Final Draft Inclusive Lesson Plan- Anderson Morgan

.docx

School

University of Wisconsin, Superior *

*We aren’t endorsed by this school

Course

339

Subject

Linguistics

Date

Feb 20, 2024

Type

docx

Pages

11

Uploaded by SuperMusicPartridge36

Report
Department of Education Daily Lesson Plan Teacher Candidate’s Name : Morgan Anderson Preliminary Information Lesson Name : Identifying Adjectives Unit/Theme : Unit 1 Adjectives Lesson: 3 Of 5 Date : 12/15/23 Number of Students : 15 Age Group/Grade Level : 2 nd grade Time : 10:30-11:30 Estimated Duration of lesson : 50-60 minutes Where in the unit does this lesson occur? Double click the checkbox to activate a check mark. Check one. Beginning of the unit Middle of the unit End of the unit Structure(s) or grouping for the lesson: Double click the checkbox to activate check mark. Check all that apply. Whole class Small group- may be utilized if needed One-to-one Instructional Resources and Materials: Identify all resources and materials used during the lesson to engage students in learning. Examples may include markers, construction paper, YouTube video link (provide it), exit ticket (provide it), tennis balls, and interactive whiteboard. If utilizing personally created materials, attach them to this lesson plan. If utilizing classroom textbooks, provide an APA 7 citation for the text. Introduction Video: https://www.youtube.com/watch?v=4jxXnHSbicY Adjective Flashcards: https://games4esl.com/printables/adjectives/ Mad Lib Worksheet: https://www.teacherspayteachers.com/Product/Dinosaur- Adjectives-ONLY-Mad-Lib-2365081?st=902563577ca80c01c9ac0a30940ee8b0 Note cards will be used to write their 3 sentences using adjectives correctly. Adjective Games: https://www.twinkl.com/resource/us2-e-111-using-adjectives- to-describe-a-noun-powerpoint-game https://www.twinkl.com/resource/t-s-891-what-am-i-guessing-game-cards-food- themed Adjective riddles: https://www.teacherspayteachers.com/Product/Adjectives- Riddles-5351937 Desired Results Established Goals : Students will be able to use adjectives to describe a given object or animal. This can be done using an image if needed. Students will be able to use adjectives in their writing and learn how they enhance it to make their writing more interesting. Students will be able to identify words that are adjectives in given sentences. Revised 3.30.2021
Content Standard(s) : CCSS.ELA-LITERACY.L.2.4 -Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation. Use adjectives and adverbs to describe (e.g., when other kids are happy, that makes me happy.). CCSS.ELA-LITERACY.L.2.5 - Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with: a. collective nouns, adjectives and adverbs, frequently occurring regular plural nouns, frequently occurring irregular past tense verbs. Understandings : What are the big ideas? What misunderstandings are predictable? Students will understand that… 1. I can describe an adjective 2. I can use adjectives to make sentences more interesting. A common misunderstanding is that there is only one type of adjective. There are simple, compound, numerical, quantitative, proper, and demonstrative adjectives as well. For this basic start to learning and understanding adjectives we would start by introducing the simple describing adjective. Essential Questions : What questions will foster inquiry, understanding and transfer learning? 1. How do adjectives help us better understand or describe nouns? 2. Can you think of any adjectives that can be used to describe multiple nouns? 3. Why is it important to choose the right adjectives to accurately describe something? Students established prior knowledge/learning: Link to prior lessons and assessment. Students should have a basic understanding of nouns and sentences. Students should be familiar with basic sight words. Student Learning Objective(s) : Student learning objectives follow this formula: Student will be able to (SWBAT) + Bloom's Verb (pick the level) + Direct Object + Measurement. The key to writing an effective SLO is ensuring that you are measuring LEARNING and NOT participation, completion, or behavior. Do not include more than 3 objectives per lesson. Students will be able to identify and use adjectives to describe nouns in sentences. Students will be able to describe objects and pictures using adjectives. Students will be able to write their own unique sentences with adjectives. Expectations for Student Learning : Describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Revised 3.30.2021
Remember: If students are meeting expectations, they are achieving the learning objective/s. The wording here should be in parallel structure with each other. Exceeds Expectations for Student Learning: Student will be able to identify every adjective within a sentence correctly by underlining them. Student will be able to write their own sentences with more than one adjective per sentence correctly. Student will be able to give 3-5 different adjectives to describe a given object. Meets Expectations for Student Learning: Student will be able to identify and underline adjectives in a sentence with at least 75% accuracy. Student will be able to write their own sentences using adjectives correctly. Student will be able to give 2-3 adjectives to describe a given object. Below Expectations for Student Learning: Student will be able to identify 0-2 adjectives correctly within a sentence. Student will be able to write their own sentences with adjectives with incorrect usage. Student will be able to give 1-2 adjectives to describe a given object. Assessment Evidence Prior assessment/pre-assessment results and how they influence this lesson : Students will have a pre-assessment on adjectives using a Kahoot Quiz to see what students may already know from prior grades. This will help me to determine how much guidance and instruction the students will need in this lesson on adjectives. If students show understanding of this topic, these students can be grouped together and do enrichment tasks after completing the Mad Lib worksheet on adjectives. These students may also be used to help other students who do not fully understand the concept of adjectives by strategically arranging students into groups with 1-2 adjective experts and 1-2 students who are still working to understand this concept. Evidence and Assessment of Student Learning : You need both formative and summative assessment in every lesson plan. Formative Assessments : Formative assessment must occur within every lesson. How will you know whether students are making progress toward your learning objectives and expectations, and how will you assess the extent to which they have met your goal(s)? Be certain you are accessing the progress of each individual learner. What is the specific assessment that you are conducting? What is your measure? 1. Exit Ticket: Forming sentences with adjectives. Ask students to write three sentences using adjectives to describe different objects or animals. Have them draw pictures along with their sentences. Collect and review the sentences to assess students' understanding Revised 3.30.2021
and correct any misconceptions. 2. Mad Libs: Adjectives. Students will complete a mad lib using adjectives to show their understanding of how they are used in sentences. Summative Assessments : Your summative assessment may occur at the end of the unit assessment or the end of this lesson. Your summative assessment may be a series of formative assessments over the course of the unit. What is the specific assessment that you are conducting? What is your measure? In the summative assessment, students will create their own narrative to describe a real or fictional person and will practice using precise, as well as vivid adjectives throughout their writing. The measure will be that students should use adjectives in their writing when it is appropriate to enhance their paper and to use them correctly. This would occur at the end of the unit after students have learned nouns, verbs, adjectives, and others parts of speech that are used to enhance our writing. Assessment Modifications for IFSP/IEP/504 plans : If no modification is needed, please include if… then… scenarios. Students will be allowed extended time on assessments. For any fill in the blank questions, these students with an IEP plan will be given a word bank to choose from to assist them. For assessments, these students will also be given the option to give responses to assessments in either oral or written form (whichever is easier for the student). Lesson Supports Language Needs: In order to learn within this lesson, students will need to know particular words and phrases and/or other academic language (vocabulary); students may also need support with arrangement (syntax) and/or using language in different disciplines (discourse). Language Supports (Universal): The scaffolds, representations, and instructional strategies that you intentionally provide to help all learners understand and use the language they need to learn within this lesson. Please consider support for vocabulary, syntax, and/or discourse: What language supports will you use to support students’ language needs? Captions will be utilized during the YouTube video to introduce adjectives. ELL students will have a list of vocabulary we will use during the lesson to understand the concepts and word usage that is utilized during the lesson. I will use wait-time when asking questions to give all students an opportunity to respond. I will allow students to collaborate with other students often as they discuss the learning within the lesson. Language Supports (ELL): What additional supports are in place for students who are English Language Learners (ELL)? If no ELL consideration identified as a need, please include if... then... scenarios. To support English Language Learners in the classroom I will speak slowly and clearly and use gestures to help learn adjectives. I will be writing clearly and neatly so that they can understand and read what is being written. Instructions will be given both verbally and in written form so that directions are clear to all students. I will also include an anchor chart for these students so that they have statements they can read if they are unsure of the answer such as: May I have more time to think?, Please reword the question, May I ask a friend for help?, and Can you give me a hint?. These students will also be provided the worksheets in their first language if needed. Text-to-speech will also be available for students if they need this to help them understand the content and lesson better. Revised 3.30.2021
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help