Education 200: Final Project 2nd Grade English Language Lesson Plan What is the difference between a

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Education 200 Final Project2nd Grade English
Language Lesson Plan What is the difference
between a complete and incomplete sentences?

• Sarah Spiwak
• December 6, 2005
• Dr. Colbert

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Demographics Weemes Elementary

• Grades K-5
• 1,672 Students
• Ethnicity Majority 66.9 Hispanic

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Demographics Wheemes Elementary

• Statewide Rank 3
• API Target 676
• API Base 2003 669
• API Growth 2004 677

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Field Notes

• How does the teacher identify the objective? By
  telling the students what needs to get done that
  day. As well as writing the objective on the
  board. As the lesson continued the teacher would
  reiterate the objective.
• How do the children know what is expected of
  them? The teacher tells them exactly what needs
  to get done during the class period, as well as
  writing the assignment on the board.

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Field Notes
How the teacher gives the rationale (relevance
to students)? She makes sure the students know
what the objective is, therefore the lesson is
something they need to learn. Her lesson did not
have much relevance to the students. How does the
teacher check for understanding? By putting
practice problems on the board and picking on
certain students to finish them. She also gives
the students individual work and checks it later.
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Field Notes
What kind of activities do the children do? The
children are given certain problems in their
books to work on and are given practice sheets
and more problems from the book to do for
homework. How does the teacher assess the kids at
the end of the lesson? She checks over all the
individual work they have done during the class
period and from there can determine how each
student is grasping the material.
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First Lesson Plan

• Standard 1.1 Distinguish between complete and
  incomplete sentences. (Grade 2, English-language
  Arts)
• Objective TSSBAT demonstrate they know the
  difference between complete and incomplete
  sentences. (Analysis)

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First Lesson Plan

• Motivation

Motivation Bring in favorite book and share with
the class why they like this particular book so
much. Input of Information Have hand out with
all components of a complete sentence. Have the
students go through and have them pick out a
group of sentences that they feel are complete
and point out the different parts by using the
handout. Checking Comprehension Give example in
class of both complete and incomplete sentences
and see if students know the difference (could
make it a game, split class in half and have them
play for who know which sentence is complete or
incomplete).
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First Lesson Plan

• Structured Practice Go around and every student
  says one word to create a sentence. If the
  sentence is complete that student will stop the
  chain, but if not they will add a word. The
  purpose is to see if students know when to stop
  the sentence, because it is complete. The use of
  an overhead projector would be helpful in this
  part of the lesson. The sentences we are
  creating will be displayed on the overhead.
• Guided Practice They will be given ten to
  fifteen sentences and have to find why the
  sentences are incomplete and correct them. This
  activity will be without the help of the
  worksheet and some of the sentences might be
  correct.
• Independent Practice Put students in small
  groups and have them create a story, which they
  will present to the class, with all complete
  sentences.

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First Lesson Plan

• Closure Ask students questions about what they
  will find in a complete and incomplete sentence
  and they will have to raise their hands to answer
  the questions. Stickers as rewards.
• Assessment Look over activities they complete
  during class.

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Second Lesson Plan
Standard 1.1 Distinguish between complete and
incomplete sentences. (Grade 2, English language
Arts) Objective TSSBAT demonstrate they know
the difference between complete and incomplete
sentences. (Analysis)
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Second Lesson Plan

• Motivation Ask the students to create a short
  story about anything they would like.
• Input of Information Take old handout of what is
  included in complete sentences and try to find 5
  to 10 sentences that are incomplete in their
  stories.
• Checking Comprehension Take the sentences the
  students handed in on their own stories and
  switch them with other students in the classroom
  (using the sentences before they were corrected).
  They will have to correct these new sentences
  without the help of the handout.

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Second Lesson Plan

• Structured Practice Create three columns on the
  board (nouns, verbs, and prepositional phrases).
  The students will have to make up sentences from
  the three columns.
• Guided Practice In small groups, let the
  children create a skit or song that goes along
  with the sentences they created. I will be
  walking around to make sure the students are on
  track.
• Independent Practice The students will take
  their short stories they created in the beginning
  of class and revise it at home. They will be
  able to use their help sheets and find any
  mistakes they have.

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Second Lesson Plan
Closure Ask students what they learned about
complete and incomplete sentences. Throw
questions about the days lesson out to the class
and have them answer. Correct answers will get
stickers. Assessment Go around and talk to
each student about their grasp of the material.
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Third Lesson Plan
Standard 1.1 Distinguish between complete and
incomplete sentences. (Grade 2, English language
Arts) Objective TSSBAT demonstrate they know
the difference between complete and incomplete
sentences. (Analysis)
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Third Lesson Plan
Motivation
Motivation The students will be able to perform
the skits they worked on the day before. Input
of Information All the students will have their
handout with the components of a complete
sentence. It will also be on the overhead
projector. Checking Comprehension The students
will have to be paying attention to the skits,
because I will call on random students to see if
they understood what was going on and can tell me
a complete sentence they heard (they will be able
to write things down as the presentation is going
on).
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Third Lesson Plan
Structured Practice Create an example of the
skit. Let the students identify complete and
incomplete sentences. Guided Practice Let the
other students perform their skits. I will be
watching to make sure everything goes
smoothly. Independent Practice There will be no
independent practice in this lesson. To give the
students more activities at this point would be a
waste for them. The skits are a good way for
them to review the information they learned and
keep them enjoying the lesson. It would much
harder to break the flow of the lesson so they
can have some independent practice.
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Third Lesson Plan
Closure Go over quiz. Using overhead projector.
(The papers are already collected). Assessment
Give short quiz on information from last three
days. Grade quizzes after they leave.
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Education Research, Content and Professional
Support Sites

• Ed-Data Wedsite
• http//www.ed-data.k12.ca.us/
• California State Department of Education-
  Curriculum and Instruction
• http//www.cde.ca.gov/ci/

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Threaded Discussions

• Student 1 Your presentation is very easy to
  follow
• and the lesson plans seemed like they would be
  fun
• for the students. I like your three areas of
  practice!
• Student 2 Sarah!  I loved your lesson plans. I
  found
• them extremely creative, especially since you
  used
• one standard and had three different ways of
• teaching.
• Student 3I really like the font you chose for
  your
• project. I also like the colors and the pictures
  you chose. I
• think it has a wonderful balance between
  professional and
• fun. I think it looks like a good presentation
  overall. My
• favorite part of it is the look of it I can't get
  over how
• professional and yet fun it looks great job!