UMU Lesson Plan Template

2017-2018

Name: Samantha Lindsay & Lindsay Thut Date: 6 April 2018

Grade Level: 1st Grade Class Period: 4th
Subject: Language Arts Lesson # & Title: Lesson 1: Commas
Function of the Lesson (check all that apply):
□ Introduce New Skill or Content
□ Practice
□ Review
□ Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes:
The class is composed of an even ratio of boys versus girls (10 boys and 10 girls). The class consists of a wide variety of
racial backgrounds including 9 Caucasians, 6 African Americans, and 5 Latino children.
● One student with a 504 plan has poor eyesight and needs to be at the front of the room. She also receives special
accommodations for her learning.
● The two female students have been identified as students having ADD/ADHD. They are on grade level equivalency
for history and math but often times struggles with reading and writing. They often struggle with multistep
directions and comprehending while they are reading, making them a grade level below their peers.
● A few of the students of Latino descent are considered ELL since the main language spoken in their homes is
Spanish. They are right below grade level standards in reading and math due to their inability to communicate their
knowledge on testing.

Environment:
● The classroom is set up with five tables, each table seating four students. The table setting will encourage good
social skills, group work, and collaboration. The ELL students will be able to receive help from the English-
speaking children at their tables.
● The classroom consists of two whiteboards and one Smartboard. These features allow technology to be a part of the
curriculum as well as allow for easy visual abilities for the students who struggle to see the boards and
read small print.
● The classroom will consist of fidget toys to accommodate for the students with ADD/ADHD, such as fidget
spinners, fidget cubes, and stress balls. Playing with these objects will allow the students to sit still in their seats and
pay more attention in class.
● The students with ADD/ADHD will be sat close to the teacher in order to have a good eye on them and to help with
their focus.
● The classroom is equipped with a laptop cart with some educational Apps installed.

Content Standards & Learning Objectives:

Standards (Content and ISTE) Learning Objectives (How will they

meet the standards?)
Content Specific L.2.1b (2-0.8) - Use singular and plural nouns When given a worksheet about commas,
Goals students will be able to identify which
sentences need commas based on how
many items are listed.
When given a Kahoot! game, students
will be able to evaluate what the correct
answer to a question is based on what
they learned about commas.
Technology-based Empowered Learner - Students leverage technology to EL & KC- Students will use the
Goals (ISTE-S) take an active role in choosing, achieving and Youtube video to gather information
☒ Empowered demonstrating competency in their learning goals, about commas and when to use them.
Learner informed by the learning sciences. They will see visual representations as
well as verbal in the video.
☒ Digital Citizen Digital Citizen - Students recognize the rights,
responsibilities and opportunities of living, learning and DC- Students will engage in safe
☒ Knowledge working in an interconnected digital world, and they act activity while using Kahoot! and will
Constructor and model in ways that are safe, legal and ethical. not be exposed to any forms of bullying
Knowledge Constructor - Students critically curate a or improper use of technology.
☐ Innovative
Designer variety of resources using digital tools to construct
KC- Students will make meaningful
knowledge, produce creative artifacts and make
learning experiences for themselves by
☐Computational meaningful learning experiences for themselves and watching the Youtube video and using
Thinker others. Kahoot! to answer questions because
they will be interpreting the information
☐ Creative Global Collaborator - Students use digital tools to in their own way.
Communicator broaden their perspectives and enrich their learning by
collaborating with others and working effectively in GC- Students will use Kahoot! by
⊠ Global
teams, locally and globally. working in pairs to collaborate their
Collaborator
decisions about which answers are
correct according to the questions asked.

Other Goals

Rationale: Share how the activities in the lesson will help to meet the learning goals. How will technology play a role in
meeting the learning goals?
- It is important for students in 2nd grade to learn how to use appropriately use commas because they need to be able
to distinguish how many items are in a list if they have one. This knowledge and understanding of commas will be
beneficial to them as they get older when they have to make grocery lists, recipes, and even writing papers. In 3rd
grade, the students will have to be able to understand plural and singular nouns even more. Knowing that when you
make a list of items such as: I like to buy bananas, apples, and peaches, it is important to understand plural nouns
because these words should have and “s” after them. If a student were to write a sentence such as: I have a hat,
towel, and sunscreen, then they need to know that in this format it is appropriate for the words to be singular.

Academic Language:
-Comma

Assessment Plan:
How will you assess the activities happening through the tool?
✓ Monitoring/observations
✓ Formative assessment
✓ Informal assessments
✓ Summative assessment
Tool #1 Tool #2

Youtube Kahoot!

Students will be assessed via The teacher will be observing and

monitoring by the teacher as they are
watching the video. Teacher will be
walking around the room to make sure
all students are attentive during the
video.
monitoring the students as they answer
the questions in pairs to make sure that
they are not cheating and getting the
answers from other groups, or looking
up the answers on their electronic
devices. The teacher will also be
 observing their students’ ability to
collaborate together.

Procedures:
What is the minute-to-minute activity that will be happening in the lesson. Describe what the teacher is going to do and say,
as well as what the students are going to do.
Time stamp and What are the students going to do? What is the teacher going to say?
what is the teacher
going to do
5 minute Students will come into the classroom and get “Good morning class! Today we will be learning
introduction seated. The teacher will get the class attention about a new topic that will help us with our
and explain today’s lesson. writing. Has anybody heard of a comma before?”
Students will respond to the teachers question, “Well if you haven’t, today is the day!”
“Has anybody heard of a comma before?”

10 Minutes Students are going to answer the questions “Today we are going to watch a video about
(Introduce video, after watching the video commas! Really pay attention to the examples
show video, debrief that are used because later we are going to see
video) how well you guys understand how to use
commas and ask you some questions about the
video”
(Show Video)
“Okay, I know that might be a lot to digest, but
we are going to show it one more time and have
you guys answer some questions.”
(Ask the following questions):
“Why do you think not using commas would be
confusing?
“When in a sentence would you use commas
when making a list? In other words, how many
items are needed in a list to use commas?”
“When are commas useful and make things
clear?”
15 minutes Students will be given a worksheet with 8 “Now that we know a little more about commas,
(worksheet) sentences on it. we are going to do a worksheet and look at some
different sentences to see if we need to add any
The students will have to look at the sentences commas based on what we learned.”
and determine if the sentence needs commas,
or if it should stay the same. “Let’s do the first couple sentences together!”
The first 6 sentences will be done as a class, (Read the first sentence out loud to the class)
and the last two will be done independently.
“Let’s break down this sentence. How many
Students will respond to questions when items are listed? (Say a sentence has three, have
asked. them circle each item to help them count) So
based on what we just learned about commas,
should this sentence have commas? If so, how
many and where should they be?
“Now let’s look at the next sentence, (Read
sentence aloud). How many items are in this
sentence? (Ex. the sentence has two). So does this

5 Minutes (Kahoot!) Students will do a Kahoot! and answer 5
questions based on what they learned about
commas.
Students will work in pairs to figure out the
answers.
5 Minutes (Closing) Students will verbally share what they like
most about commas, what they learned that
they didn’t already know about commas, and
if they have any other questions.
sentence need any commas? Why not?
*Repeat for the other 4 sentences*
“Now you guys are going to do the last two on
your own so let’s turn on those brains and get
thinkin’!”
“Now that we have spent some time learning
about how to use commas, we are going to play a
little game to make sure the information is
refreshed in our brains!”
“We are going to play a game that is called
Kahoot! You will pull up Kahoot.com and enter
the code to play the game! You will be in groups
of two to bounce ideas off of each other for what
you think the answer is.”
(Have students enter code number to link to
game)
“So what did you guys learn today about commas
that you didn’t already know about?”
“What did you guys like the most about
commas?”
“Does anyone have any other questions about
commas?”
“Have a great rest of the day!”

Differentiation, Individualized Instruction, and Assessment:

How will I prepare for this piece of technology in this lesson? What do I need to do to get the technology ready?
✓ Selecting the just right tool or part of the resource
✓ Setting up Accounts
✓ Differentiating
✓ Personalizing
✓ Creating models or mentor
Tool #1 Tool #2

Youtube Kahoot!

-The student on the 504 plan with poor -The student on the 504 plan with poor
eyesight will be seated at the front of eyesight will be seated at the front of
the classroom, as it is the easiest place the classroom, as it is the easiest place
for her to see. for her to see the questions.

-For the two students with
ADD/ADHD, there will be a
designated spot n the room for them to
go to when needing to relax and
regroup. They will also not sit near
each other so they will not distract one
another and can maintain focus.
-For the two students with
ADD/ADHD, there will be a
designated spot n the room for them to
go to when needing to relax and
regroup. They will also not sit near
each other so they will not distract one
another and can maintain focus.

-When playing the video, subtitles will -A second Kahoot! game will be made
be shown at the bottom of the screen in with the exact same questions, but will
spanish for the Latino students that are
considered ELL. This will allow them
to visually see the words of the video
while hearing it in english. If the
students can not capture the lesson,
they may go on an individual computer
to watch the video fully in spanish .
be in spanish for the Latino students
who are considered ELL. This will
allow them to take the quiz at the same
time as the rest of the class so they will
still be on schedule.

Instructional Materials and Support:

List of websites and tools:
1. Kahoot: https://play.kahoot.it/#/?quizId=a823676a-3976-4531-8586-e0f76e175aa8
2. Youtube: https://www.youtube.com/watch?v=cQOX3UdeAZI

Technology Commentary:

1. How is the Tool Being Integrated? Team, individual, pairs, or other?

Tool #1 Tool #2

Youtube Kahoot!

Group Teams

2. What features of the technology tool have elements of engagement?

Answer the Triple E Engagement questions concerning how technology can bring about co-use, time-on-task learning and
focus on the learning goals. Anywhere there is a lower score (less than 4), consider adding in instructional moves in
the notes to help push the score up!

Tool #1 Tool #2

Youtube Kahoot

Can the technology allow students to Can the technology allow students to
focus on the assignment/learning with focus on the assignment/learning with
less distraction (Time on Task)? less distraction (Time on Task)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology motivate students Can the technology motivate students
to begin the learning process? to begin the learning process?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology cause a shift in Can the technology cause a shift in
behavior, from more passive to active behavior, from more passive to active
social learners (co-use)? social learners (co-use)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Score= 4 / 6 Score= 6 / 6

Notes and Teaching Moves: Notes and Teaching Moves:

Because the students will not be
physically dancing to the song or
moving around, it is not always
determined that they will be active and
engaged, but because it is a song, they
will be more likely to be interested in
what they are watching.
The Kahoot is a review about what we
just taught them. It is in the form of a
quiz, but will not be graded. It does
show the results for the teacher to be
able to know what the students are
answering. This game like quiz will
allow students to work collaboratively
in pairs, getting them to be proactive
with sharing ideas with each other.

3. What features of the technology tool include elements to enhance student learning?
Answer the Triple E Enhancement questions concerning how technology can bring about learning supports/scaffolds,
higher-order thinking, and value-added over traditional tools. Anywhere there is a lower score (less than 4), consider
adding in instructional moves in the notes to help push the score up!

Tool #1 Tool #2

Youtube Kahoot

Can the technology allow students to
develop or demonstrate a more
sophisticated understanding of the
learning goals (possibly use higher-
order thinking skills)?
Can the technology allow students to
develop or demonstrate a more
sophisticated understanding of the
learning goals (possibly use higher-
order thinking skills)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology create or provide Can the technology create or provide
supports (scaffolds) to make it easier to supports (scaffolds) to make it easier to
understand concepts or ideas (possibly understand concepts or ideas (possibly
differentiate or personalize)? differentiate or personalize)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology create paths for
students to demonstrate their
understanding of the learning goals in
ways they could not do with traditional
tools?
Can the technology create paths for
students to demonstrate their
understanding of the learning goals in
ways they could not do with traditional
tools?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

 Score= 4 / 6 Score= 2 / 6

Notes and Teaching Moves: Notes and Teaching Moves:

The video allows students to develop a
sophisticated understanding of the
topic as it gives examples throughout
of what to do and what NOT to do.
However, the information in the video
is not something you could not find in
the book. There are books that has
information about the topic that
students can learn from.
By using Kahoot, this allows students
to gain a better understanding because
they are getting repeated information.
After each question, you can explain
why the answer they selected was
either right or wrong. The students
could take a “quiz” in another format,
however, with Kahoot you can get
instant feedback and it will be more
fun for the students.

4. How does the technology extend the learning goals?

Answer the Triple E Extend questions concerning how technology can bring about learning that connects to everyday life,
allows learners to continue to learn 24/7 and helps them develop soft skills. Anywhere there is a lower score (less
than 4), consider adding in instructional moves in the notes to help push the score up!

Tool #1 Tool #2

Youtube Wikisp Kahoot

Can the Can the technology create Ca Can the technology create
opportunities for the students to learn opportunities for the students to learn
outside the typical school day? outside the typical school day?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

C Can the technology create a bridge Can the technology create a bridge
between school learning and everyday between school learning and everyday
life (authentic experiences)? life (authentic experiences)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the Can the technology allow studentsCan to the Can the technology allow students to
build authentic life skills, which they build authentic life skills, which they
can use in their everyday life (soft can use in their everyday life (soft
skills)? skills)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Score= 4 / 6 Score= 2 / 6

Notes and Teaching Moves: Notes and Teaching Moves:

The Youtube video that we used does The Kahoot game could be used at
not provide opportunities outside of the home, but it is not likely that the
typical school day, but it does create a students will participate or that their
bridge between school learning and parents will help them. It will depend
everyday life because of the examples
they used. The examples used in the
video will allow the students to build
authentic life skills because it will help
them make lists such as: A grocery list,
a list of food for their birthday party, or
a list of their favorite school activities.
on both the student and their family.
The way Kahoot could be used to build
authentic life skills in this instance is
because the students will be working in
pairs to come up with the correct
answers. This helps them develop skills
of collaboration and teamwork.

Research and Theory Commentary:

(Refer to theme paper research)
Important note: this sample lesson plan template is adopted from The Triple E Framework research team at University of
Michigan. For details, please refer to https://www.tripleeframework.com/.