K-4 Methods Whole Group Lesson Plan

Name: Patrick Ralph Lesson Title: Prefix Word Practice Grade level(s)/Course: 2nd Grade Date taught: 4/10/13 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Journeys Common Core Teachers Edition Publisher: Houghton Mifflin Date of Publication: 2012 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. This lesson will be delivered in a whole group environment to focus on prefixes and how they change the meaning of words. It will be taught with the assistance of a dry erase easel board and adhesive tacky. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. The lesson will have 20-25 minutes devoted to instruction, application, and assessment. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. The students will participate in a whole-group setting and are expected to participate and complete any assessments accompanying the lesson independently. List any other special features of your school or classroom that will affect the teaching of this lesson. The students will gather on the class carpet/rug, and sit cross-legged, facing the dry erase easel board. This allows them more readily accessible interaction with lesson components being taught by the instructor. INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students____17_____ Males_____11_____ Females_____6_____ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students Students with IEPs 0 English Language Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders 0

0 0 0

1|Page

K-4 Methods Whole Group Lesson Plan

INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards Reading Foundational Skills: 2nd Grade Language: 2nd Grade Enduring Understanding and/or Essential Question In what ways do prefixes change the meaning of words, and what meanings do prefixes hold by themselves? GLE(s) or EOC and Symbolic Notation DOK CCSS.ELA-Literacy.RF.2.3.d Decode words with 2 common prefixes and suffixes. CCSS.ELA-Literacy.L.2.4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/ unhappy, tell/retell). Outcome(s) 1. Students will be able to identify prefixes as beginnings of words and how they change the meanings of those words. 2. Students will develop, and gain, previously unknown and/or difficult prefix meanings. 3. Students will be able to properly use words with prefixes while completing previously unfinished sentences. Academic Language related to the lesson Identify prefixes Altered meanings Prior Learning/Prior Thinking The students have had previous lessons regarding prefixes and how they alter the meanings of the corresponding root words. The students will be encouraged to recall this prior thinking and apply it to this lesson. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge Students will take their seats on the carpet around the teacher. The teacher will proceed to ask if the students recall prior learning regarding prefixes. The teacher will prompt the students about how prefixes are beginnings of words and can alter their definitions. The teacher will briefly and orally discuss previously learned prefixes with the students and how they changed the meanings of their corresponding root words. Focus/Purpose Statement Today, we are going to refresh (teacher will point out how the prefix re is in refresh) our minds on what prefixes do. Pay careful attention to how prefixes change the meanings of root words. Some words may be more difficult than others. So it will be up to you (the students), to uncover and discover the true meanings of the prefixes. Procedures 1. After reminding the students briefly about what prefixes are and what they do, the teacher will commence by placing the cut-out copy of the word Prefixes on the dry erase easel board using sticky tack. The teacher will promptly place the definition of what prefixes are (added before a root word to make a new word) on the dry erase easel board when students have adequately discussed the proper meaning with the teacher. 2|Page

K-4 Methods Whole Group Lesson Plan

2. The teacher will continue this procedure of discussing each prefix (over, pre, mis, re, and un) and continuing to place the actual prefix and their corresponding definition on the dry erase easel board. The teacher will not transition to the next step of the lesson until the students have adequately digested the completed board and the meanings of the prefixes at hand. To help with this, the teacher will practice attaching prefixes to root words and orally discussing how this changes the meaning of the root word. 3. The teacher will pass out circular cards using the help of a bucket. The students must reach in and grab a card without looking. Exactly half of the cards will have a prefix word, or a root word with a prefix attached to it. The other half will contain the definition/meaning of the prefix words. So half the students will have a card with a prefix word and the remaining half will have the definition of the words. The students are not to share their card with any other student. 4. The teacher can now begin to write sentences on the dry erase white board. The teacher will scribe eight sentences on the board. Each sentence will contain a circular blank that is to be filled with a prefix card being held in one of the respective students hands. 5. The class will read one sentence at a time together. The teacher will call on whomever student thinks they have the correct prefix. The student will tack on the prefix and examine as to whether or not the prefix fits the sentence appropriately. Students will respond with good job or nice try. 6. The student holding the proper definition card will be prompted by the teacher to come up to the board and place the definition next to the corresponding prefix. 7. The class will continue this until all sentences have been completed. 8. The teacher will close the lesson with a review of the concepts learned and begin to give instructions on the assessment that follows the lesson. Differentiation Content The lesson is being taught to all students in the class in a whole group setting, therefore the content within the lesson is exactly the same for each student. The content within the lesson was carefully chosen to meet the developmental appropriateness of most, if not as many, of the students as possible. Process The teacher will guide the students through unknown terms and areas during the lesson they might have trouble understanding. The teacher will do so by encouraging children to discuss and think openly about the lesson with each other. The teacher may model this behavior if it assists in developing students methods of thinking while understanding, metacognition. Product The students will complete the same summative assessment worksheet. However, those students requiring more time or extra help will be given more instruction at a set aside time point later in the weeks schedule. Closure The teacher will ask the students what prefixes are again for a second time. What do they have to do with root words? Arent they both just words? The teacher will hold a brief discussion with the students asking them to recount prefixes employed in the lesson. The lesson will commence with the students heading back to their respective table seats in the classroom after instructions for the summative assessment have been given. Materials and Resources Journeys Common Core Teachers Edition Microsoft Word 2007 Classroom Management/Democratic Practices The students will be positioned on the carpet. This allows them to constantly face the teacher and increases student-teacher interaction in a positive fashion. It also allows students to collaborate with each other on their responses, if collaboration is required. The teacher will never ask specifically for students to raise their hands, but will instead model by lifting his hand for each question asked. The teacher will only 3|Page

K-4 Methods Whole Group Lesson Plan

call on students who have raised hands. The teacher reminds students to provide positive feedback when students respond to teacher/worksheet driven questions. Students can respond with good job or nice try. Upon teacher observation, students will be requested to change positions if they are moving off task or interacting on a distracting level with another student. The teacher has the ability to pass out good slips to students who are working diligently or contributing positively. The good slips go into a pot and a drawing is held every Friday for small, in-class incentives. ASSESSMENT Before the lesson Gathering information about student knowledge Students will be questioned on what prefixes are what they are used for. The students will mainly recall information hopefully retained from previous lessons in their class. Pre-assessment that may be used The entire class, whole group, will be pre-assessed during the activity where the students and teacher are openly discussing the meanings of each prefix. During the lesson Informal Formative Assessment The teacher will observe how the students contribute in a positive manner to discussions about the lesson on prefixes. The teacher will observe carefully which students are participating in an effective fashion during the oral lesson discussion. Formal Formative Assessment Each student will complete a formal formative assessment when he/she is asked to properly fill in the correct prefix card blanks to the corresponding sentences. The students with the definition cards will be assessed in this similar way as well. At the end of the lesson Formative The students will be asked to review what the lesson was about, and what they recalled the dry erase board. Their formative assessment will be based on the recollection of knowledge from the interactive lesson and prefix structure. The teacher will assess each student on their ability to identify the meaning of at least one prefix from the formal formative assessment Summative The students will be assessed on an independent thinking activity after the lesson is completed. The assignment will consist of all five of the prefixes covered in the lesson with a list of definitions opposite to the prefixes. The students will be tasked with drawing a line to match the definition with the corresponding meaning. The activity continues with fifteen fill in the blank sentences. The blanks are to be filled in with prefixes from a word bank that will be passed around to each student. The students will be instructed to utilize every word from the word bank at least once. The students will be allowed to work on this assignment at their tables, carpet, crates, or other work stations within the class. Assessment Rubric

LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson?
4|Page

K-4 Methods Whole Group Lesson Plan

What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? REFLECTION If you have not had a conference at the completion of your lesson, or if your instructor asks for this, send a REFLECTION to your practicum supervisor. In your reflection address each of the following. 1. Focus on student thinking and learning. 2. What was working? What was not working? For whom? Why? 3. Use specific examples of students work, actions or quotes to support your claims. 4. What missed opportunities for student learning are you aware of that happened? 5. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? 6. In your own classroom what would you teach next to build on this lesson?

Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work. The goal of this whole-group lesson was to strengthen students understanding of prefixes many definitions and how they change the meanings of root words. It was one of the few times Ive been charged with planning and delivering an educational lesson to an entire classroom of students. I believe the assessment data proved the majority of students understood and grasped the lessons value, and their knowledge of prefixes grew. However, there are
5|Page

K-4 Methods Whole Group Lesson Plan

definitely areas I can improve on for future lessons, and future lesson strategies covering prefixes. Students gathered on the carpet and faced me, while I gave instruction with the assistance of a dry erase easel board. The students had the opportunity to interact with the board throughout the lesson as well. I think the lesson was very interactive for the students and this made it easy for me as a teacher. The more participation and discussion, the easier a teachers job becomes. The area around the easel board is not cramped, but tight-knit enough to allow for easy classroom management practices. I was also able to pass at prefix cards to every member in the class during the lesson. This ensured their participation and gave them something to focus on even if their interest happened to be lost at any given point during my instruction (not that I hope for that). However, aspects of the lesson require improving. This is true of any lesson and I look to focus my efforts on these improvements to better myself, students, and overall experience in the future. My goal is to always engage students in discussion and act as more of a person guiding them to the waters of learning rather than forcing them to drink the water I present them. While I dont believe I forced anyone to drink proverbial prefix water, I certainly couldve changed certain portions of my delivery and instruction techniques. To write sentences on the easel board, I had to turn away from the class and write each sentence out. I would also have to spray and erase the board to make room for other sentences. Some students in the class lost focus/attention for those moments. It wasnt difficult redirecting them, but I knew it was a product of my planning. In future lessons, I would ensure I had the sentences pre-cut into strips to they could be tacked on the board along with other items. This would eliminate the need for me to turn my back on the students. The assessment proved very rewarding. Not many things in life feel better than when students are able to grasp the knowledge a teacher presents them, especially when its for ones own lesson. The students completed the assessment independently with occasional help from myself and/or Mrs. Gorgen. The assessment and lesson together were kept on track time-wise. Therefore, I believe those portions of the lesson (my time management) along with the majority of my instruction are good enough to be used again and hopefully in my own classroom on day.

6|Page