School of Education Lesson Plan Template
ED338- Advanced Field Micro-teach Lesson- Fall 2020
Teacher Candidate: Lexi Raymond Grade Level/Subject: 2nd grade vocabulary
Lesson Length: 20 minutes Date of Lesson: 10/30/2020
Central Focus & Context: What are the big ideas (essential understandings of your lesson? Why are you
teaching this lesson at this time for these learners? How does student data demonstrate a need for this instruction?
How does yesterday’s lesson connect to todays AND tomorrows experiences? How does this lesson build on the
others in your learning segment to show clear and consistent connections to your learning strategy, prerequisite,
and requisite skills/conventions?
The point of this lesson is to work on weekly vocab in a way that will help the students to better
remember the words and know how to use them. The students will be taking their vocab words
and putting them into a short story where they will be able to see the relevance in the words in an
everyday setting. This week the words will give the potential of a Halloween story if the students
want to do this, that way they can have some fun before the holiday if they choose but they will
not have to. The students will also be able to draw a picture about the story that works on the
relevance of writing to illustrations and it is a fun add on for the students as well. The goal of this
assignment is to get students to correctly use their vocab words in a way that is relevant and
helps the students to see the importance of the lesson.
Standard(s): Consider the standards that will be addressed during your learning segment. Which standard(s) will
be covered in this lesson? Include the standards coding (e.g. ELA:4.3)
[Link]-LITERACY.L.2.5
Demonstrate understanding of word relationships and nuances in word meanings.
[Link]-LITERACY.L.2.5.A
Identify real-life connections between words and their use (e.g., describe foods that are
spicy or juicy).
Objectives: In one sentence, identify a measurable learning goal that describes what students should know or be
able to do following your instruction.
The students should be able to write a short story correctly using all of their assigned vocabulary
words. If the student has time, they will also be able to draw a picture that relates to their story.
Academic Language Demands: Identify and describe how you will support students’ use of each of these
language demands.
Primary Language Function: Students are working to extend their vocab with common words
while using them in a relevant way.
Key Vocabulary: Students are using words they already know to help write a story with the
words they are learning that week. These words are all key words to their growing vocabulary.
Discourse- Students will be writing a story that contains all the new vocab words.
Syntax: The story will need to be properly spelled (because the words will be written on the
board) with proper capitalization and punctuation).
Adaptions: Consider supports for: students with IEP/504 plans, struggling readers/writers, and advanced learners.
How will you support these learners in relation to the central focus and learning objectives? Who, What, Where,
When, Why/How?
For students who struggle visually or with exceptionalities such as dyslexia, I will write the
words in a larger font and print out the paper for them to keep on their desks.
I will give students with exceptionalities extra time to finish the test to make sure they have the
opportunity.
For students who may struggle with hearing I will make sure to repeat instructions and the words
many different times.
Assessment Measures: Formative- What measures will you use during your instruction to assess students’
progress toward mastery? Summative- How will you evaluate student learning at the conclusion of your lesson
and/or learning segment? Attach rubrics, if used.
Formative: This is a weekly quiz where students are graded on proper spelling and use of their
vocabulary words in a story. The students can get extra credit if their illustration matches the
story.
Materials: List all the print and digital resources, materials, technology, and equipment that will be used.
Enough papers for everyone in the class, plus a few extras.
Procedures and Timeline
Opening: How will you launch your instruction? What hook will you use to introduce the lesson? Also, consider
how you will communicate the learning objectives with the students. How will you access students’ prior knowledge
and incorporate students’ personal/cultural assets?
I will write the vocab words on the board as well as the goal for that lesson, hand out papers and
remind students of the rules. The students have done many of these quizzes so the rules will just
be a reminder. I will also give students a reminder of all of the work that we have done over the
week to learn the vocab, such as centers and games to hopefully give them something to think
about if they get stuck.
Work Session: Consider your learning objectives, how will you engage students with the academic content?
How will you teach the central focus? How will you model (SHOW/TELL) the learning strategy and related skills?
What H.O.T. questions will you pose to deepen student learning and extend students’ thinking? How long will each
phase of you lesson take? (e.g. 10 minutes)
I will engage students by allowing them to write a story to get away from traditional vocab tests.
To extend another lesson of relating illustrations to the story the students will also have a chance
to draw a picture that relates to their story for some extra credit points. This is getting students to
see the relevance of learning these vocab words, because they are using them in a common
setting. If there is time the students can also take some time to share their story.
5 mins Write words and goals on the board, hand out
papers, go over the words and the rules.
10 mins Students will write their story and draw a
picture if they have time.
5 mins Wrap up the lesson, let students share if there
is time, time for questions.
Closing: How will you review the learning objective(s) and key concepts of the lesson?
During the closing I will give students the time to ask questions or say comments that will
hopefully give an idea of if the goal was met or not. This will also give students the time to share
their story (if there is not time remind students that we will set up time at the end of the day).
