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Ed 462 LESSON PLAN


INSTRUCTIONAL UNIT
TEACHER
Emily Veeser

GRADE
2nd

SUBJECT
English Language Arts

MATERIALS
Wonderful Wolves by
Justin McCory Martin
National Geographic
Video (Chrome)
Lined Paper
Pencils

TECHNOLOGY
Document Camera

EQUIPMENT
Document Camera

STANDARDS AND OBJECTIVES


ACADEMIC OBJECTIVE
Students will be able to use
vocabulary words correctly to
describe wolves.

COMMON CORE STANDARDS


CCSS.ELALITERACY.RI.2.4
Determinethemeaningofwordsand
phrasesinatextrelevanttoagrade2topic
orsubjectarea.

LITERACY ACTIVITIES

ADAPTATIONS FOR LEARNERS


FOCUS STUDENT #1
Isabel is a speech student who
struggles reading and pronouncing
words.

RATIONALE
By reading the words before the
lesson, she will be able to
recognize words in the text and
the correct pronunciation.

FOCUS STUDENT #2
Delilah is a student with a low
reading level.

RATIONALE
Because of this I wont call on her
to read from the book. Also, by
seeing the words reinforced
throughout the lesson she will
provided with the steps to learning
the words.

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METHOD OF
ASSESSMENT
(outcome, product
based)
Writing sample about
wolves.

TEXT FEATURES
(layout, format,
headings)
Headings, bold words,
glossary, captions

VOCABULARY/ACADE
MIC LANGUAGE
alpha wolf
canine
carnivore
cooperate
den
howl
pack
snout
tame
wilderness

LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)
T. will have vocabulary words written on the board. T. will explain that
students will be learning about wolves and the words on the board.
T. will project book on the document camera and will call on students to
read a page at a time. T. will make content relevant to students while
reading by discussing the different vocabulary terms.
GUIDED PRACTICE (THROUGH)
T. will refer to the glossary of the book to read the definitions of the
words from the book.
T. will then play the national geographic video. T. will pause the video to
ask students which words they think they are discussing.
T. will then refer back to the vocabulary words on the board and ask
students what each word means.
INDEPENDENT PRACTICE + FORMATIVE ASSESSMENT (BEYOND)
T. will tell students they will be writing 3-4 sentences about wolves
using the vocabulary words written on the board.
Recap: Indicate where in the lesson the activities include
opportunities for the following (Write either Into, Through, or
Beyond)
_______________________1.

Speaking, Listening, Reading, Writing

_______________________2.
situations

Providing low affective filters or low risk

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_______________________3.
knowledge

Building schemata or background

_______________________4.

Appropriate contextualization support

_______________________5.

PEP (purpose, engagement, prediction)

Engagement Principles: Indicate which engagement principles


you incorporated into your lesson and how.
____x____ Interesting Text
__________________________________________________________________
________
Choice________________________________________________________________
______________
________
Relevance____________________________________________________________
______________
________
Collaboration________________________________________________________
______________
________ ConceptBuilding______________________________________________________________
____
Reflection: What do you consider went well in teaching this lesson
(effective activities, assessment, presentation, text, engagement,
etc.)? What do you consider did not go as well as you had planned
(unclear modeling or guided practice, lack of engagement, poor text
choice, etc.)? What adaptations would you make to the lesson in order
for it to be more effective?

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