Teacher Candidate Alexis Lewis

Name:
Grade Level: 2nd Grade
Subject: Writing
Date:

Millicent Atkins School of Education: Common

Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

[Link]-LITERACY.L.2.2
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
[Link]-LITERACY.L.2.2.A
Capitalize holidays, product names, and geographic names.

List the Learning Objective(s) to be addressed in this lesson. Use the

following format: Students will be able to

Students will be able to locate proper nouns in text.

Students will be able to write a complete sentence while using proper
nouns.
Students will be able to define a proper noun.

Describe how the objective is relevant to students lives.

Students will need to know why and when to capitalize proper nouns
in order to successfully further their writing and language skills.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.

Nouns, verbs, subject, proper nouns, capitalize

List the materials you will need to teach the lesson.

Smartboard, pencils, proper nouns worksheet

 ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

For the pre-assessment I will give a 10 question quiz that will test the
students previous knowledge on proper nouns.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-

assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).

The pre-assessment will be given a day in advance of introducing the

lesson.

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)
 Insert an image of your table/chart/graph here.
Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

The results from the pre-assessment will give me enough information to

know what areas of proper nouns need more focus. This will also give me
an understanding of which students are going to need more help or more
challenging work.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

The smartboard will contain all information for this lesson and will be used
in the lesson implementation. The teacher will use the smartboard first,
showing the students what to do and then when they get to the We do
section they will have the chance to come up and use it themselves.
 ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).

The teacher will have prior knowledge to any IEPs for individuals that they
might have in the class. This might include moving a child closer to the
smartboard or having the text on their individual work enlarged.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

I will manage the class by being actively engaged with the students when
they are working independently. This will include walking around the
classroom, redirecting inappropriate behavior and answering any questions
that students might have. If I have to redirect the whole class I will go over
the directions and my expectations from them when they are working
independently. I will also use call back ques to gain their full attention.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
After describing what a proper noun is to the students (a noun that names
a specific person, place, or thing) I will place them into 4 groups.
Throughout the classroom I will have 4 blank sheets of paper hanging on
the wall. Each group will start at a blank sheet. At the top of the 4 blank
sheets there will be a title that could say States, Holidays, Presidents, or
Names. The objective of this activity is to get the students up and moving
and have them use their prior knowledge to come up with their favorite
Holidays, the States that theyve visited, the names of their family
members, and the names of the Presidents that they know. They will be
given a certain amount of time at each sheet and will then be prompted to
the next sheet until they complete all 4.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
I will inform the students that this objective is relevant to their lives
because its important in their reading, writing, spelling and
communicating skills.

Describe what instructional strategies you will use to

model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
To make sure that all students understand the objective, I will use explicit
teaching by using examples and non-examples of what a proper noun is. I
will give a model for each proper noun that is used and explain how they
should properly be used in a sentence.

Describe how you will check for students understanding before moving on
to guided practice.
I am going to give the students a list of proper nouns and nouns on the
smartboard and ask them to identify the proper nouns leaving the nouns as
non-examples. If students are struggling to grasp this concept, I will go
back and give them more examples until I let them do it on their own so I
know that they understand the lesson being taught.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
The teacher and the students will work together on the smartboard to
match proper nouns to the correct pictures given. This will give them a
visual representation of what a proper noun is and what type of words they
should be looking for in text. After matching the words to the picture, the
teacher and students will work together to capitalize the proper nouns in a
sentence.

Describe how you will check for students understanding before moving on to independent
practice.
I will give examples to the class and ask them to respond as a group so
that everyone feels comfortable before answering questions on their own.
To keep the students engaged, I will give everyone a chance to talk to their
partner about what the proper noun is in the sentence before calling them
up to the smartboard. This will give them the opportunity to process the
new information that they just received.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
At the end of the lesson, students will be able to fill out a worksheet
revolving around proper nouns. The worksheet will include a fill-in the
blank sentence where they are to choose from a word bank of nouns and
proper nouns and put the correct proper noun in the blank. The purpose of
the nouns in the word bank are to test their knowledge and make sure they
know the difference between the two parts of speech. They will also be
able to add new words to the word wall in the classroom.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
After completing the worksheet and adding the new words to the word wall
I will give the students a chance to ask any questions about proper nouns
that they have. I will ask the class as a whole to repeat the definition of a
proper noun out loud before giving them the post-assessment.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
 How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.