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UMU Lesson Plan Template


Name: Allyse Bialosky Date: March 27th, 2017

Grade Level: 2nd Class Period: 9:00-10:00

Subject: English Lesson# & Title: Making real-life Connections

Function of the Lesson (check all that apply):
Introduce New Skill or Content

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes: There are a total of 20 students (12 boys and 8 girls) in the second grade
classroom. One student is identified with a disability and one student is identified as an ELL.
One student is identified with autism and is on the high functioning end of the spectrum. She is
on grade level in mathematics but struggles at oral and written communication and is currently
performing two grade levels below her peers in ELA subjects.
One student is identified as ELL. This student recently arrived in the USA and appears to have
some receptive language abilities in understanding basic conversations. She struggles with
communicating what she knows both orally in English or in written format.

Classroom Environment: The classroom is bright and inviting to the students. The room is set
up for having 20 students in mind, with the desks grouped in five teams of four students. Teams
are grouped randomly. The Smart Board and chalkboard are visible to each of the students in
every seat. There are two designated small group worktables situated around the room.
Everything in the room has a place. It is highly organized with labeled bins of supplies. Students
are aware of where everything is located and independence, problem-solving, and peer support
are encouraged. Students have a routine for entering, turning in assignments, answering
questions, etc. This classroom is inviting to students and runs on a smooth schedule.

Rationale: It is important for teachers to understand that not every child learns the same. Some
children are kinesthetic, tactile, visual and auditory learners. By being aware of this, this
welcomes learning for all types of learners. Teachers must all take into account that diversity is
prevalent in the classroom. All students need to feel welcome and a sense of belonging in the
classroom. Lessons should be made to reach all students so that they can all make real-life

Content Standards:
CC.2.L.5.a Vocabulary Acquisition and Use: Identify real-life connections between words and
their use.
Rationale: This standard is being taught because making real-life connections with words and
their meanings is a crucial skill to survival within society. Students have already been introduced
to determining and clarifying the meaning of similar words such as nuances and will now apply
identifying real life connections between the words. This lesson will review nuances for
application to todays lesson.
ISTE Standard for Students: 1 Creativity and Innovation
Rationale: This standard is depicted and seen in this lesson in the Smart Exchange slideshow.
The students will be able to visually see things on the screen and apply it to existing knowledge.
This will generate new connections for the students to real-life experiences and knowledge.

Learning Objectives:

1. When given 10 new vocabulary words students will be able to make real life connections
with 80% accuracy.

Academic Language:
- Nuances
- Connection
-Real-life connection

Assessment Plan: Formative Assessment:

1. - A quick assessment of the students understanding of prior knowledge will be to ask the
students to give examples of nuances from the video shown to them.
- To continue to activate their prior knowledge I will ask the students to give me examples that
were not used in the video.
- Before continuing the lesson I will use fist to five to gage the students understanding of the
previous lesson.
- For students to practice the lesson being taught they will all participate in can you guess what
I am
-I will then use color cards to check for student understanding of the lesson
-Think Pair Share to see which students can come up with examples on their own and which
students need more assistance.
-Thumbs up/Thumbs down to see which students are feeling comfortable with the lesson so far.
Anyone that gives me a thumbs down I can work with individually a different day.

Assessment Plan: Summative Assessment:

The students will fill out a Making connections worksheet that will be collected at the end of
class. This worksheet will shows students ability to take words and make real-life connections
relating them to their own personal lives, showing at least 4 correct connections.


Lesson Introduction: 10 minutes

- To activate students prior knowledge of nuances and gain students attention I would play
this video- Flocabulary Little Minnie
- After the video I will remind the students that nuances are small differences between
similar words, I would then ask the students for some examples of nuances from the video
- I would then ask the students for some examples of nuances that were not used in the
- Before moving on I would use fist to 5 to indicate students understanding of the previous
lesson before we move on
- Following that I would tell my students how every day we use words and make
connections with them in our lives. Such as, My favorite color is yellow so when picking out an
outfit I tend to always pick out my yellow clothes because its my favorite. I make the connection
of when I see yellow things, I know they are my favorite.
- Then I will tell my students that today they will be learning how to make real-life
connections between words, which by the end of the lesson they will be able to give examples
of real life connections within their own life.

Lesson Body: Review and Explanation- 10 minutes (Me)

1. - Tell the students that there are many different connections that can be made with
many different words. You make a connection from hearing a word and relating it to
other things that you know. Such as when I see or hear the word smelly, in my mind I
connect it to thinking of skunks and how they smell bad!
2. - I will pull up the words on the smart board Small, Big, Red, Spicy I will then asks
for examples of these words from things they have encountered in their life that are
small, big , red and spicy
3. - I will then share with my students that making connections to real life things is a
skill that they all will continue to use every day!

Structured and Guided Practice- 20 minutes (Us)

- To check for understanding students will participate in an activity called Can you guess
what I am
- Out loud, I will read the students 3 adjectives describing something, they will have to take
those words and connect it to what I am describing by writing their answers on their personal
white board and raising to class when I say to show me.
- While I am reading out loud, the smart exchange lesson will be on the smartboard so students
can visually see it while I am speaking
- I will say Can you guess what I am? I prickly, I am an animal, I have four legs and I have
quills Write on your whiteboards what animal you think I am
- I will click the answer button on the smartboard, the answer Porcupine will be displayed
on the board so students can check to see if their answers match.
- Next I will say, Can you guess what I am? I am green, juicy and a vegetable, and I can be
sliced or whole. Write your answer on your whiteboard.
- I will click the answer button on the smartboard the answer Pickle.
- I will say Can you guess what I am? I am a tool, I am jagged, i have a handle and I am
used to cut things . Write your answer on your whiteboard.
- I will click the answer button on the smartboard the answer Saw
- Lastly, I will say Can you guess what I am? I am spicy, a liquid, i am red and I am used
on food. Write your answer on the whiteboard
- I will click the answer button on the smartboard the answer Hot sauce
- I will tell the class we are now doing a Think Pair Share.
- Each student will think of a Can you guess what I am on their own silently.
- Have the students pair up with their partner next to them to share their ideas.
- Tell the pairs that they must pick one persons Can you guess what I am and share with
the class.
- The class will shout out what they think the answer is.
- I will walk around the classroom while students are sharing one group at a time and
assess them individually. This will show me if the students fully understand the concept of
connection and words describing it. It will also show me which students are answering correctly
and which students need further assistance.
- After the Think Pair Share, I will then pull up the words Crunchy, Sweet, Big, Cold, and
Green on the smartboard. I will call students up one by one and allow them to choose any of
the words up there and under it write an example of something that relates to that word.
- I will go first and under Green I would put Grass.
- After each student has written an example on the board I will go over each answer one by
- I will ask the class to give me a thumbs up if they think the answer fits in that category or a
thumbs down if they think it doesnt belong.
- When students are doing thumbs up/thumbs down I will be assessing to see which ones
have a good concept of this activity and which ones need further assistance.
- After we go through all of the answers I will ask the students to raise their color cards to
tell me how comfortable they are with this lesson so far ( Red meaning STOP I dont
understand, Yellow meaning SLOW we need to go back and review and Green meaning GO I
am ready to move forward!) This way I am able to gage where my students are and if they are
ready to continue.

Independent Practice- 15 minutes

-For the summative assessment students will be filling out a Making connections worksheet
with questions of real-life connections they need to make within their own lives.
-I will pass the worksheet out and students will need to complete each worksheet individually
within the time given in class. (My 3 students with disabilities will be given the B version of this
- When students are done they will raise their hand and I will collect them.
- After all are collected, I will ask the students to share some examples that they used.
-Discuss that each person is different, which is why we are all able to make different

Procedures: Lesson Closure: 10 minutes

-To summarize student learning I would say Today we learned how to take words and make
real-life connections. You should now be able to make connections within your own life.
- I will tell the students that next lesson we are going to distinguish different shades of similar
verbs and adjectives.

Differentiation, Individualized Instruction, and Assessment:

To accommodate to different needs of all students, I am promoting different learning styles. I will
both write and say things throughout the lesson to appeal to visual and auditory learners. There
will be two versions of the worksheet so students who are struggling can be given the worksheet
that will be more sufficient to their needs as well as students with disabilities.

Instructional Materials and Support:

1. Smart board
2. Personal white boards
3. Markers
4. Erasers
5. Class white board
6. Color cards for each student (Red, yellow and green)
7. Pencils
8. Worksheet (Attached A&B)

Research and Theory Commentary:

In my lesson plan opening, I played a video on nuances based on the theory of Blooms
taxonomy. I used this video to engage knowledge and comprehension of the previous lesson.
When I ask the students to participate in Can you guess what I am, I am activating application
and analysis because they are using information to connect to what I am describing and
analyzing by each table coming up with their own Can you guess what I am to share with the
class. For Synthesis and evaluation of the students they are creating and producing original
work through the summative assessment worksheet making connections. It is important for
student to use these steps to further their knowledge and learning.
The theory of Lev Vygotsky says social interaction plays a fundamental role in the process of
cognitive development, so it was important to imbed it into my lesson. I did this by allowing
interaction between the students and myself and between the students and their peers.

SmartExchange Link: