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Lesson Plans
EDUC 429
Kendall Romain
Lesson 1
Teacher Candidate _Kendall Romain_ Date and Time of Lesson _September 13,
2016_
School __Lakeview Elementary_____Subject/Grade Level ___2nd grade

ELA___________
Description of Lesson: This lesson will be based on bullying. The students will
recall a story that was read at the beginning of the year called Recess Queen,
then using that prior knowledge, compare the story that will be read during this
lesson called One.
Lesson Title or Essential Question: Stopping bully only takes one, how could you
be that one?
Curriculum Standards Addressed:

SC Curriculum Standard(s):
(Literacy) Standard 2: Transact with texts to formulate questions, propose
explanations, and consider alternative views and multiple perspectives.
(Reading) Standard 5: Determine meaning and develop logical interpretations by
making predictions, inferring, drawing conclusions, analyzing, synthesizing,
providing evidence, and investigating multiple interpretations.
(Communication) Standard 2: Articulate ideas, claims, and perspectives in a

logical sequence using information, findings, and credible evidence from
sources.
SC Academic Indicator(s):
(Literacy) 2.1 Engage in daily exploration to formulate questions from texts and
personal experiences; generate possible explanations and consider alternatives.
(Reading) 5.1 Ask and answer literal and inferential questions to demonstrate
understanding of a text; use specific details to make inferences and draw conclusions in
texts heard or read.
(Communication) 2.1 Articulate ideas and information gathered from various
print and multimedia sources in a concise manner that maintains a clear focus.
Instructional Objective(s) Criteria:
Assessment(s) of the
Objectives:
After the bullying lesson, the students will answer
Before: Before reading the book One
questions and draw conclusions by comparing The
the class will create a KWL chart with
Recess Queen and One with 90% accuracy.
sticky notes. The Know section will

be filled with prior knowledge from the
book The Recess Queen. Each child
will put one sticky note showing their
prior knowledge of bullying. After
filling out the Know, the students will
fill out the What we want to know
column. This will be one or two things
they want to learn during the book
One. Each sticky note will contain
one to five bullets.
During: After reading the book One,

the students will fill out the Learned
column. This will be one to five things
the students learned from reading this
book.
After: When the KWL chart is

completed, each student will receive a
venn diagram. The students will
compare the story The Recess Queen
and One. This will be done

individually.
Materials/Resources: The Recess Queen by Alexis Oneill, One by Kathryn

Otoshi, Multi colored sticky notes, jumbo paper for KWL, pencils, Comparing and
contrasting graphic organizers (printed prior), scissors, glue.
Prerequisites (Prior Knowledge):

Social: Children should be able to communicate with others around them.
Cognitive: Children should have knowledge about the book read earlier in the year The
Recess Queen.
Emotional: Children should be engaged and willing to participate in group discussions.
Procedures:
Accommodations and Differentiation
Open the lesson by talking about bullying. The students
Accommodations:
should have a prior knowledge on what a bully is from
Hearing- I will be wearing a
previous year and the book The Recess Queen. Assess
Microphone for my students (2) who
whether or not the students have the proper definition of

what a bully is. Engage the students by having them
describe what they think a bully is and how they would
describe one. This will allow students with little prior
have hearing loss. This will allow them

to hear me better while I am speaking.
Speech- I will allow those who have
speech troubles more time to answer a
question. Students normally need 5-10
knowledge to listen to other ideas to formulate their own.
seconds to answer a question orally. I

will give these students 10-15. The
child who does not speak can
communicate through writing.
1.
Begin the lesson with questions to pull from prior knowledge:
Differentiation:
1. 1- In the beginning of the year we read a book called The
Kinesthetic: The children are placing their own
Recess Queen who remembers?

2. 2-What was this book about?
3. 3-How was she a bully?
sticky notes instead of the teacher writing on the

KWL chart.
Visual: The KWL will be displayed and
2. Introduce the KWL chart, hand each student two different colored
sticky notes.
3. Describe the Know as such: In the K column we put what we
already know. On you sticky note I want you to put up to 5 things
you already know about bullying.
4. The students can use single words or sentences on their sticky.
examples will be given on how each assignment

should be done.
Auditory: The KWL will be read aloud as the
students place their sticky notes. The directions
will also be repeated, and explained several
5. After filling out the Know, the students will fill out the Want to times.
learn column. Describe this as such: In this column you will put Accommodations:
what you want to learn about bullying.
6. Once both columns are full with each students sticky, read the
book One. Questions asked during the story are:
1. 1- What do you think this book will be about just looking at
Hearing- I will be wearing a Microphone for my

students (2) who have hearing loss. This will
allow them to hear me better while I am
speaking.
the cover?
2. 2- How would you describe Blue? Red?
3. 3- How is One different from all the colors?
Speech- I will allow those who have speech

troubles more time to answer a question.
4. 4- What does it mean when they say It just takes one?
Students normally need 5-10 seconds to answer
7. Allow the students to collaborate with their carpet partner when
a question orally. I will give these students 10-
these questions are asked.
15. The child who does not speak can
8. After discussion send the students back to their desk.
9. Go over the Learn column: In the Learn column i want you
IEP: This child has an IEP for a shadow in the
to write what you learned from the One book about bullying
room. One of his accommodations is writing.
that you did not know before. Did it answer anything you wanted
The student will voice what he wants written on
to know?
the sticky note and the shadow will write his
10. Once the students placed their sticky notes, give each student a
graphic organizer. Demonstrate on the board how to label, and
what goes in each bubble. Allow the students to fill out their
graphic organizer for 5-8 minutes.
thoughts.
When all the organizers are filled out, allow the students to Differentiation:
give examples what they put in each column. Close the
High level learners: My higher level learners
lesson by talking about how bullying can be prevented, it
will receive a venn diagram that is completely
takes everyone stepping to do so.
blank. They will write the sentences in

themselves. Usually these children are my fast
finishers, having them write the sentences will
keep them working longer.
Middle level learners: These students will
receive a venn diagram with sentences at the
bottom of the page. They will cut and paste the
sentences or descriptions in the venn diagram.
Lower level learners: The lower level leaners
will be pulled to the kidney table. They will
work as a group to create a venn diagram with
me. These students are the lowest in writing and
reading.
Accommodations:
speaking.
References:
Oneill, A. (2002) The Recess Queen. New York, NY. Scholastic Press; 1st edition
Otoshi, K. (2008) One. San Rafael, CA. KO Kids Books.
Lesson 2
Teacher Candidate Kendall Romain

September 27, 2016 10:30am.
School Lakeview Elementary
2nd Grade
Date and Time of Lesson Tuesday
Subject/Grade Level Community helpers
Description of Lesson: Students will learn about a variety of community

helpers such as firefighters, teachers, mailmen, and police officers. The
lesson will emphasize on how to communicate with police officers and their
job.
Lesson Title or Essential Question: Who are our community helpers?
(Social Studies) Standard 2-2: The student will demonstrate an
understanding of the structure and function of local, state, and national
government.
(ELA) Standard 3: Write narratives to develop real or imagined experiences
or events using effective techniques, well-chosen details, and wellstructured event sequences.
(Social Studies) 2-2.3 Identify the roles of leaders and officials in

government, including law enforcement and public safety officials.
(ELA) 3.1 Explore multiple texts to write narratives that recount a wellelaborated event or short sequence of events; include details to describe
actions, thoughts, and feelings; use temporal words to signal event order;
and provide a sense of closure.
EEDA/SSCA/ARTS: (EEDA) Teacher candidates will demonstrate the use of
career guidance standards and competencies.
Objectives:
After the lesson, students will be able to explain what a
Before: A checklist will be created
police officer is, how to contact law enforcement in case
after asking four questions about
of an emergency and name other community helpers with community helpers to the students.
90% accuracy.
During: The students will make a

bubble map about police officers.
After: The students will write a short
story narrative about being one of the
community helpers.
Materials/Resources: Powerpoint, bubble maps, checklist, pencils, paper,

computer and smart board.
***Unknown what the police officers will be bringing into the classroom.
Cognitive: Children should have a basic knowledge about various jobs in their
community.
Emotional: Children should be engaged and willing to participate in group
discussion.
Procedures:
Open the lesson by talking about community helpers. The

students should have a slight prior knowledge on the various
jobs in their communities such as firefighters or police
officers. Engage the students by asking them if they have
ever met a community helper. Allow them to share stories.
This will allow students with little prior knowledge to gain
some before the lesson.
Accommodations:
have hearing loss. This will allow
them to hear me better while I am
speaking.
speech troubles more time to answer
a question. Students normally need
5-10 seconds to answer a question
orally. I will give these students 1015. The child who does not speak
can communicate through writing.
1-Before the lesson the teacher will stand in front of the
Differentiation: For the students who have a
classroom and ask the students to raise their hands to answer
hard time writing, causing them to take longer
the questions for the checklist. One finger will be the answer
on the bubble maps, will come to the kidney
true, two fingers will be the answer false. The questions will
table with the teacher. This will keep them on
be:
track with the rest of the students in time. This

1-T/F: A community helper is someone who impacts
the community through the work they do. (T)
will also help them better understand what

they are doing.
2- T/F: A mailman is a community helper. (T)

3- T/F: A police officer is not a community helper. (F)
Accommodations:
4- T/F: There are community helpers in our school. (T)
2- After these questions the teacher will bring up the
community helpers power point listing and describing the
various jobs in our community.
3- On the police officer slide, introduce the two police
speaking.
officers who will be guest speakers during the lesson.
4- The police officers will give a presentation about their job
and how to contact law enforcement during an emergency.
(20-30 minutes)
5- After the police officer presentation the students will be
orally. I will give these students 10-
given a bubble map to fill out about police officers.
15 seconds. The child who does not
6- Once the bubble maps are complete create a class bubble
speak can communicate through
map and review the presentation emphasizing police officers
writing.
jobs and how to contact them.
When the bubble maps are done, review all of the jobs in the
Differentiation:
community and how they serve us day to day. The students
The students who were at the kidney table
will think of one community job they would like to do and
during the bubble maps will stay. These
write a short story narrative of them being that person. Their
students are below grade level on their writing
narrative should include:
so they are normally the slower finishers.
1- Who they are.

2- How they help the community.
The fast finishers will be asked to re-read their
3- A picture of them and what they are doing during their
story and expand on their ideas adding more
narrative.
details.
Close the lesson by allowing the children to come to the rug

and sharing their stories with their daily 5 writing partners.
Accommodations:
speaking.
orally. I will give these students 1015 seconds. The child who does not
writing.
References: No outside sources were used during this lesson.
Lesson 3
Teacher Candidate Kendall Romain Date and Time of Lesson October 20,
2016 @ 1:30 PM.
School ___Lakeview Elementary__ Subject/Grade Level: Social Studies / 2nd
Grade
Description of Lesson: During this lesson, the students will build upon their
prior knowledge of Ellis Island through letters written by a little girl to her
mother in a book.
Lesson Title or Essential Question:
(Social studies) Standard 2-4: The student will demonstrate an understanding
of cultural contributions made by people from the various regions in the
United States.
(ELA) Standard 3: Write narratives to develop real or imagined experiences
or events using effective techniques, well-chosen details, and wellstructured event sequences.
(Social studies) 2-4.1 Recognize the basic elements that make up a cultural
region in the United States, including language, beliefs, customs, art, and
literature.
(Social studies) 2-4.2 Compare the historic and cultural traditions of various
regions in the United States and recognize the ways that these elements
have been and continue to be passed across generations.
(ELA) 3.1 Explore multiple texts to write narratives that recount a wellelaborated event or short sequence of events; include details to describe
actions, thoughts, and feelings; use temporal words to signal event order;
and provide a sense of closure.
EEDA/SSCA/ARTS: Not used in this lesson.
Objectives:
After this lesson, students will be able to create a time

line of events and write a letter with 90% accuracy.
Before: A KWL chart will be

completed.
During: The students will create a
time line of events based on the story
about Ellis Island.
After: The students will write a letter
as if they were immigrating to the
U.S. through Ellis Island.
Materials/Resources: At Ellis Island by Louise Peacock, paper, pencils, time

line sheets, KWL charts, sticky notes, scissors, glue , document camera,
smart board and markers.
-I am integrating technology by using a document camera that will
project work onto the smart board. This will allow me to demonstrate
work on a bigger screen for all the students to see.
Social: Students should be able to collaborate and build off others ideas.
Cognitive: Students need to have prior knowledge of Ellis Island.
Physical: Students should be able to cut and paste.
Emotional: Students should be able to understand the feelings conveyed
through the text.
Procedures:
The teacher will engage the students by pulling from their

prior knowledge of Ellis Island, using a KWL chart. Each
student will be handed a different color sticky note for each
category. The children will be able to place their own sticky
note under each section of the KWL chart. K and W will be
filled prior to the book being read.
Accommodations:
speaking.
writing.
IEP: This student is autistic and does
not do well writing. For his IEP an
accommodation is typing. The
student will be allowed to type if the
motivation to write is not present.
1. After introducing and engaging the students in the lesson,

introduce the book At Ellis Island by Louise Peacock.
2. Talk about the letters that are written in the story. Describe
how the letters are written and who she is writing too.
3. Ask the students to focus on what she is writing and how
she is feeling in the moment. Also make sure the students
pay attention to the order of events taking place.
4. Read the book At Ellis Island. Ask the following during
the book:
1. What is she feeling as she arrives to Ellis Island?
2. What happened while she was on the ship?
3. Do you remember the steps we talked about when they
arrive to Ellis Island? Did she have to go through all
those steps for her entry card?
5. During the reading, allow the children to talk and turn
with their rug partner. (Part of the daily 5)
6. After reading At Ellis Island, send the students back to
fill out the L column on the KWL chart.
7. Go over some of the sticky notes under the L column.
8. Pass out the time line worksheet. Ask the students to get
out their glue and scissors.
9. Read the time line boxes out loud for the students. Explain
the directions throughly.
10. If students are struggling, pull them to the kidney table for
extra help to keep them on track.
11. Once the time lines are complete go over them as a class.
Differentiation:
During the time line activity, pull the students
who struggle in reading and comprehension to
the kidney table. Try and engage these
students in conversation with each other to
work as a unit to get the time line done.
Accommodations:
speaking.
writing.
To close the lesson, discuss how to write a letter. Use the

document camera to show an example from the book At
Ellis Island. Explain how to create a letter including the
name of the person being written to, date and signature at the
end. The students will write a letter, to one of their parents, as
if they were at Ellis Island. The letter should address how the
student feels and one small moment happening. When
finished the students will fold the letters and put them into
envelopes and send them off.
Differentiation: For the lower level writers,

give ideas on what they can write in their
letter. Also have the outline of the letter
written on the board as an example for the
students. This will allow them to have
differentiated instruction while remaining at
their seats.
Accommodations:
speaking.
writing.
IEP: This student is autistic and does
not do well writing. For his IEP an
accommodation is typing. The
student will be allowed to type if the
motivation to write is not present.
References:
Peacock, L. (2007) At Ellis Island A history in many voices. New York, New York.
Simon and Schuster Childrens Publishing Division.
Lesson 4
Teacher Candidate ______Kendall Romain___Date and Time of Lesson _October 4,
2016 ____
School ____Lakeview Elementary_______Subject/Grade Level ____2nd/ Science __
Description of Lesson: This lesson will teach the students how animals are
classified.
Lesson Title or Essential Question: How do we classify animals?
(Science) L.5A. Conceptual Understanding: There are many different groups of animals. One
way to group animals is by using their physical characteristics. Animals have basic needs that
provide for energy, growth, reproduction, and protection. Animals have predictable
characteristics at different stages of development. SC
Academic Indicator(s):
(Science) 2. L.5A.1 Obtain and communicate information to classify animals (such as
mammals, birds, amphibians, reptiles, fish, or insects) based on their physical characteristics.
EEDA/SSCA/ARTS: No standards for this area were used.
Objectives:
After the lesson on animals, the students will be able to

group the animals based on specific characteristics with
90% accuracy.
Before: The students will try and

place each animal in the correct
classification based on their own
opinion.
During: Have the students
classify the animal cards into the
correct groups based on what
they learned in the video.
After: A worksheet with questions
about classification will be given
to the students.
Materials/Resources: scissors, animal cards, pencils, iPads, Brain Pop

classification video, computer, and SmartBoard.
Technology is used in this lesson because children love to watch videos over
the smart board. This will get them engaged in what they are learning.

Cognitive: Children should have knowledge about various animals in the
environment around them.
Emotional: Children should be engaged and willing to participate in group
discussions.
Physical: Students should be able to use scissors.
Procedures:
Engage the students by asking them about animals in their
Accommodations:
environment. Do they have animals at home?

Introduce the lesson by telling the students that we will allow them to hear me better while I am
learn and practice how to classify animals.
speaking.
Talk about how scientists classify animals into
different groups.
Give out the animal classification worksheet and have

them cut it out. Tell students to classify the animals by
who they think would be in the same group.
After the students classify their animals, allow them yo

share their ideas with other on why they put the

a question orally. I will give these students 1015. The child who does not speak can
animals in those specific groups.

thoughts.
1. Once the students finish discussing the
Differentiation:
classifications they have made, bring them to
Kinesthetic: Children are able to place their
the carpet for a video.
own cards instead of the teacher doing
2. Use the video by Brain Pop Jr. Classifying
everything for them.
Animals to explain how animals are
Visual: The video allows these students to see
classified.
the animals and why they are grouped instead
3. Pause the video after vertebrates and
of them just being described.
invertebrates to discuss hat the students just
Auditory: The teacher will pause the video to
learned. Ask them to give some more
allow students to discuss the video and recap
examples of vertebrates and invertebrates.
what the video has said.
4. Continue the video. It discusses mammals,

birds, fish, amphibians, and reptiles next.
5. Once the video has ended, have the students
Accommodations:
go back to the groups they made, have them

re classify the animals based on the new
information learned in the video.
6. After all the groups sort their cards, discuss all
the correct answers as a whole.
1. Answers:

speaking.
a question orally. I will give these students 10-
1. Mammals- Rabbit, Bear, Bat
15. The child who does not speak can
2. Fish- Catfish, Beta Fish, Gold Fish
3. Birds- Parrot, Woodpecker
4. Reptiles- Snake, Alligator
5. Insects- Mosquito, Bee

thoughts.
Once the students get their classification cards correct, have
Differentiation: Students who struggle with
them put them away in their folder. Give each student a
reading directions and understanding what the
worksheet with questions about the animals and their
worksheet wants will be pulled to the kidney
classifications. Allow the students 5-10 min to complete this
table. These students will have the worksheet
worksheet. Close the lesson by asking the students what they
elaborated and allows them to share
have learned and how they will classify animals in the future. conversation about their work with the other
students. This will help them gain a better
understanding especially working as a
cohesive unit.
Accommodations:
speaking.
a question orally. I will give these students 1015. The child who does not speak can
thoughts.
References:
Brain POP (2014). Classifying animals. Retrieved from https://www.youtube.com/watch?

v=dCm5CcQhU-c
Lesson 5
Teacher Candidate __Kendall Romain__Date and Time of Lesson _Oct. 20, 2016
10:30 AM__
School __Lakeview Elementary____
Subject/Grade Level _2nd/ Math______
Description of Lesson: The students will be working on place value and graphing
during this lesson.
Lesson Title or Essential Question: Place Value Rainbow
Number Sense Base Ten
Measurement Data and Analysis
(NSBT) 2.NSBT.1 Understand place value through 999 by demonstrating that:
a. 100 can be thought of as a bundle (group) of 10 tens called a
hundred;
b. the hundreds digit in a three-digit number represents the number of
hundreds,
the tens digit represents the number of tens, and the ones digit
represents the
number of ones;
c. three-digit numbers can be decomposed in multiple ways (e.g., 524 can
be
decomposed as 5 hundreds, 2 tens and 4 ones or 4 hundreds, 12 tens,
and 4 ones, etc.).
(Measurment data and analysis) 2.MDA.10 Draw conclusions from t-charts,

object graphs, picture graphs, and bar graphs.
EEDA/SSCA/ARTS: These were not used.
Objectives:
After this lesson, students will be able to explain the

place values in a number with 90% accuracy.
Before: The students will fill out

what the individual place values
starting at ones place.
During: The students will use
skittles to create a number up to the
ten-thousands place and graph it.
After: The students will complete a
place value worksheet.
Materials/Resources: snack size Skittles, place value worksheet, pencils, Smart

Board, crayons, white board, overhead camera and markers.
Social: Students should be able to collaborate with others.
Cognitive: Students should have prior knowledge of the correct arrangement of
numbers.
Physical: Students should be able to color inside lines of a graph.
Emotional: Students should be able to stay on task when doing independent
work.
Procedures:
The pre-assessment will be a sheet where the students label

the proper place value spaces. This will help the teacher gage
the amount of prior knowledge. Once the worksheet is filled
and collected the teacher will go out the place values with the
class.
To engage the class the teacher will ask Have you ever used
skittles to learn place value? Introduce the lesson and give
an example prior to giving the students the skittles.
1- After introducing the lesson, pass out the snack size Skittle
packs and the graphing work sheet.
2- Allow the students to count and graph their individual
Skittles.
3- As the students work independently, observe the students
making sure they are following the directions correctly.
Remind the students to draw the base ten blocks on their
paper to help them.
4- As the students finish their place value/ graphing
worksheet, have them fill out the class graph at the front of
the room.
The class graph will allow the class as a whole to create
one big number. The place value will exceed the tenthousands place.
5- Once the class has finished have various students present
their number.
6- Once those students have shared their number create the
class number from the graph presented.
Remind the students how the place value house works,
and how there can only be a single number in each room.
Accommodations:
speaking.
Differentiation: To differentiate this lesson, I
will provide a manipulative such as base ten
blocks to the students who struggle with place
value and need a visual and physical
representation.
Accommodations:
speaking.
Once the Skittle activity is over, the students are allowed to

eat their skittles. While they eat their skittles they will be
filling out a place value worksheet similar to the preassessment. Close the lesson by going over the different ways
to find place value, such as base ten.
Differentiate: The worksheet will have

matching words for those who struggle with
writing. The students who need a
manipulative may also use them during this
worksheet.
Accommodations:
speaking.
References: No references were used in this lesson.

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Lesson Plans

School __Lakeview Elementary_____Subject/Grade Level ___2nd grade

Curriculum Standards Addressed:

(Communication) Standard 2: Articulate ideas, claims, and perspectives in a

After the bullying lesson, the students will answer

Before: Before reading the book One

questions and draw conclusions by comparing The

the class will create a KWL chart with

Recess Queen and One with 90% accuracy.

sticky notes. The Know section will

During: After reading the book One,

After: When the KWL chart is

and One. This will be done

Materials/Resources: The Recess Queen by Alexis Oneill, One by Kathryn

Prerequisites (Prior Knowledge):

Accommodations and Differentiation

Open the lesson by talking about bullying. The students

should have a prior knowledge on what a bully is from

Hearing- I will be wearing a

previous year and the book The Recess Queen. Assess

Microphone for my students (2) who

whether or not the students have the proper definition of

have hearing loss. This will allow them

knowledge to listen to other ideas to formulate their own.

seconds to answer a question orally. I

Begin the lesson with questions to pull from prior knowledge:

1. 1- In the beginning of the year we read a book called The

Kinesthetic: The children are placing their own

Recess Queen who remembers?

sticky notes instead of the teacher writing on the

examples will be given on how each assignment

Hearing- I will be wearing a Microphone for my

Speech- I will allow those who have speech

4. 4- What does it mean when they say It just takes one?

Students normally need 5-10 seconds to answer

7. Allow the students to collaborate with their carpet partner when

a question orally. I will give these students 10-

these questions are asked.

15. The child who does not speak can

8. After discussion send the students back to their desk.

communicate through writing.

9. Go over the Learn column: In the Learn column i want you

IEP: This child has an IEP for a shadow in the

room. One of his accommodations is writing.

The student will voice what he wants written on

the sticky note and the shadow will write his

High level learners: My higher level learners

lesson by talking about how bullying can be prevented, it

will receive a venn diagram that is completely

takes everyone stepping to do so.

blank. They will write the sentences in

Teacher Candidate Kendall Romain

Date and Time of Lesson Tuesday

Subject/Grade Level Community helpers

Description of Lesson: Students will learn about a variety of community

(Social Studies) 2-2.3 Identify the roles of leaders and officials in

Instructional Objective(s) Criteria:

After the lesson, students will be able to explain what a

Before: A checklist will be created

police officer is, how to contact law enforcement in case

after asking four questions about

During: The students will make a

Materials/Resources: Powerpoint, bubble maps, checklist, pencils, paper,

School Lakeview Elementary_Subject/Grade Level _2nd grade