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Briana Jenkins
Grand Canyon University
Wednesday January 11, 2022
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level: Grade 2
Date:
Unit/Subject: English Language Arts and Reading,
Lesson Summary and Goal
The expectation is for the student to be able to use suitable fluency when reading the texts allocated for the grade level.
Student and Classroom Factors
The class will have about 20 students, although many ELL students will be grouped in the same category.
State Learning Standards
A detailed description of numerous vocabularies and recognizing the particular ways in which the vocabularies will be employed in various language settings.
Specific Learning Objectives
The goal is for the student to understand the words provided in the context of proper usage of suffixes and affixes. They should also be conversant and clearly describe the different parts of the expository genre, and be able to use action verbs accurately.
Academic Language
This section will comprise a bullet list including the general academic content and vocabulary needed to teach. This includes:
· Solar system
· Astronomy
· Expository
· Main concept
· Summary
· Suffix
· Context
· Paraphrase
· Retell
Resources, Equipment, Materials and Technology Needed
· Projector
· Laptop
· Texts
· Vocabulary cards
· Whiteboard
· Marker Pens
Section 2: Instructional Planning
Multiple Means of Representation
· Practice active listening, pose the relevant question to clarify information and make positive statements.
· Work in collaboration with other educators by complying with the set protocols.
· Speak openly about the topic to be discussed, maintain eye contact and proper enunciation to ensure effective communication of ideas.
· Spell multi-syllables with open and closed syllables and form vowel teams, including diphthongs and digraphs.
· Identify and read high-frequency words from a research-oriented list.
· Employ context inside and beyond a sentence to assess the meaning of unfamiliar words and different meanings.
How will I differentiate learning materials among different groups?
For students with special needs, I will provide an opportunity to fill out words based on their understanding of the story by providing a summary. The teacher will then take the responsibility of assisting the learners who cannot execute these tasks. For ELLs, they will be assigned the role of responding to the questions after the reading, and they will be divided into groups which will be used to complete the assigned exercises (Backfisch et al., 2020). Students with gifted abilities will also be considered and will be required to exchange concepts with their colleagues on simple language on what they have understood from the exercise. The early finishers will comprise those students who will finish early and need to be provided with extra resources. I will allocate this group with more exercises and tasks to complete while following up with them to determine whether they are executing them correctly. The time needed to perform this task is 15 minutes.
Multiple Means of Engagement.
This will involve arranging a purposeful structure comprising both an introduction and conclusion to the topic, establishing an interesting idea with adequate details, and completing compound and simple sentences, mainly with subject-verb agreement. Provide examples of the present, past and future tense and write a response to informational text demonstrating an understanding of the given text. Others will include developing models demonstrating the proper positioning of the solar system and linking the inventors and scientists who discovered the system, such as Jonas Salk.
Activity Differentiation among Different Groups
For the students with special needs, I will use special machines to help them understand the lesson based on the different needs each one has. I will also use audiovisual devices to help me accomplish this successfully. The ELL students will be placed in groups and be mandated to listen to tapes and exchange lessons, and experiences learned actively. They will also be placed under close supervision. The students with gifted abilities will be assigned as peer trainers and will assist the slow learners in better understanding concepts taught in class from their own perspective. On the other hand, the early finishers will be supplied with additional resources and supervised closely to ensure that they are on the right path. This will take approximately 15 minutes.
Multiple Means of Expression
The activities include completing both simple and compound sentences with subject-verb agreement, exploring the future, present and past verb tense and writing responses to informational or literary text that demonstrate a cohesive understanding of the entire text. Identify the difference between plagiarism and paraphrasing when using the learning materials and developing models that demonstrate the relationship between the components of the solar system, such as the moon, earth, and the sun, as well as the position and orbits. Include the names of scientists who identified the solar system, such as Jonas Salk and others who helped facilitate this scientific breakthrough.
Activity Differentiation among Different Groups
I will subdivide my students into the following groups; for the students with special needs, I will focus on ensuring that they have a deeper understanding and give them feedback on the areas they can improve on. I will work with the ELL group to make some definitions and decide where the particular speech will be applied. Afterwards, I will provide them with articles that I will use to test their understanding of the concepts. My group also consists of students with gifted abilities with whom I will assign the responsibility of exchanging their abilities with their classmates, and they can even have a class session to teach. For the students who finish early, I will assign them additional activities to focus on. The time needed for this activity is ten minutes.
Activity and Homework Extension
The student will complete individual exercises on pages 200 to 201 and the group assignment on page 202. The time needed is 20 minutes.
Rationale
The primary goal of writing this comprehension is to assist students in understanding the meaning of written texts such as articles and books, which would facilitate them to acquire skills, knowledge and experiences that will help them in their future studies. The activities and texts selected in this case appeal to capture the learners’ attention. I have also used tapes within the lesson plans, which will further assist in capturing the cognitive skills to understand the sound better and develop an image of reality. Imagery among learners is important because it helps them tap into their creative skills (Banditvilai, 2020). Students with differing needs can understand different concepts since the lesson plan has established ways to keep them engaged and ensures that all of them will be included. The selected texts are not biased toward any group of students, which will assist them in acquiring a better understanding of the subject. The students with special needs can grasp different concepts because it is all-rounded and inclusive, ensuring they will feel involved. The lesson plan also envisions that all students can read and analyze different short stories and passages.
When performing my research, I interacted with different articles exploring the diverse ethnic and cultural backgrounds existing in the modern community setting. Therefore, I employed these concepts during the lesson plan development by seeking to include information that would not conflict with any ethnic and cultural beliefs. Students need to capture knowledge from various sources and learn about various aspects of different cultures, which will help them understand and embrace their differences. It is also interesting to learn about the unique things in other cultures.
References
Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans.
Learning and Instruction,
66, 101300.
Banditvilai, C. (2020). The effectiveness of reading strategies on reading comprehension.
International Journal of Social Science and Humanity,
10(2), 46-50.
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