SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
CK
Kiley Morgan
Reading/Language Arts
2nd Grade
November 11, 2014/15 minutes
CC.1.2.2.J: Acquire and use grade-appropriate
conversational, general academic, and domain-specific
words and phrases.
CC.1.1.2.D: Know and apply grade level phonics and
word analysis skills in decoding words.
CC.1.1.2.E: Read with accuracy and fluency to support
comprehension.
CC.1.3.2.A: Recount stories and determine their central
message, lesson, or moral.
CC.1.4.2.A: Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
CC.1.4.2.F: Demonstrate a grade appropriate command
of the conventions of standard English grammar and
spelling.
Summative Evaluation
Write about their sports hero or team.
Formative Evaluation
The teacher will walk around as the students are writing
about their sports team/hero. The teacher will read over
their shoulder to make sure they are writing on topic
and not about something else.
The teacher will have the some of the students come
up to the front of the class to show their picture and
read their sentences about their sports hero or team.

All second graders will listen to broaden their

vocabulary.
All second graders will be able to participate in
discussions.
All second graders will connect experiences and ideas
with those of others through listening and speaking.
All second graders will write a sentence based on a
discussion.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
The teacher will talk with the children about experiences

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

they have had about being a part of a team. The teacher

will share their experiences as well. Begin the discussion
with questions such as:
Are there only sports teams, or can you be a part of a
different kind of team?
What are some things team members may need to talk
about and agree on?
What are some ways that team members can make
their team better?
Hook/Lead-In/Anticipatory Set
The teacher will have the students break off into
teams for them to read the story in their books on
pages 268-275. Each member in the team will take a
turn reading a page until the story is over.
Once the students finish the book, they will return to
their seats.
Once everyone is done, the class will have a discussion
about what they read in the story.
Big Idea Statement
Writing is a means of documenting thinking.
Essential Questions
How does a writer create narrative and informative
pieces that demonstrate an awareness of purpose and
audience?
Key Vocabulary
Giants
Gripped
Batter
Thousand
Pitched
Bounced
Pre-Assessment of Students
The teacher will ask the students if they have ever
written about a sports team or sports person who they
see as a hero.
Modeling of the Concept
The teacher will write a couple sentences on the board
for the students to see what is expected. The sentences
can say something such as
My sports hero is Evgeni Malkin. Malkin plays for the
Pittsburgh Penguins. I like him because he is a really
good hockey player. I like him because he scores a lot of
goals. I like Malkin because he is a good role model.
Transition
The teacher will have the teaching assistant pass out the
papers while the rest of the students get out their
pencils.
Guiding the Practice
The teacher will have some of the students share who

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?

they are going to write about. Once they say the name,
they will state what they will write for their first
sentence. This not only gives the students the example
the teacher did but also some examples of their
classmates.
Providing the Independent Practice
The teacher will have the students finish their sentences
about their hero. Each student will have to have at least
3 sentences about their hero.
Once the student is done with their sentences, they will
color and create a picture in the space provided to
match the sentences.
Adaptations/Accommodations for Students with Special Needs
For a student with a visual disability, the teacher will
highlight the lines for the student to see better so they
can write their sentences easier. If the disability is too
much, the student will tell the teacher what to write and
have the teacher write it instead.
Picture/sentence worksheet (attached)
Pencil
Reading book
Crayons (if there is time)
Summary & Review of the Learning
The teacher will ask the students how they think the
activities connect.
Some answers they should expect back are They are
both about sports, They are about teams, or They
are about team work
The teacher should talk about all three of these things
and talk about how things can be very successful in
teams.
Homework/Assignments
Finish the picture if they didnt have enough time to do
so during the activity.

What would
you
change?