EDUC 326 Lesson Plan Template

Teacher Candidates: Robin Drury Subject/Grade Level: 1st

Standard(s): (i.e. LA Student Standards/Academic Curriculum (GLEs)#s, letters AND full-verbiage)

*Standards must be stated and displayed

• RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
Objective(s) (Align to standard [verb]. Observable and Measurable) (Each is classified according to
Bloom’s)

*Objectives must be stated and displayed

• TSWBAT identify words that can be combined with not to form contractions as evidenced by
writing. (Comprehension)
• TSWBAT combine common words with not to form contractions as evidenced by writing.
(Application)
Evidence of Mastery / Assessment

To Do: (Submit the following as an attachment to the lesson plan)

• Formal Assessment Analysis Chart (FAAC)– Complete all levels of FAME

Defend: Describe the assessment instrument used in IP with regard to the following questions:

How is the assessment aligned to the standard(s)?

How is the assessment appropriate?
Is the measurement criteria clear (FAAC)?
How is this assessment differentiated?

Explain:

• The assessment is aligned to the standard because students are being assessed on their ability to
identify words that can be combined with “not” to form contractions by using word bonds and
their ability to combine common words with not to form contractions by writing. The standard
states that students should be able to identify and apply grade-level phonics and contractions
with “not” are grade level appropriate for the first grade.
• The assessment is appropriate because it is on level with the students’ abilities in the first grade.
The standard states that students should be able to know and apply grade-level phonics (i.e.
contractions). Students will employ these skills in the assessment by in combining common words
with “not” to form contractions and identifying words that can form contractions with “not” in
sentences.
• The measurement criteria is clear because I am assessing the students on their ability to combine
words with “not” to form contractions. This will allow me to garner quantitative data. I also
assessed students on their ability to identify and combine words with “not” to form contractions
in their own sentence. This will allow me to garner qualitative data.
• Students will work on three differentiated levels during the assessment. Students who are
working on a lower level, as identified by the MT beforehand, will have a more scaffolded
assessment in that these students will be provided with a word bank and simpler sentences to
work with. There will be only four choices to match the four questions. This will allow students to
still practice the skill of combining common words with “not” to form contractions but will less
word choices so they are less likely to get confusesd. Students working on level, as identified by
the MT beforehand, will have a word bank as well, but with six choices so there will be two
leftover words. These students will also have slightly more complex sentences to work with. This
will allow these students to practice the skill of combining common words with “not” to form
contractions, but will a little more room for error because there are multiple words they can
choose from. Students who are working on a higher level, as identified by the MT beforehand, will
not have a word bank. These students will have some of the same word bonds as students
working on lower levels, but also some that we did not discuss today and that are irregular
contractions with “not.” This will allow the student to be more challenged. See FAAC for specific
descriptions.

Opening _5_ min.

Think: How will you Plan:

Activate student interest (hook)? • SW chorally answer if they are ready to

Connect to past learning? investigate “Mystery Contractions.”
Present the objective (student-friendly)? • SW read aloud the “I can” statement.
Make the content relevant to students? • SW assess their understanding of the rules
Involve students in self-assessment and consequences by giving a thumbs up if
(diagnostic)? they understand or a thumbs down if they
need more clarification.
• SW use their magnifying glass to “look
Plan: closely” for an easier way to write “do not” in
their groups. SW talk amongst group
• TW show slide 1.TW ask the class if they are
members.
ready to investigate “Mystery Contractions”
• Two students will share their answers.
today. (Attachment 1)
• TW show slide 2. TW read aloud the Common
Core State Standard aloud to the class. TW
explain that this just means that by the end
of the first grade, they should be able to
identify and combine words with “not” to
form contractions. TW read aloud the “I can”
statement and ask students to repeat it after
she states it. (Attachment 1)
• TW show slide 3. TW explain that before we
can have some fun and investigate “mystery
Contractions,” we have to go over the rules
and consequences first. TW read aloud all
three rules. TW explain that if the class does
not follow all three of these rules during the
lesson, they may not earn any letters in their
 mystery sentence. TW explain they may even
lose letters, and that is no fun. TW explain
that students may be asked to move their clip
if they are misbehaving as well. TW explain
that students can earn letters toward their
mystery sentence if they are on task or even
a mystery gift. TW explain that students must
be on their best behavior in order to earn it
though. (Attachment 1)
• TW explain that students will be using their
magnifying glass throughout the lesson. TW
explain that they should only be used when
the teacher says so. TW explain that students
can have their magnifying glass taken away if
they are caught playing with it when they
aren’t supposed to be, and that is no fun.
(Attachment 2)
• TW ask the students to give a thumbs up if
they understand the rules and consequences
or a thumbs down if they need some
clarification.
• TW show slide 4. TW explain that today, the
class is going to assess what we may already
know about contractions, investigate
contractions, complete some word bonds,
shoulder partner work, a quiz, and a quick
check. (Attachment 1)
• TW ask students, “Are you all ready to
become some awesome detectives? Today
we are going to be detectives and investigate
the “Mystery Contractions.”
• TW show slide 5. TW ask the students to pick
up their magnifying glass up to their eye. TW
model this. TW ask students to look at the
Smartboard. TW read the slide and ask
students if they can “look closely” and
determine if there is an easier way to write
the words “do not.” TW explain that she
wants students to talk to their group
members (they are already in colored groups)
for a minute and come up with their quicker
way. After one minute, TW use popsicle sticks
to call on two students to share their way of
writing “do not,” in an easier way. TW record
these answers on the whiteboard to refer
back to later. TW thank students for their
answers and explain that today we are going
 to learn about how we can write these two
words. TW explain that we are going to come
back to these two answers at the end of the
lesson and see if we agree with what we
originally said. (Attachment 1)
Whole Group (Direct) Instruction (“I Do”) _15___ min.
Teacher Behaviors:
Think:
How will you model/explain/demonstrate
all knowledge/skills required of the
objective(s)?
What types of visuals will you use?
How will you check for understanding
(Formative Assessment)?
How will you explain and model
behavioral expectations?
What HOT questions will you ask?
Is there enough detail in this section so
that another person could teach it?
Plan:
• TW explain to students that for the first
part of the lesson they are going to be
sitting on the floor in front of the
classroom. TW explain that the only thing
they need to bring with them is their
magnifying glass. TW call groups by color
to come to the floor. TW explain that
coming to the floor is a privilege and can
be taken away if students are
misbehaving.
• TW show slide TW show slide 6. TW point
to each of the 6 words on the left and ask
students to recite the common words
chorally as a class. (Attachment 1)
• TW show slide 7. TW ask students to pick
their magnifying glass up and put it to
their eye so they can look closely for
clues about our “Mystery Contractions.”
Student Behaviors:
Think:
What will student be doing to actively
capture and process the new material?
How will students be engaged?
Plan:
• SW walk in their color groups to the floor
with their magnifying glasses.
(Attachment 2)
• SW recite words on slide 6. (Attachment
1)
• SW use their magnifying glass when told
by the teacher to take a “closer look” and
investigate.
• SW answer HOT questions by
volunteering to answer or being called on
by pulling a popsicle stick.
• SW self-assess throughout the lesson by
showing thumbs up if they understand a
concept or thumbs down if they don’t
understand a concept.
• SW listen to teacher sing the Contraction
Song.
• SW sing the Contraction Song with the
teacher.
• SW raise their hand when going over
slide 12 when the teacher points to the
letter they think the apostrophe should
replace.
• SW guide the teacher through identifying
words that combine with “not” to form
 TW explain that contractions are a contractions based on the one she just
shorter way of saying words. TW explain modeled for them.
that we are going to be using the six
words we just recited as a class to make
contractions, an easier way of saying
them. TW explain that today, we are only
going to go over contractions with the
word “not.” TW give an example of a
contraction with not. TW say “is not”
becomes one word, “isn’t,” as a
contraction. (Attachment 1)
• TW say that there is one main
component to contractions that has to do
with punctuation. TW ask students, “Can
someone name the punctuation mark
they think we will see in contractions?”
SW raise their hand and TW call on one
student to answer.
• TW show slide 8. TW explain that we use
apostrophes in contractions. TW explain
that the apostrophe takes the place of a
letter when you combine the two words.
TW show the example “is not.” TW
explain that we drop the “o” in not and
replace it with an apostrophe and mush
the words together to make one. TW
model this on the board as she is
explaining. (Attachment 1)
• TW ask students to give a thumbs up if
they understand that the apostrophe
takes the place of a letter or a thumbs
down if they don’t understand.
• TW show slide 9. TW ask the students if
they are ready to sing a song about
contractions! TW explain that it is a song
that tells us what to do in order to form a
contraction. TW ask students to raise
their hands if they have heard of the
nursery rhyme Mary Had a Little Lamb?
TW explain that the song we are going to
learn goes to the tune of Mary Had a
Little Lamb. TW explain that she is going
to sing the song alone the first time and
have the students sing with her the
second time. (Attachment 1)
• TW show slide 10. TW explain that these
are the words to the song we are singing.
 TW play the song and sing the song by
herself once. TW ask the students to sing
with her the second time. (Attachment 1)
• TW show slide 11. TW ask students to
raise their magnifying glasses up to their
eye to take a closer look at the
Smartboard. TW explain that we are
going to investigate the song we just sang
to go over the steps of forming a
contraction. TW model these steps with
“was not.” TW ask the students, as she
models each step with the words “was
not”, “Why can’t we change the first
word?” and, “What happens when we
change the second word?” (Attachment
1)
• TW show slide 12. TW explain that we
are going to practice combining two
words to make some contractions. TW
explain to students that she will point to
a letter in the two words and SW have to
raise their magnifying glass if they think
that is the letter the apostrophe will
replace. TW point to a couple of incorrect
letters before pointing to the correct
letter. TW ask students when they raise
their hand, “Why do you think the
apostrophe replaces this letter and not
this letter?” Once the teacher points to
the correct letter, she will drag it out of
the way and drag the apostrophe in its
place. TW repeat this process for the next
two. TW then ask all students to raise
their magnifying glasses to take a closer
look at each of the 3 contractions we just
made. TW ask the students, “Do you see
a pattern in these three contractions?
What can we conclude?” TW provide
about 15 seconds of wait time and use a
popsicle stick to call on a student to
answer. (Attachment 1)
• TW show side 13. TW explain that for
most, the ones we will be learning today,
contractions with not, the apostrophe
will take place of the –o in “not.” TW
model this with the words have not by
dragging the –o in “not” away and
 dragging the apostrophe in its place.
(Attachment 1)
• TW refer back to the “I can” statement
and explain that we just learned how to
combine words with “not” to form
contractions.
• TW show slide 14. TW explain that the
other part of our “I can” statement states
that we have to be able to identify the
words that can form contractions with
not. TW read aloud the first sentence.
TW model a think aloud for students to
show them what they should be thinking
when they are trying to identify words
that can be combined with “not” to form
contractions. TW say aloud, “When I
identify words that can combine with
“not,” I want to look at the words right
before not. So, I need to find “not” first.
(TW circle the word “not” in the first
sentence) Now that I know where not is, I
need the word that comes right before it
which happens to be “is.” (TW circle the
word “is”) Now I have both of the words I
need to combine to form a contraction! I
know that I don’t change the first word
and that the apostrophe usually takes
place of the “o” in “not,” so I am going to
write “isn’t” on the line.” TW explain this
is how we identify these words in a
sentence. TW ask students questions to
walk her through identifying the words in
the second sentence. TW ask questions
such as, “What word do I need to find
first? Second? What do I do to combine
these words to form a
contraction?”(Attachment 1)
Guided Practice (“We Do”) _20__min.

Teacher Behaviors: Student Behaviors:

Think: Think:

How will you guide students in practice?
How will you ‘release’ students to support
each other?
How will you group students?
How will students practice with
guidance?
How will this practice mirror the pending
independent practice and align to
objective mastery?
 How will you check for understanding
(Formative Assessment)?
How you address misunderstanding or
common student errors?
What HOT questions will you ask?
Is there enough detail in this section so
that another person could teach it?
Plan:
Guided Practice 1: Word Bonds
• TW show slide 15. TW explain to students
that we are going to go over six
contractions with the word not by using
word bonds. TW model on the
Smartboard an example of what students
will be doing using “is not.” TW model a
think aloud. She will say, “I am trying to
make a contraction by combining the
words is and not. I remember from our
lesson that we use an apostrophe and it
takes place of a certain letter. I also know
that for most contractions with not, the
apostrophe takes the place of the –o in
“not.” So, I am going to write isn’t in the
word bond.” (Attachment 1)
• TW ask the student in each colored group
with the sticky note with a star on it to
pass put the word bonds whiteboard.
(Attachment 3)
• TW explain that for this activity, the noise
level is a 1, whispering voices.
• TW show slide 16. TW pull popsicle sticks
to answer the following questions, “What
is my first step? Do I change the first
word or the second word? For most
contractions with “not,” what letter do I
replace?” TW ask these questions so the
students can guide her through forming
the contraction. TW ask students to show
the final answer on their whiteboard. TW
clarify students’ answers if needed.
(Attachment 1)
• TW show slide 17. TW ask students to
talk to the person who is sitting across
from them about how they can combine
How will students be held accountable for
group work?
Plan:
Guided Practice 1: Word Bonds
• SW each be passed a whiteboard with
the Word Bonds on it by the student in
each color group with a star on their
sticky note.
• SW answer questions the teacher asks
highlighted in yellow when called upon or
by volunteering to answer.
• SW work out each word bond on their
whiteboard. For some, students will work
with a partner and for some, students
will work individually.
• SW self-assess if they understand how to
combine words with “not” to form
contractions by giving a thumbs up if they
understand or a thumbs down if they
don’t understand.
Guided Practice 2: Partner Sentences
• SW work with a shoulder partner to
identify words that can combine with
“not” to form contractions and actually
combine those words to form
contractions.
• SW use sentence strips to identify the
words and record the contraction on the
recording sheet. Both students have to
record their answers.
• The student with the yellow sticky note
will be the time manager and make sure
the group finishes on time. The student
with the orange sticky note will be the
materials manager and be in control of
the sentence strips.
• SW come to the board for the first three
sentences after five minutes of working
with their partner. SW have to circle the
two words that form a contraction with
“not” as well as write the contraction
they came up with.
 “has not” to form a contraction. TW • SW have to answer HOT questions and
allow 20 seconds of wait time. TW ask for explain their reasoning when they come
a volunteer to walk her through how they up.
got their answer. TW ask students if they
agree by giving a thumbs up or if they
disagree by giving a thumbs down.
(Attachment 1)
• TW show slide 18. TW explain that this
word bond needs to be done individually.
TW give 45 seconds of wait time, if
needed. TW use popsicle sticks to call on
a student to walk her through how to
combine “were not” to form a
contraction. (Attachment 1)
• TW show slide 19. TW explain that this
word bond should be attempted
individually. TW provide 20 seconds of
wait time. TW tell students they can talk
to the person sitting directly across from
them if they need to. TW use popsicle
sticks to call on one student to walk her
through how to form the contraction.
(Attachment 1)
• (If needed) TW show slide 20. TW tell
students this problem should be done
individually. TW provide 30 seconds of
wait time, if needed. TW ask for a
volunteer to walk her through how to
form the contraction. (Attachment 1)
• TW relate the word bonds to the “I can”
statement by having students self-assess
if they understand how to combine
words with not to form contractions. SW
give a thumbs up or a thumbs down to
show that they understand or if they
don’t understand.
Guided Practice 2: Partner Sentences

• TW show slide 21. TW explain that we

are going to be working in pairs to
identify words that can make
contractions with not in sentences and
combine these words to make
contractions. TW explain that SW have to
put a hand up and pair up with a
shoulder partner. TW count down from 5
to ensure it is done in a timely manner.
TW check to make sure everyone has a
 partner. TW explain that we are going to
do this in a level 1 voice, whispering.
(Attachment 1)
• TW show slide 22. TW model for students
what they will be doing with the
sentence, “The cat is not sad.” TW use a
think aloud to model her thinking. TW
say aloud, “I am looking for words that
can make contractions with not. I know
that not is the second word I am looking
for, so I am going to circle it. “Is” is a
word that we have discussed today, and
it can be combined with “not” to make it
one word instead of two. I am going to
circle “is” too. Now I have to combine “is
not” to form a contraction. What is my
first step? Ah yes, do not touch the first
word, is. What is my second step? I have
to change the second word. I know that
for most contractions with not, the
apostrophe takes the place of the letter
“o.” I am going to write down “isn’t.””
TW explain to students that as a pair, this
is what they need to do for each of the
sentences they are going to be taking a
closer look at. TW explain that there is a
recording sheet for both group members
to complete for each sentence.
(Attachment 1 & Attachment 4)
• TW ask the student who has the yellow
sticky note to be the time manager and
the orange sticky note to be the
materials manager. TW explain that the
time manager makes sire the group
finishes in time and the materials
manager makes sure the group has the
sentence strips.
• TW explain to students that they have 5
minutes to do as many sentences as they
can. TW start timer and instruct students
to begin.
• TW circulate around the room as
students are working in pairs to answer
any questions and ask students HOT
questions such as, “Why will this word
combine with “not” to form a contraction
and not this word? How do you know?
Why does the apostrophe go here and
 not there? Can you explain why you write
the contraction like this?”
• TW show slide 23. TW use popsicle sticks
to call on students to come up to the
board and circle the two words that will
form a contraction with “not” and write
the correct contraction. SW explain their
thinking. TW repeat this process for the
other two sentences.

Independent Practice (“You Do”) / Assessment __15_min.

Teacher Behaviors: Student Behaviors:

Think: Think:

How will you clearly communicate How will students complete the task?
expectations for independent practice What will students do if they need help?
(behavioral and academic)? What will students do if they finish?

Plan: Plan:
• TW show slide 24. TW explain that we • SW listen to teacher to explain directions.
are about to take a short quiz. TW explain • SW work independently for ten minutes
that we will have a voice level of 0 on the assessment on their individual
because this is done independently and level. (Attachment 5)
not everyone has the same test. • SW raise their hand if they have a
(Attachment 1) question.
• TW have the student with the star on • SW turn their test in and work on the
their sticky note to pass out the early finisher if they are done early.
assessments in their colored groups. TW (Attachment 6)
explain the directions for each set of
questions. (Attachment 5)
• TW explain that when they are done, to
turn it into the box at the front of the
classroom and grab an early finisher.
(Attachment 6)
• TW tell students if they have a question
to raise their hand quietly until I am able
to come around and answer it.
• TW explain that students have ten
minutes and start the timer. SW begin
the assessment.
Differentiation:

Think:
 What accommodations/modifications will you include for specific students during
Independent Practice?
What (content, process, product) did you differentiate?
Why (based on readiness, interest, learning profile) did you differentiate?

Plan:

• Students will use test blockers during the assessment. This will help students who have a hard
time concentrating and are easily distracted.
• I differentiated the content on the assessment. Students are all practicing the skill of
identifying words that can be combined with not and combining them to form a contraction,
but with varying levels of support (word bank and no word bank). I also differentiated the
sentences they will evaluate on the test as well.
• I differentiated based on readiness because it was the most logical way to do it. In the way
that I assessed students, it would have been difficult to differentiate based on student
interest or learning profiles. I am able to assess their ability to identify words that can be
combined with not to form contractions as well as combining the words to actually form the
contraction even though they are working on different academic levels such as lower level, on
level, or above level.
Closing / Reflection _5__min.

Think:

How are closure/reflective activities relevant to the objective and lesson standards?
How will students be active participants in the closure/reflection?
How will students revisit the opening of the lesson?
How will students summarize their learning?
How will students connect their new learning to real life?
Plan:

• TW show slide 24. TW ask students if they remember what they said earlier about there being
an easier way to write “do not.”
• TW point to the chart with the student answers recorded on it. TW read aloud what the
students said.
• TW ask the students if they need to change the answers or if they were right the whole time.
• TW allow a student to volunteer to answer.
• SW answer if they want to change what they said originally or keep it and defend their
answer.
• SW decide if they agree with their fellow classmate or disagree by giving a thumbs up or a
thumbs down.
• TW ask students, “How can we use contractions in our everyday life, especially when we are
speaking?
• SW raise their hand to answer.
• TW explain to students that when we are speaking, contractions take less time to say because
they are one word instead of two words.
• TW refer back to the “I can” statement.
 • TW have students self-assess if they can identify and combine words with not to form
contractions by giving a thumbs up or a thumbs down.
• SW self-assess using thumbs up or thumbs down.

Managing Student Behavior

Think:

How you establish rules for learning and behavior?

What techniques (e.g., social approval, contingent activities, consequences) will you use to
maintain student behavior?
How will you signal students to focus attention on you?
How will you call on students to answer questions aloud?
Plan:

• The teacher will establish the rules for behavior by discussing the classroom rules and
consequences with students at the beginning of the lesson. The teacher will establish rules for
learning by modeling how to do certain things such as using the magnifying glass to take a “closer
look.”
• The teacher will use consequences and extrinsic motivation to maintain student behavior. The
consequences discussed in class are losing letters toward their “mystery sentence” and pulling
their clip. Extrinsic motivation used in the classroom includes gaining letters towards their
“mystery sentence” and receiving a “mystery surprise” when, at random, caught doing what they
are supposed to be doing.
• The teacher will use attention getters such as classity class and yessity yes to signal for students
to focus on me.
• The students will answer questions aloud by being randomly selected through pulling popsicle
sticks and they will be able to volunteer to answer when allowed.

Materials/Resources

Materials – Including Technology: (All References:

attachments must follow the FAAC, be labeled in
English Language Arts Standards. (n.d.). Retrieved
the top right corner, and referenced throughout
November 1st, 2017, from
the plan.)
http://www.corestandards.org/ELA-Literacy/
Teacher:

• Smartfile (Attachment 1)
MeGown, Monica. “Lights...Camera....Contraction
• Popsicle sticks with names
Action!!” MeGown's Second Grade Safari, 10 Jan.
• Mary Had a Little Lamb Song Tune
2014. (Contraction Song)
• Sticky Notes (yellow and orange)
• Differentiated assessments (Attachment 5)
• Early finisher (Attachment 6)
Student: singingbellsongs. “Mary Had a Little Lamb
(Instrumental - Lyrics Video for Karaoke).”
• Magnifying Glass (Attachment 2)
• Expo markers and eraser YouTube, YouTube, 23 Dec. 2014,
• Whiteboard with Word Bonds on one side www.youtube.com/watch?v=b-7pInWFqb0.
and Partner Sentences recording sheet on
the other side (Attachment 3 & 4)

Formal Assessment Analysis Chart (FAAC)

Description of Student Work in each Mastery Category
FAME
Mastery (# Correct AND characteristics of work)
Levels (Include descriptions for each DI level)

Description for ‘Exceeds’ the standard:

# Correct: 10 points

Exceeds Student work to include:

● All 4 correct word bonds (4 points)

● Student circles correct words in the sentences. (4 points)
o Student combines words correctly to form a contraction with “not.”
● Student writes a complete sentence with proper capitalization and punctuation using a contraction correctly with “not.” (2
points)
Description for ‘Meets’ the standard:

Meets # Correct: 8-9 points

Student work to include:

● 3 or 4 correct word bonds (3-4 points)

● Student circles correct words in the sentences. (4 points)
o Student combines words correctly to form a contraction with “not.”
● Student sentence missing either punctuation or capitalization using a contraction correctly with “not.” (1 point)
Description for ‘Approaches’ the standard:

# Correct: 6-7 points

Approaches
Student work to include:
● 3 correct word bonds (3 points)
● Student circles correct words in the sentences. (4 points)
o Student combines words correctly to form a contraction with “not.”
● Student writes an incomplete sentence and includes an incorrect contraction with “not.”
 Description for ‘Falls Far Below’ the standard:

Falls Far # Correct: less than 6 points

Below Student work to include:

● 3 or less correct word bonds (0-3 points)

● Student circles correct words in the sentences. (2 points)
o Student combines words incorrectly or does not attempt at all.
● Student does not attempt number 6 at all.