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WVSU LESSON PLAN FORMAT (Updated 1/13)Teacher Candidate: Victoria Ramsey-BoylesDate: October 2, 2015School: Van Elementary SchoolGrade/Subject: 2nd Grade - Language ArtsUnit Topic: Parts of SpeechLesson Topic: PronounsLesson 1, Lesson 2, or Lesson 3: Lesson 2INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMESStudents will Be able to state the definition of a pronoun.Be able to recognize pronouns and distinguish them from other parts of speech.WV CSOSLanguage Arts ELA.2.L.C15.1 Students willDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.NATIONAL STANDARDSEnglish Language Arts 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. MANAGEMENT FRAMEWORKOverall Time – Approximately 45 minutesTime Frame – 5 minutes - Introduction/Discussion on “What are pronouns?”5 minutes – YouTube Video15 minutes – Read “Flying”, highlight the pronouns, and have a discussion15 minutes – Worksheet5 minutes – White Board ResponseSTRATEGIESTeacher/student led discussion, Questioning, Pair Activity DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONSMotivational Differences- A couple students in my class only behave well if they are involved in the learning process. These students do not like sitting in a chair listening to me speak. I do my best to make my lectures interesting and try to keep my students engaged as much as possible. I incorporated different teaching strategies to help these students. I used hands-on activities, technology, group work, and class discussions. Overall, I had no problems with these students during this lesson.Behavioral Differences- One student insists on walking around the classroom during lecture. He seems like he cannot sit still. I had him to stand behind his chair while I delivered the lesson. To my surprise, he listened and behaved very well throughout the entire lesson.Learning Differences- I have included many different learning strategies into this lesson to meet the needs of each learner. I used group work in my lesson, which allows students to help each other when needed.Individual help will be issued if a student shows signs of confusion. PROCEDURES: Introduction/ Lesson Set-Will introduce lesson by asking students, “What are pronouns?” A pronoun is a word that is used in place of a noun. You use pronouns all the time. In fact, the word “you” is a pronoun! When you talk about a group you are part of, you use the pronoun “we.” When you talk about your friends, members of your family or other people, you use the pronouns “he,” “she” and “they.” When you talk about things, you use the pronoun “it”. Pronouns are used in place of nouns in a sentence so that you don’t have to keep repeating the noun. There are a few different kinds of pronouns, such as personal pronouns. Personal pronouns have singular and plural forms. Write examples on the whiteboard:Singular: I, you, he, she Plural: we, you (when there is you in a sentence more than once), they The form of a personal pronoun changes depending on where you use it in a sentence. A subject is the person or thing that does the action in a sentence. But pronouns can also be objects. Objects receive they action. When personal pronouns are used as objects, they look like this (write on whiteboard): Singular: me, you, him, her Plural: us, you, themHere is an example of the difference. He throws me the ball. “He” is the subject – the one who throws the ball. “Me” is the object – the one who receives the ball! If I throw the ball back, the sentence looks like this: I throw him the ball. - Will assess students by asking questions.PROCEDURES: Body & Transitions-Transition from class discussion to watching a YouTube video called, “Pronouns” by School House Rock discussion: What are pronouns? A pronoun is a word that is used in place of a noun. Example: I am a teacher.Noun: teacher Pronoun: IExample: You are a student.Noun: student Pronoun: YouExample: He is a guitar player.Noun: player Pronoun: HeExample: We are people.Noun: people Pronoun: We = (I and You)-As a class, we will read a short reading selection titled, “Flying.” Next, students will have a partner and together they will highlight the pronouns in the article (guide groups if needed). Once the students finish highlighting the pronouns, we will count the total number of pronouns and make a tally chart on the whiteboard.PROCEDURES: ClosureVerbal assessment will take place.Will review pronouns by stating a sentence and having the students write the pronoun on dry erase boards. Once the sentence is stated, the students write an answer down and turn their board to show me their answer.ASSESSMENT: DiagnosticI will begin the lesson by asking questions about nouns and pronouns (checking for pre-requisite knowledge). According to WV CSOs, some students are introduced to nouns and pronouns in first grade.ASSESSMENT: FormativeFormative assessment will be completed through teacher observation during the article review.ASSESSMENT: SummativeUpon completion of the article review, I will hand out a worksheet for the students to complete during class. Next, I will pass out dry erase boards and markers for “white board response.” I will provide a sentence and the students must write the pronoun on their board.MATERIALS:-SmartBoard articles, “Flying”-Highlighters-Markers and Dry Erase Boards-Worksheets EXTENDED ACTIVITIES:-If Student Finishes Early: If a student finishes early, I will have extra reading selections they can read and highlight.-If Lesson Finishes Early: If lesson finishes early, I will have students complete the “Identifying Pronouns” worksheet.-If Technology Fails: If technology fails there will not be a problem. Mrs. Harless has a pronoun song on CD that the students can listen to.POST-TEACHING:Planning:My cooperating teacher, who gave me the topic to teach, influenced the planning of this lesson. I changed my lesson quite a bit to make sure all of the different types learners had an equal opportunity to learn. Instead of passing out their workbooks for them to work out of, I passed out a reading selection and had them work with a partner to identify pronouns. The students love “white board response,” so I usually make sure to include that in some of my lessons (this also allows me to visual see who all understands what I am teaching, and who needs some help). Overall, planning went well and all of my students mastered the lesson’s objectives.Implementation:All of my students were well behaved today and cooperated without any problems. This allowed me to deliver the content without any disruptions. I am very grateful that they were all excited and participated in my lesson. A few of the students kept confusing proper nouns with pronouns, but we easily cleared that up by writing a few examples on the board and having class discussion of each.I was a bit worried on how the students would do when transitioning from the activity with partners to the white board response. Sometimes when they are with partners, it takes a little bit of time to get them back to their seats and ready to focus on the next activity/lesson. But, they all performed great! Clarity of Presentation:Due to the students’ behavior, participation, and responses, I feel as if this lesson went well. Like I stated previously, a couple of the students were confusing pronouns and proper nouns. By the end of the lesson all of the students showed me that they fully understood the difference of each.Attention to Individual Differences:In order to make sure that all of my students had the same opportunity to learn today’s lesson, I made sure to include several teaching strategies in the lesson (small groups, white board, lecture, technology, classroom discussion, ect.) I believe writing examples on the board and underlining the nouns in one color and the pronouns in a different color allowed the students to actually see the difference between the two. Pairing the students up with a partner to complete a reading selection also was of great help. Sometimes students can help each other by giving advice in their own unique way. Focus on Relationships and Student Responses:To encourage all students to participate and not just hear the same students giving all of the answers, I decided to start pulling popsicles sticks out of the jar. This second grade class is full of very intelligent students, but there are a few that are shy at times. For the most part, they all feel extremely comfortable around me and love to answer questions. To make sure they all understand the lesson, I like to hear responses from all of the students, not just the same few. I made sure that all of my students knew that their responses were very important and I was there to help them in any way possible.Planning and Implementing Higher Order Skills:The introduction of the lesson gave a thorough explanation of pronouns and a review of nouns. After watching the YouTube video, the students were required to get a partner and complete the reading selection. The reading selection titled, “Flying,” included many pronouns. The students were to highlight all of the pronouns in the reading selection. After the students completed the activity as a class, we made a tally chart on the board of each pronoun and how many times it appeared in the reading selection.Next, I had the students give me examples of nouns and a pronoun for each noun. That required the students to take pre-requisite knowledge and use it to give me the correct response.Assessment:The diagnostic assessment went extremely well. WV CSOs shows that pronouns can be introduced in first or second grade. I was able to ask my class questions and gather that my students had not been introduced to pronouns. After several examples and activities, the summative assessment revealed that the students mastered today’s objectives. All 17 students showed a full understanding of today’s lesson. When giving sentences for the white board response, I was so excited to see correct answers 99% of the time. Seeing those correct answers made me feel like I delivered the content well.Database Decision Making:Sentence 1Sentence 2 Sentence 3Sentence 4Sentence 5AvaCorrectCorrectCorrectCorrectCorrectAidenCorrectCorrectCorrectCorrectCorrectBayleeCorrectCorrectCorrectCorrectCorrectBrittneyIncorrectCorrectCorrectCorrectCorrectCassandraCorrectIncorrectCorrectIncorrectCorrectCollinAbsentAbsentAbsentAbsentAbsentDanielCorrectCorrectCorrectIncorrectIncorrectDonnieCorrectCorrectCorrectCorrectCorrectGracieCorrectCorrectCorrectCorrectCorrectHeatherIncorrectCorrectCorrectCorrectCorrectKistaCorrectCorrectCorrectCorrectCorrectLauraCorrectCorrectCorrectIncorrectCorrectMarkCorrectIncorrectCorrectCorrectCorrectMaceeCorrectCorrectCorrectCorrectCorrectPaulCorrectCorrectCorrectCorrectCorrectRachelCorrectCorrectIncorrectCorrectCorrectSaraCorrectIncorrectCorrectCorrectCorrectCorrect Answers 14/16 13/16 15/16 13/16 15/16My second grade students impressed me with this lesson. As I was administering the white board response, Mrs. Harless tallied correct and incorrect responses. I was grateful that my students were well behaved and engaged in the lesson the entire time. Overall, my students performed above my expectations and at mastery level. ................
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