Lesson Planning Waynesburg University

Lesson Planning Waynesburg University

Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful lesson plans Guiding questions that will provide the framework for the lesson. (Respond to each question.) Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

This lesson will be presented to a first grade language arts class. The majority of students are functioning on grade level. There are two students with specific learning disabilities. Both students show a deficit in the areas of math and reading. Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

If possible, I will ask for assistance from the technology teacher or a lab assistant to aide in the use of the computers. What is the long range goal(s) that is tied to this lesson?

The students will be able to identify and use nouns in their proper form when writing sentences. This lesson will give students a skill to help them become quality writers and fluent readers. What is the specific learning objective(s) for this lesson?

The students will be able to define noun, common noun, and proper noun. The students will be able to identify words that are either a common noun, proper noun or not a noun. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

The students will need background knowledge on persons, places, and things to be able to understand what nouns are. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?)

This lesson will be presented in the learning acquisition stage. When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

The lesson will be completed in two days.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND what materials will be needed?

During day one, the introduction of the lesson will be presented in the classroom. During day two, the class will be conducted in the computer lab.

This lesson calls for the use of: -

White board/Eraser/Markers

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Prewritten list of words on chart paper

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Computer Lab

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Paper/pencil

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Chart paper

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Markers

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

It’s important for students to recognize that nouns are an important part of speech. Students need to understand the function of words within a sentence. The students will need to be able to clearly identify the difference between common nouns and proper nouns. This knowledge will help the students become fluent readers and quality writers. How does this lesson relate to the PA Academic Standards?

This lesson will provide students with the definitions of noun, common noun, and proper noun. The lesson will also differentiate common nouns from proper nouns, giving students a broader picture of what nouns are. In which students will learn to use nouns properly. How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

This lesson relates to understanding the various parts of speech. There will be an upcoming lesson on capitalization. As the students will learn in this lesson, proper nouns are always capitalized. How will you determine if students have met the lesson objective? (Think assessment)

The use of teacher observations and questioning strategies will be done within the classroom and the computer lab. The students who successful complete their Glogster poster will have met the objective. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups…)

On day one, the lesson will be presented to the whole group. On day two, the first ten minutes will be used for modeling the Glogster poster activity to the whole class. The students will work independently to create their posters.

Lesson PlanningWaynesburg University Writing the lesson plan:Translating thoughts into a plan of action Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

Reading, Writing, Speaking, and Listening 1.5: Quality of Writing - Use nouns properly Lesson Objective(s) (Stated in observable and measurable terms)

When presented with a list of words, the students will be able to identify common nouns, proper nouns, and words that are not nouns with 95% accuracy as measured by teacher observation and the completion of their Glogster poster. Assessment Plan (What will be done to determine if lesson objectives have been met?)

Informal assessment measures will be used to determine if the objectives have been met. The students knowledge will be measured through questioning and teacher observation. The completion of the Glogster poster will also measure if the objectives have been met. Materials:

White board/Eraser/Dry Erase Markers Computer Lab Pencils/Paper Chart paper Markers Prewritten lists of words on chart paper Ms. Kessler, kitchen, books, jump shoes, Sears, run, Jayden girl, Mikayla, real, sing school, teacher, Pittsburgh eat, Jonas Brothers, look Inclusion Technigues for Students with Special Needs:

The students will be paired with a peer mentor.

Enrichment Techniques:

The class will play I Spy, in which the spied objects will be characterized as either a common noun or a proper noun. Ex. “I Spy something blue.” Answer – A book - a common noun Ex. “ I Spy someone in blue.” Answer – Colby – a proper noun

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson):

The students with learning disabilities will be asked to create a poster using the first two rows of the words list. If further assistance is needed, the students will be paired up with another student or the teacher to do the poster. Day One: Lesson Presentation Introduction/Motivational Activities/Anticipatory Set:

The lesson will begin with a Think-Pair-Share activity. - What are nouns? The students will be given five minutes to answer that question. Answers will be written on the whiteboard. 1. persons, places, or things – correct 2. vowels – incorrect After the answers are recorded on the board, the teacher will provide the appropriate definition of a noun and give examples. Nouns name persons, places, and things. Persons

Places

Things

Johnny

library

books

The teacher will then ask for one example of each from random students. Students are to be chosen by popsicle sticks. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

Once the list of nouns has been written on the board, the teacher will divide them into two groups, common nouns and proper nouns. The following examples will be written on the white board in their perspective group:

Define common noun - Common nouns name less specific things: very general items - Common nouns are only capitalized at the beginning of a sentence. Give examples1. library 2. books 3. boy 4. city Ask for examples1. team - correct 2. Pittsburgh – incorrect – discuss the capitalized “P” & it being a specific name (city is less specific) 3. shirt - correct Define proper nouns-

Proper nouns have a specific name or title and refer to a particular person, place, or thing.

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Proper nouns begin with a capital letter.

Give examples1. Michael 2. Pittsburgh 3. Gatorade 4. Main Street Ask for examples1. Burger King - correct 2. First Avenue - correct 3. soda – incorrect – discuss that soda is a general item, therefore it is a common noun (Pepsi is more specific) Guided Practice/Independent Practice/Assessment Activities

The students will be given a sheet of paper to fold like a hotdog. On one half they will write Common Nouns at the top. On the other half they will write Proper Nouns at the top. The students will be asked to look around the classroom and list five common nouns and five proper nouns. Closure:

The class will gather in front of the white board with their completed papers.

The teacher will ask three questions. What is a noun? What is a Common noun? What is a Proper noun? The teacher will ask for students to provide some of the nouns they listed on their papers. All answers will be recorded on chart paper by the teacher. The chart paper will be placed on the writing wall as a nouns poster. Day Two Lesson Presentation Introduction/Motivational Activities/Anticipatory Set:

In the computer lab, the students will be asked to define and give examples of: Noun Common noun Proper noun

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

After the brief review, the teacher will model step by step instructions to create a glog poster. The students will then sign on to their individual computers. The students will log into glogster.com Student login: Name - first initial, last name - ex: lkessler Password- first 2 letters of first name, last name, and age - ex: lekessler7

Guided Practice/Independent Practice/Assessment Activities

The students will independently create their glog poster using the prewritten list of words located on chart paper. They will work independently under the supervision of the teacher.

Closure:

The teacher will ask three questions. What is a noun? What is a Common noun?

Student examples What is a Proper noun? Student examples