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Name: Grade:
Courtney McCoy 2nd
Lesson Date:
Title: Prepared for Class 11/15/17
CCGPS or GPS Standard(s):
ELAGSE2W8 Recall information from experiences or gather information from provided sources to answer a question.
ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.

Classroom/Lesson Context (please check the following that apply):

_X_ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__12__ Girls __15__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

The students who can participate in collaborative conversations will be able to discuss prior experiences about
being prepared for school to peers.

Learning - Focus Strategies

Essential Question(s) How can I discuss prior experiences of being prepared for class, to my peers?
1-3 BIG ideas! How How can I participate in collaborative conversations?
can these questions be
used to guide your
instruction?

Central Focus/Lesson The students will be able to.

Objective(s) Discuss prior experiences with their peers.
Objectives are Participate in collaborative conversations.
measurable and
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand? Discuss
What academic
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students comprehension.)
Dicuss, active listener
 Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
Listening/Speaking
Materials Instrumental song, "It's a hard knock life" by Jay z instrumental
What resources can be
used to engage
students?
Introduction to I will first begin the lesson by asking the students, What does it mean to be prepared for
Lesson/ class? Once I say Teach the students will say Okay and discuss with a peer. Once I
Activating Thinking say Switch the person who is speaking will now listen, vice versa. I then will say Stop
What is the hook for and as a class we will discuss what the students have came up with. This same procedure
the lesson to tap into will be used on the next question, What do you need to be prepared? After I will discuss
prior knowledge and what materials you need and explain that being prepared is not just having school supplies
develop students but also have done the readings and actively engaging to the discussion.
interests? This should
tie directly into the
lessons objective and Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
standard and should and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
promote higher level
thinking. How will Longer time or discuss with me.
you introduce the
content specific
vocabulary words? Management Plan:
***Use knowledge of
students academic, The students will use the call and response commands.
social, and cultural
characteristics.

Body of Lesson/ The students will sing the Come to Class Prepared, song in the tune of "It's a hard
Teaching Strategies knock life." The lyrics to the song will be placed on the PowerPoint and the instrumental
What will you have the will be played in the background. We will play it a couple of times so that the students can
students do after you get the lyrics.
introduce the lesson to
learn the standards? Lyrics
What questions will Come to class prepared to learn
you ask to promote School supplies, so you can earn
higher level thinking? More knowledge in this class
I know that you will pass
What opportunities Come to class prepared
will you provide for
students to practice Come to class prepared to work
content language/ Pencils, paper, and pencils too
vocabulary? What So you can be the best
language supports Then you will pass the test
will you offer? Come to class prepared.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
The students will have their own paper with the lyrics.

Management Plan:
The students will listen to me sing the song first and then sing along.
 Closure/ After we went over he song, the students will play a comprehension game of being prepared.
Summarizing They will have different sheets of paper, labeled ABCD. After I ask a question the students
Strategies: will hold up their piece of paper for the right answer. After each question we will discuss which
How will the students question is right and why. We will do this same procedure until all the questions are answered.
summarize and/or
share what they have
learned to prove they Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
know and understand and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
the standard(s) and its The students will come to the front or have a peer hold up their answer.
vocabulary? Will you
provide opportunities Management Plan:
for students to apply
new knowledge while The students are using paper, so there is no need for taking.
making connections to
prior learning?

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider Formative Assessment: I will walk around the class to listen to the students Teach-Okay
while planning: discussion.
How will students
exhibit an Summative Assessment: The small game at the end will summarize everything we learned.
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you Assessment Plan for Learning Objectives (This is a plan and should be written as such;
collect to demonstrate remember to identify both formative & summative assessments throughout the lesson):
students
understanding/mastery Formative Assessment: I will walk around the class to listen to the students Teach-Okay
of the lessons discussion. The student can discuss it to me, if needed.
objective(s) including
their usage of Summative Assessment: The small game at the end will summarize everything we learned.
vocabulary? A peer will hold up the answer for them, if needed.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.