EDR 317/318 LESSON PLAN (40 points)

Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Name: Taylor Hoesly
Lesson Day
Date: April 2, 2018
Grade: 2nd
Topic: Root Words
Grouping: Small Group (4 students)
Length of Lesson: 15 minutes

 What is the root word in a vocabulary term?

Goal Statement
A description of the enduring understanding or big ideas that  How does understanding the definition of the root word help to comprehend the
students will possess at the end of the Learning plan based on vocabulary term?
grade level content standards and curriculum.
This lesson explicitly models for students how to identify root words within a vocabulary
How will this lesson support the learning goal?
term. Students will use the definition of the root or “base” word as well as the suffix or
(1c: Setting Instructional Outcomes)
ending definition to define the meaning of the vocabulary term. Students will circle the root
word and box the suffix or ending of the vocabulary term to visualize the different word
parts.

PA Standards
CC.1.3.2.I-Determine or clarify the meaning of unknown and multiple-meaning words and
List the Pennsylvania Standard(s) relevant for this lesson.
phrases based on grade-level reading and content, choosing from a range of strategies and
tools.
-Students will use the root word and suffix or ending to determine the definition of
the vocabulary term provided in the Reading Wonders workbook on page 189.

CC.1.1.2.D- Know and apply grade-level phonics and word analysis skills in
decoding words.
-Students will identify the root word in a vocabulary term by circling the root.
Students will identify the suffix or ending in the vocabulary term by boxing it.
EDR 317/318 LESSON PLAN (40 points)
Academic Language
What language will students be expected to utilize by the end of the
lesson? Consider Language function and language demands (see
Lesson Plan User Guide).
What key terms are essential?
What key terms are essential to develop and extend students’
academic language?
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?
Objective(s)
(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal what is the objective(s)
of this lesson that will support the progress toward the learning
goal?
The statement should be directly observable (use verbs that can be
measured).
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective/outcomes? If appropriate, what educational technology
will be used to support the learning outcomes of this lesson? How
do the resources support the learning objectives?
Cite publications and any web resources.
 Root or “base” word
 Suffix
Throughout the lesson, these key terms will be utilized in the modeling and detailed
explanation of the vocabulary exercise. Students will use these terms in the guided practice
of the lesson when they identify both the root word and suffix or ending of the vocabulary
terms.
1. Students will be able to identify the root word in a vocabulary term 100% of
the time.
2. Students will be able to define the vocabulary term using the root word and
the suffix or ending within the vocabulary term.
 Reading Wonders work book page 189
- Students will use this workbook page when completing the guided practice and
independent practice of the lesson. The workbook page bolds the vocabulary term in which
students will separate the root word and suffix or ending to determine the meaning of the
vocabulary term.
 Pencils
- Students will use pencils to circle the bolded vocabulary term on the Reading
Wonders workbook page as well as box the suffix of the term.
 Suffix Anchor Chart
-Students will be able to reference the anchor chart when defining the meaning of
the suffix.
 Vocabulary Exit Card
-Students will identify the root word and suffix or ending of a vocabulary term using
the strategy used throughout the lesson.
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Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
__2_ minutes
How will you set the purpose and help students learn why today’s
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson
topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide detailed steps.
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction)
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you
monitor and provide feedback?
Provide detailed steps.
1. Today we are going to work more on decoding vocabulary. Can anyone remind me
what the root or “base” word of a term is? Give students a few moments to answer.
2. That’s right. The root word is a word where other word parts are added.
3. Today we are going to use the root word and the suffix of a vocabulary term to
determine its meaning. Where do we find the suffix of a word? The students should answer
with an answer close to “the word part at the end of the word”.
4. Very good! I want you to remember this as we move forward with this exercise.
5. Today we will be looking for both the root word and suffix to define the meaning of
a vocabulary term.
Modeling
1. Let’s take a look at the word enjoyable. First, I want to identify my suffix. As we
talked about earlier, I know that the suffix is the word part found at the end of the
vocabulary word.
2. In the word enjoyable, I know that -able is a suffix. So I am going to draw a box
around the suffix.
3. I remember the suffix -able means “can be”. I am going to keep this in mind when I
find the root word.
4. The only other word part is “enjoy”, this is my root word. I am going to show that
this is my root word by circling it.
5. The word enjoy means “like to do”. Using what I know about the word enjoy and
the suffix -able, the vocabulary word “enjoyable” would mean “something that can
be liked”.
Guided Practice
6. Please turn your workbooks to page 189. When you are ready please put your pencil
on your book. Allow students a few moments to open their workbooks and place
pencils to identify that they are ready to continue.
7. Great, now that we are all turned to the first page I want to direct our attention to
the sentences at the bottom. I am going to read the directions first so that we all
know what we need to do for this exercise. The teacher will read the directions aloud
to the students.
8. Let’s work together on the first sentence. Who would like to read the sentence? The
teacher will have the student read sentence number 1. What was the bolded
vocabulary term we are going to define? Have student answer with the bolded term.
9. Great, we are going to work together to identify the root word and the suffix. Who
can tell me what our suffix is in this vocabulary term? The teacher will let students
EDR 317/318 LESSON PLAN (40 points)

answer. Fantastic! Let’s draw ourbox around that suffix.

10. Who can raise their hand and tell me the meaning of the suffix? Allow a few
moments for students to answer.
11. Next we are going to circle the root word. What would that be in this vocabulary
term? When students have identified the root word, have the students circle it. What
is the meaning of the root word?
12. Knowing what we know about the root word and suffix, what is the meaning of this
vocabulary word? Allow students a few moments to answer.
13. Fantastic! So we are going to write that meaning on the line below.
14. The teacher will work with students to complete the second sentence. Students will
circle the root word and box the suffix. They will define both and use those
definitions to define the bolded vocabulary word.
15. Remind students that not all the vocabulary words in the workbook contain suffixes.
Still have the students box these endings and refer to their meaning on the suffix
anchor chart as well.
Independent Practice
16. You will now be working on your own to complete the next three sentences. If you
need my help, raise your hand and I will come around and help. When you are done,
place your pencil down on the table.
17. Please remember to CIRCLE the root word and BOX the suffix. Show your work on
the page.
18. Have students complete the next three sentences independently. The teacher will
work with students who require more one-on-one instruction as other students work
independently. This should take students about 3-5 minutes.

Closure 1. I am going to give each of you a vocabulary word. I want you to use the strategy we
(1e: Designing Coherent Instruction) just worked on and circle the root word as well as box around the suffix. Please
write the meaning of the word UNDERNEATH the vocabulary term. When you are
_1-2__ minutes
done you can hand it in to me. Give students a few moments to complete the exit
How will students share or show what they have learned in this
ticket.
lesson?
2. If you come across a word that you do not understand in the future when you are
How will you restate the teaching point and clarify key concepts?
reading or even writing, you can use the different word parts to define the
How will you provide opportunities to extend ideas and check for
vocabulary term.
understanding?
How will this lesson lead to the next lesson?
1. Gradual Release was used while completing the workbook page, allowing for all the
Differentiation
students needs to be met.
EDR 317/318 LESSON PLAN (40 points)

(1e: Designing Coherent Instruction) 2. Students will separate the word parts by circle the root word and boxing the suffix.
This will help the students who have a harder time visualizing the separation of the
What differentiated support will you provide for students whose
word parts in their heads.
academic development is below or above the current grade level?
3. Students will read aloud the sentences during the guided practice part of the lesson.
What specific differentiation of content, process, products, and/or
This will help any ELL students who cannot comprehend the written text by using
learning environment do you plan to employ to meet the needs
their auditory skills to reinforce each word in the sentence.
of all of your students?
4. Students who need more one-on-one instruction will work with the teacher during
How does your lesson support student differences with regard to
the independent practice of the lesson. The teacher will continue to use guided
linguistic, academic, and cultural diversity?
practice with them by guiding them through the process of separating the word parts
How will your lesson actively build upon the resources that to define the vocabulary term meaning in bold.
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
1. One student who has ADHD can sit closer to the teacher during small group
Accommodations
instruction so the teacher is easily able to redirect their attention back to the text and
(1e: Designing Coherent Instruction)
help them when needed.
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).

1. The teacher will highlight in different colors the different word parts for the
Modifications
students. The teacher will have a separate suffix page for students to look at more
(1e: Designing Coherent Instruction)
closely throughout the lesson to direct their attention to their work.
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
1. Students will identify the different word parts of a vocabulary term by circling and
Assessment (Formal or Informal).
boxing the different word parts. The teacher will use informal assessment by asking
(1f: Assessing Student Learning)
students guided questions to identify which word part is which and how to label
How will you and the students assess where the learning objectives, them.
EDR 317/318 LESSON PLAN (40 points)
listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
Reflection on Instruction
What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcome?
What changes or adjustments had to be made during the
lesson (justify those changes) to ensure students make
adequate progress in meeting the learning objective?
What changes will have to be made to the next lesson in order
for students to be on pace in meeting the overall goal of the
Lesson or Unit?
Taking good notes about each lesson will help as you develop
a formal reflective narrative at the end of the SLO.
2. Students will use their understanding of the root word and suffix to define the
bolded vocabulary term. The teacher will use informal assessment by asking
students to define the meaning of the bolded terms during guided practice. The
teacher will help students to mold their thoughts into a cohesive sentence.
3. Students will complete an exit ticket using the strategy throughout the lesson. The
teacher will use formative assessment by collecting the exit tickets to see how
students identified the different word parts and if they defined the vocabulary term
correctly.
This lesson had gone much better and way smoother than my first lesson had. This
lesson, I had done more to add behavioral management strategies throughout the
lesson. The small group that I work with has a few students that have a harder time
sitting for a small lesson, especially as my mentor teacher works in the front of the
room while I work with my small group in the back of the classroom. However,
adding these pieces of management throughout the lesson, really helped me to
anticipate the behavior of my students and how to redirect their attention back. This
was a positive change in my lesson, and I will continue to add more of these as I
continue teaching this small group of students.
I noticed in the beginning of my lesson that I used the term, “you guys”. I will work
harder to use better language and totally eliminate this term from my language.
However, I also took note that the strategy I used with my students was very
successful. I spent less time on my modeling strategy, which I could have done a
little longer. However, the strategy I had modeled I repeated the steps continuously
throughout the guided practice of my lesson. My students responded really well to
this part of the lesson, and picked up on the strategy quickly. The use of the mini
anchor chart also helped to align my student’s attention to the task at hand. I had
done a mini check in with my students when starting the lesson to see what prior
knowledge they had with root words and suffixes, which was little. Having this
anchor chart really helped them while creating the meaning of the vocabulary word
EDR 317/318 LESSON PLAN (40 points)

they were decoding. I emphasized in the introductory part of my lesson that this was
a decoding strategy they could use. However, in the closure of my lesson, I should
have connected that thought with a question such as “how could you use this
decoding strategy in the future”. Upon looking at the exit ticket, my students had
really gripped onto the separation strategy of boxing the suffixes or verb endings and
circling the root word. When reading their responses on the meaning of the
vocabulary word, they did a very good job of using the suffix to add meaning to the
root word. I found it difficult to not use the root word itself when connecting it with
the meaning of the suffix, but this did not seem to bother my students as they noticed
that often times they would need to use the root word itself to create meaning.

If I were to do this lesson over, I would spend a longer time with my students on the
modeling of the strategy and how I would create meaning using the suffix or verb
ending as well as using the root word. I would have also used a more closure like
statement to end the lesson rather than just jumping into the exit ticket. I went into
this lesson thinking more of behavioral management rather than using a longer
modeling period. I will think of a better way to integrate both behavioral
management as well as the use of a modeling strategy and closure statement for my
next lesson.
EDR 317/318 LESSON PLAN (40 points)