Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name:

Grade Level: 2nd Grade
Subject: Reading/Language Arts
Date:
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

• RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
• RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
• RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently.
• RI.2.10 By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
• R.F.2.3 Know and apply grade-level phonics and word analysis skills in decoding words
• R.F.2.4 Read with sufficient accuracy and fluency to support comprehension

List the Rationale (cite theories or theorists):

• N/A

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

• Students will be able to read chapter two in the book, “People Helping Whales” fluently and by themselves.
• Students will be able to go back into the text to find key words or details from chapters one and two.
• Students will be able to work with a small group of their classmates to gain a better understanding of what
short and long vowels are.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

• N/A

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

• We will be working in the NSU classroom in Mike Miller Elementary.

• We will sit at a “moon” table to help the students hear what other students are saying as well as help keep
them focused on the task at hand.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 • There will be two female students and three male students in the reading group.
• All of the students are able to fluently speak English and do not have any language barriers.
• The students will be reading at a 360-reading level.

List the materials/resources you will need to teach the lesson.

• “People Helping Whales” by Rachel Tandy

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

• N/A

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

• N/A

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

• The students will be asked questions prior to chapter two to see if they have any idea about how whales
move in the water.
• We will look at the first page of the chapter and predict what the chapter may tell us about.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

• By using this pre-assessment, it allows for me to see what the students already know about how
whales move and what I can do to help them learn something new about whales and how they
move.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

• We will us a sticker chart that will help us stay on task. Once we finish one of the assigned tasks, a student
will be asked to put a sticker by the task to signify that we have completed another task on our “to-do” list.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

• Step 1: I will begin by saying hello to the students and asking how they are doing.
• Step 3: I will tell the students that we have two pages that we have to go over before we read the
next chapter (chapter 2).
• Step 4: I will first go over the “to-do” list that consists of talking about our expectations for the
session, reviewing the previous chapter (chapter 1), introducing the chapter (chapter 2), talking
about what it means if a vowel is short or if a vowel is long, reading chapter two, reviewing chapter
two, and finishing with a worksheet.
• Step 5: I will then ask students if they have any questions about what we have on our “to-do” list.
• Step 6: If any students have any questions I will answer those, but if they do not have any questions
I will proceed by placing the “to-do” list in the middle of the table so all of the students are able to
see it at all times.
• Step 7: I will continue by going to our “Expectations” sheet.
• Step 8: I will read our expectations which consist of listening quietly while someone else is reading,
raising your hand before speaking, sitting quietly and nicely, speaking clearly and loud enough for
all of us to hear, helping our friends out when needed, staying on task, and having fun.
• Step 9: I will once again ask the students if they have any questions and will answer them if need
be. If there are not any questions, I will lay the sheet right beside the “to-do” list for the students to
see throughout the session as well.
• Step 10: I will ask a student to read the chapter title and the first paragraph in the chapter (pg. 6).
• Step 14: I will tell the students to now look at the next page (pg. 7).
• Step 15: I will once again ask a different student if he/she would like to read the next page in the
chapter.
• Step 17: I will ask the students if they have any last questions before we move on.
• Step 18: If there are not any questions, I will tell the students to turn to page eight.
• Step 19: I will once again ask a different student if he/she would like to read for us.
• Step 21: I will tell the students to look at our last page of the chapter (pg. 9) and proceed to ask one
final student if he/she would like to read.
• Step 24: I will ask the students “Do you all remember where the whales swim to in the
wintertime?”
• Step 26: Before calling on anyone, I will continue by saying, “Can any of you tell me what page the
author talks about this on?”
• Step 27: I will proceed to call on a student to answer the two questions that were asked.
• Step 28: After a student has responded, I will repeat their response using different words to allow
for the students to hear a different way of responding and also to give them another opportunity to
understand what was said if they did not understand what the student had said.
• Step 29: I will finish with the book by asking the students if they have any more questions about
what chapter two talked about or if they have a general question over the book.
• Step 30: I will allow for students to put stickers on our “to-do” list and our “expectations” list if they
worked hard towards our expectations and since we had finished some tasks on our “to-do” list.
• Step 31: I will ask the students if they have an idea as to what it means for a vowel to be short or
long.
• Step 33: I will follow the students’ responses by telling them that a short vowel is really what we
learn when we learn the sounds of vowels and that a long vowel is when we say the letter when we
are also stating the sound of that letter (‘a’ says ‘a’ in ‘lake’). I will give any examples if I am able to
tell that the students are not following what I am saying.
 • Step 34: I will proceed to tell the students that we are going to now work on our worksheet that
has to do with short and long vowels.
• Step 38: Finally, I will walk the students back to their classroom and then go back to the NSU
classroom.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).

• Step 12: We will talk as a group about what the student just read to the rest of the group.
• Step 13: We will state our ideas and thoughts about the first page of chapter two.
• Step 16: Just like in step 13, after finishing page seven, we will talk as a group about what that page
talked about and our ideas and thoughts on what we have read and learned so far.
• Step 20: After a student has finished reading, we will continue to follow the lead and do what we
did on the two previous pages by talking about what was just read and what thoughts we may have
on what we have learned.
• Step 22: We will finish the chapter by talking to each other about what we just read on the last
page (pg.9) and then proceed to talk about what we learned throughout the chapter.
• Step 36: As a group, we will work to put the correct words in the right category on the worksheet.
• Step 37: We will do the worksheet together before I take the worksheets back from the students.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?

• Step 2: The students will respond to me and have a short discussion about how they are doing and
how their morning has gone thus far.
• Step 11: A student will read the chapter title and first paragraph of the chapter.
• Step 23: The students will continue to talk to each other on what they thought was interesting in
that chapter and also how it relates back to chapter one.
• Step 25: The students will think about their response and raise their hand to be called on.
• Step 32: The students will be able to give their own thoughts or responses as to what they think a
short and long vowel is.
• Step 35: The students will be given time to read the directions to themselves before we work on
the paper as a group.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).

• We will talk about the different times we talked together as a group and what it is that we talked
about.
• We will also talk about how the things we talked about during the lesson are important.
• We will ask questions and continue to gain knowledge and broaden our ideas and thoughts on
whales.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

• I will use the worksheet that we did as a whole class as the post-assessment because it allows for me to see
that the students were paying attention while we were together.
• I will ask questions and make sure that all of the students have a good understanding of what a short and
long vowel are while we are doing the worksheet together.
• This post-assessment will also give me a good idea if the students are able to relate these words back to the
story as they are all words taken directly from chapter two.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

• N/A

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

• Overall, the lesson went very well.

• The students did very well staying on task and working towards the goals on both the “expectations” list and
the “to-do” list.
• The students did a good job reading the chapter, and it ended up being the exact amount of time needed for
this specific session (25 minutes).
• There was a student who did cry, but I believe it is because he/she became embarrassed because he/she did
not know how to pronounce a word.
• I will be sure to talk to his/her classroom teacher about what he/she does when working with this particular
student.
• I will also move the students around the “moon” table to have the two students that need the most
attention to sit on the ends closest to me with the two students that would be in the ‘middle’ of the group
sit following the first students, and the fifth student to be directly across from me. This will allow for me to
give the amount of attention needed for each student.
• The majority of the lesson went very well, and I think with a few implications the lesson would go over as
flawlessly as it possibly could go.