Teaching Internship: Lesson Plan 2

Corrie Shellnutt
Sra. Montalvo, Grade 2
Cale Elementary
November 18, 2016
Topic: Morning meeting
Enduring Understandings: (What big idea(s) will students understand as a result of this
lesson?)

We share important news, ask and answer questions, talk about future plans, and tell
stories orally.
Each day setting a purpose reminds us about our intentions.
We follow routines in the morning by greeting one another and setting a group intention
in order to envision our daily goals.
We build classroom communities through dignifying our classmates voices.

Essential Questions: (What question(s) will students grapple with as they learn through this
lesson?)

How do people use oral and written language to tell stories and express ideas?
What do we practice every morning in order to have a productive day?
How can we build a classroom community by listening to our classmates stories and
sharing our own?

Primary Content Objectives:

Students will know: (facts/information)

Positive examples of social interaction involve greeting and sharing stories with one
another.

Students will be able to do: (skills and behaviors)

Turn taking involves listening to others while they are speaking.

Students will share stories with classmates.

Students will listen to peers share their ideas.
Students participate in choral echo reading.

Related state or national standards: (Examples include State Standards of Learning, Common
Core State Standards, Next Generation Science Standards or National Curriculum Standards for
Social Studies)
Oral Language
2.1 The student will demonstrate an understanding of oral language structure.
a) Create oral stories to share with others.
b) Create and participate in oral dramatic activities.
c) Use correct verb tenses in oral communication.
d) Use increasingly complex sentence structures in oral communication.
e) Begin to self-correct errors in language use.
2.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
c) Clarify and explain words and ideas orally.
e) Use vocabulary from other content areas.
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, to entertain, to
clarify, and to respond.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.
Assessment: (How (and when) will students be assessed? What evidence will you collect to
determine whether students have met the lesson objectives? Will the assessment(s) be a preassessment (diagnostic), formative (ongoing feedback) or summative?)

Students sit quietly and practice turn taking during initial Rainbow Wave greeting
activity.
Students share weekend stories with shoulder partner and later whole group.
Students participate in group activity by standing quietly and calmly wait for their turn to
pass the bell during Bell Game.
Students participate in choral reading concluding the lesson while the class reads Ms.
Williams daily letter.

Materials and Resources: (List here all materials that you will need in order to successfully
teach this lesson. Include technology and website links, texts, graphic organizers, student
handouts, physical manipulatives, etc.)

Letter of the Day

Item for share

Key Vocabulary and Definitions:

Message a written, spoken or signaled communication (usually brief).

Greeting to address someone upon arrival or meeting (usually by name and with eye
contact).
Share to tell news of interest and respond to others news (usually a story).

Lesson Procedures:
1. Introduction and goal orientation:
Greeting (:00-:04 minutes)

Students sit in a circle on the rug.

The teacher will say good morning! to the group.
Class begins by Rainbow Wave where students sit quietly and take turns greeting the
student next to them. Starting with the teacher, they repeat Good morning, [person to
your left] while moving their hand in a wavelike motion one-by-one clockwise around
the circle.
If needed, the teacher will ask students, How can you show me that you are listening to
your classmates? (sitting on your bottom, hands in your lap, voices off, eyes on the
speaker)
2. Connecting to prior knowledge and experiences: (Questions or activities that help
students make links)
Share with Shoulder Partner Weekend Story (:04-:09 minutes)

Ask students, What did you do this weekend? speak with shoulder partner about one
story from your weekend.
Watch students match up with partners and speak to one another. Remind students to
speak with their shoulder partner and stay on task as needed.
Partner with student if interruptive behavior persists or odd number of students in group.
Explain, Finish up what you are saying you have 30 seconds left.
Ask four students to share with the whole group what their partner did this weekend.

3. Tasks and activities: (What challenging tasks and activities will students engage in as
they construct knowledge, learn new skills or behaviors and develop understandings?)
Show and Tell (:09-:17)

The student sharing their object will present their share to the class.
Using the sentence stems or verbal cues from the teacher the student will explain three
things about their object
The share is followed by a question and answer session

Begin game. Watch students pass bell silently, reminding students to remain quiet and
watching the bell until it returns to you one-by-one all the way around the circle.
Congratulates students and compliment specific positive behaviors exhibited during the
Bell Game.

4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include
some form of assessment or exit slip)
Morning Message: Choral Reading (:17-:20 minutes)
The teacher will ask the weather helper what the weather is like for the day.
The teacher will ask the day helper what the date and day of the week it is.
The teacher will ask a student to read the Morning Message.
Accommodations for individual differences: (How will the lesson be differentiated to support
diverse learners? Describe additional supports that can be used for re-teaching if needed, and a
challenging extension for students for demonstrate mastery quickly or show evidence of a lot of
prior knowledge.)

Rainbow Wave- Students are very familiar with this game, but if they are unable to sit
quietly and take turns, the teacher must remind them using eye contact and finger over
the lips.
Weekend Story Share- Teacher must make sure that all students pair up with classmate
that is sitting near them and share their weekend story calmly.
Show and Tell- Students that need extra help generating sentences in Spanish will
reference the sentence stems on the board or receive verbal cues from the teacher.

Behavioral and organizational strategies: (What behaviors will you model or discuss with
students? What do you want to remember about organizing the lesson and materials? Use this
section for reminders to yourself about behavioral and organizational strategies. For example, do
you want to explicitly model how to work with partners in this lesson? Or demonstrate how to
use mathematical tools?)

Organization:
o The teacher will write the next days message before school.
o Prior to student arrival, the teacher will be sure that the bell is near the teachers seat
during morning meeting.
Behavior:
o Teacher models expected behavior outcomes using appropriate voice and movements
during greeting and prior to activities.

o During partner sharing time, the teacher will monitor students to participate as active
listeners.
o When students break into partners, teacher will notice that all students are partnered
with a classmate that students can perform the activity successfully with.
o Teacher will model new or unfamiliar activities following the Gradual Release
Model.