LESSON PLAN Lesson #3

Format and Cooperating Teacher Feedback Form

Name: Ivelisse Gonzalez Loznao Content Area: Conventions: Capitalization

Date: March 13, 2018 Grade Level: 2nd

Goal(s): To correctly capitalize words in the writing.

State Standard: CCSS.ELA-LITERACY.L.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
apply

Objective(s): 1. Students will recall words that need capitalization by memorizing the MINT strategy.
: 2. Students will modify an incorrectly written sentence by properly capitalizing words in
the sentence.

--Meet at the center area again. The carpet area is very small and crowded.
Planning:
--I will try to use the flat tire...shhhh. again to see if this refocuses their attention on me.

-- With kids being pulled out, I will make sure to visit them and review what I taught upon
their return to the classroom.

Some things I need to remember for this lesson are:

1. Vocab: Upper case/capitalize/capital letter/capitalization…Make sure clear these
up and inform them that they mean the same.

2. Now that I know more of whom students tend to be extra chatty with I will
group students for activity rather than letting them choose. I know this may
cause anger in some students; however, I will make sure to make it clear to
them of my plan before I send them off to the activity.

Materials Needed:

 Video on the smart board

 Sentence for students to tell me what needs to be capitalized
 Ziploc bags with nouns inside
 Exit slips
 Candy Mints
 Timer (phone)

1
Procedures:
(10 Minutes)

1. “Let’s watch this video…” https://www.youtube.com/watch?v=MwUjGtdTxVo (Kids could sing along if wish)

2. “Raise your hand and tell me what this video was about…” (take comments)

3. “Today we will be review capitalization. I know many of you have already learned this, but it never hurts to
review something as knowing what words to capitalize.”

4. Display the MINT strategy on the document camera in order to review when we capitalize. I will discuss
these with students in detail.

a. “Turn and talk to your partner and tell them what words need to be capitalized based on what we
just learned about MINT.”

5. BRAIN BREAK: 10 jumping jacks, run in place 10 seconds

6. Tell students that today we will be doing an activity, but first we will review what we just learned.

7. I will display a sentence that needs capitalization and students will help me figure out what needs to be
capitalized and tell me why they think that.

8. Turn and talk to your partner and discuss what words need to be capitalized in this sentence and why.
a. Take answers from students.

9. Review with students the correct way to write the sentence.

10. GROUP ACTIVITY: (10 Minutes)

a. Divide class in groups of three

b. Ziploc bags: Give Ziploc bags to students. Each bag contains words. One student is to be in charge of
the bag and pulls out the nouns.
c. I will also pass out the MINT strategy sheet for student use during the activity and future use.
d. The three students are to determine if the word is to be and state why they believe it should or
shouldn’t.
e. I will walk around the room to monitor and help.

CLOSURE: (5 Minutes) Review the MINT Strategy and remind students the importance of capitalization. Have
students turn and talk and tell their partner what words need capitalization.

EXIT SLIP: (5 Minutes) Give students a half size sheet of paper and tell them they are to go to their desk and correct
the sentence on their paper using correct capitalization. I will put a timer on for 5 minutes and expect silence.

MINTS: I will give the candy mints to Ms. Richards and she will pass out when she prefers.

2
Differentiation:
For advanced students, I could have them write their own sentence with improper use of capitalization and then
re-write the sentence correctly.

For students that need additional support I will work with them in reviewing and practicing the rules.

Assessments:

To Review the exit slips and write feedback.

Asking students to tell me the MINT strategy.
Review their conversation during the activity and turn and talks.

3
Lesson Self- Assessment

Name: Ivelisse Gonzalez-Lozano

Lesson topic: Expository Text (Sequencing)
Date: March 2, 2018
School/grade level/ number of students: Manitoba/2nd/27 students
Name of Cooperating Teacher: Maya Richards

Planning and preparation: Describe how your plan provided opportunities for active engagement. How did
you provide for the needs of diverse learners? Did you adjust your plan in any way? Describe how and why if
you did.

Classroom environment: Evaluate the ways in which your encouraged student participation. How did you
elicit student responses? How did you engage them in responding to you and each other? Evaluate your plan for
individual, small group and/or whole class work. How effective were these different organizational techniques
for keeping students involved in your lesson?

Instruction: Evaluate your choices of instructional strategies. Did they have the effect you intended? Were the
needs of all learners met? What changes would you make if you repeated this lesson?

Assessment: What assessment processes did you plan and how did they work? What did you learn from
listening to student responses, examining their work or listening to their interactions? How well did your
assessment procedures inform you about student attainment of your lesson’s objectives?

Professional responsibilities: What did you learn from your cooperating teacher’s feedback on this lesson?
How will you apply it to future lessons?

Reflection: What did you learn about student learning and assessing from this lesson? How will it affect your
planning for future teaching?

Cooperating Teacher Feedback: Lesson # _2_____Lesson date: _3-2-18______