needs, to include one
modification to accommodate
students with cognitive
disabilities or one for students
with physical disabilities
Teacher creates learning opportunities
where most students can experience
success. (Exp-TAP)
The classroom is arranged to promote
individual and group learning. (Env-TAP)

Video presentation most of the time includes:

visuals that establish: purpose of the
lesson, preview the organization of the
lesson, and include internal summaries of
the lesson
examples, illustrations, analogies, and
labels for new concepts and ideas
modeling by the teacher to demonstrate
his/her performance expectations
submitted to YouTube Unlisted or
another secure option agreed upon and
shared with your instructor
logical sequencing and segmenting
all essential information
no irrelevant, confusing, or non-essential
information

Video p

ASSIGNMENT 7:1
Self-reflection

10

SCORE: x1

Self-reflection was well thought out

and included at least 6 specific
examples from the teaching experience
on: (a) what went particularly well, (b)
what you will change next time, and
(c) the feedback you received from
your mentor teacher; (d) managing
classroom behavior, (e) teacher
movement, (f) response latency,
(g) using student names, and (i)
providing positive praise
Self-reflection was the appropriate
length (1-2 pages), in APA and in third
person
Rubric was attached at the end
Title page was used
Appropriate highlighting was used

Self-reflection was somewhat thought out

and included 4-5 specific examples from
the teaching experience on: (a) what went
particularly well, (b) what you will
change next time, and (c) the feedback
you received from your mentor teacher;
(d) managing classroom behavior, (e)
teacher movement, (f) response latency,
(g) using student names, and (i)
providing positive praise
Self-reflection was the appropriate length
for the assignment (1-2 pages)
Not in third person
Rubric was attached but not at end
Highlighting was not correct