Elementary and Early Childhood Education Lesson Plan Template

Name: Lyndsey Hilligoss Date: 03-09-21

Course: Lesson Plan #: 2
Subject Area(s): ELA Grade Level/Time Frame: 2nd grade/ 35 minutes

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience
Learners will take place
(Classroom  My classroom is set up where students are in groups of either four
Context) or five. My teacher likes students to work in groups so this is the
best set up for her and them. There is a promethean board at the
front of the classroom which student desks are pointed towards.
My teacher has flexible seating for her students to utilize during
center time. She also has a book corner with stadium seating for
students to use. Unfortunately, because of COVID we are not
allowed to have any fabric located in the classroom which means
no big rugs. My class does not have a lot of technology we have 5
desktop computers and a laptop cart. The laptop cart is the oldest
in the building and normally takes too long to turn on so we cannot
use them in an activity.
Learner Description Number of students in class:
 Number of males: 11
 Number of females: 8
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or
504 plans
Students w/ EIPs
English learners
Gifted 1 She will be required to create a
more detailed story.
Students with gaps 1 I will be using modeling techniques
in academic to try and close some of these gaps.
knowledge
Other learning
needs
Personal Assets, Cultural,
Assets, Community  My students love dogs so I will be utilizing a story about a dog with
Assets (also referred to as a problem. Students will have to write a story about a problem and
Funds of Knowledge) a solution they will be encouraged to write about themselves, their
culture, and the community.

Step 2: Identify Georgia Standard (s) of ELAGSE7L3a: Choose language that expresses ideas precisely and concisely
Curricular Excellence, WIDA recognizing and eliminating wordiness and redundancy.
Priorities Standard(s), etc. Describe how characters respond to major events and challenges.

Prior Academic Students need to be able to write

Knowledge and Know the basic structure of a paragraph.
Prerequisite Skills Knowledge of Punctuation

Overarching Goal, Big Can I determine what a problem and solution is?
Idea, or Essential Can I write a story that has a problem and solution?
Question(s)

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Learning Objective(s) or I can listen to a story and determine the problems and solutions in a story.
Learning Target(s) I can write a story with a beginning, middle, and end.
I can be precise in my writing

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 Vocabulary: Includes Vocabulary Language Supports
words, phrases and symbols
used within disciplines. Multiple meaning words (if
 Multiple meaning words applicable): n/a
are words and phrases Problem
with subject specific Solution
meanings that differ from
meanings used in
Academic vocabulary: n/a
everyday life (e.g., table,
Graphic Organizer
ruler, force)
 General academic
vocabulary used across
disciplines (e.g., compare,
analyze, evaluate) Subject-specific vocabulary: n/a
 Subject-specific Adjectives
vocabulary defined for Paragraphs
use in the discipline (e.g., Punctuation
vowel, numerator,
constitution,
photosynthesis)

Language Supports: instructional

supports that help students
understand and successfully use
the language function (e.g.,
sentence starters, graphic
organizers)
Step 3: Assessment Plan
Design
Assessment Georgia Performance Standard(s) Corresponding Format of Assessment(s)
Framework Learning
Objective(s) or
Learning Target(s)

Type of Assessment Format of Supports, Evaluation Criteria

Assessment (e.g., Accommodations, How will you know or
quiz, test, Modifications measure if the
checklist, KWL (Differentiated students have met
chart, Assessments, the learning
performance task) Culturally Relevant objective(s) or
Assessment) learning target(s)?
Pre-assessment Asking students If students do not
what they think of share their initial
when they hear thoughts when
the words problem working on the main
and solution. I will activity, I will check
ask for student with them to make
suggestions and sure they have a
write them on the grasp on problem
board and solution.
Formative assessment(s)

Summative assessment(s) After modeling a Students will be I will be looking for

good problem and encouraged to write students to complete
solution with about themselves, their their problem
students, I will family, community, and solution worksheet
have students culture. that goes a long with

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 write their own their story. Their
story on problems story should include
and solutions. both a problem and
solution. Their paper
story should also
have a clear
beginning, middle,
and end.
Pre-Assessment Data Summary
I will use the pre-assessment data to determine what students will need a more in-depth instruction on
problem and solution.

Step 4: Materials Needed Teacher Resources (must include podcasts):

Create Dog’s Breath by Dav Pilkey
Learning Smart Board
Activities Chart Paper
Georgia Standards of Excellence
DOK Question Stems
Blooms Taxonomy Verbs
Student Resources:
Worksheet with problem and solution
Technology Connection We will use the smartboard to write down our thoughts on problems
and solutions.
Connection to the Arts Students will draw a corresponding picture to go with their story they
created.
Supporting Diverse Learners  I will support my students who struggle with reading by
providing a model when reading our story. We will also
create a sample writing that students can use as a guide
when creating their own story.

Culturally Responsive Teaching The students in my class love dogs and I thought this was a great way
to introduce problem and solution to them. They will then write a
story using their personal assets.
Research and Theory, or Principles I modeled my lesson off of the I do, we do, you do model which
of Child Development coincides with scaffolding. Students will first be read a story that
includes a problem and solution. We will then write a story together
modeling a problem and solution. Then students will do the activity on
their own. This lets students be exposed to the concepts and work
together as a group to explore them, and then try on their own.
Higher Order Thinking Questions How is problem related to solution? (DOK 3)
(HOTQs)  Students could use responses that we discussed when first
introducing the topic of problem and solution.
Do you agree with the solution the author came up with? (DOK 3)
 Students will use evidence from the text to support their
answer
Create your own story that includes a problem and solution (DOK 4)
 Students will create a variety of stories to turn into me.
Is there a better solution to your problem (Blooms level 3)
 I will ask students about their solutions they came up with
and have them decide if that is the best solution to their
problem.
Plan your story out before writing utilizing the problem solution
worksheet.
 Students will have a variety of answers
Instructional Strategies and I will start off the lesson by asking students “What do you know about
Learning Tasks (Will VARY by problems?” followed by “What do you know about solutions?”. I will
content area) write down student answers on the smartboard while we discuss. I will
then move into the book we are reading called Dog Breath. I will let
students know that this book has a problem and a solution and to
listen for it when I read. After finishing the story, I will ask the students

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 what the problem and solution are from this book. I will then let them
know that we are going to practice writing our own story. I will ask for
student suggestions on a beginning, middle, and end of our own story.
I will then write this on chart paper for students to reference during
their own writing. I will then pass out the students’ problem/ solution
organizer for students to write their ideas down. Then they will write
their own story and a corresponding picture to go with them.
Lesson Closure After giving students enough time to write their story, I will ask
students to share their problem and solution with the class.
Re-teaching, Re-Engagement, I would give students a sorting activity that focused on problem and
Practice solution to work on in groups.

Extensions I would have students write an alternate ending to their original story
that offered a different solution then their original story.

Optional Reflection Piece

Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  What went well and why?
 What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did
the student or student(s) do on the assessment? What patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback provided form each
assessment strategy used?
 Optional: Use the assessments and create a chart to analyze student learning across the class.
Attach or paste your chart and write a quick summary of what students learned or potential
misunderstandings and how you are drawing these conclusions.