Quote of the week: “Kids don't remember what you try to teach them.

They remember what you are.”

 Lesson Plan 1

Names of Teacher: Christine Tapper

Date: January 16, 2019

School: St. Francis Primary and Infant School

Time: 12:30-1:00 P.M.

Grade: 2F

Subject: Language Arts

Duration: 1 hour

Strand: Grammar and Conventions

Topic: First and Second Person Personal Pronouns

Skills:

 list pronouns
 constructing sentences
 playing games

Attainment Targets

 Communicate with confidence and competence for different purposes and audiences,
using SJE and JC appropriately and creatively
 Listen to, recall, understand and respond to speakers’ messages, whether implicit or
explicit
 Recognize value and make distinctions between home language and SJE to
improve/acquire language and literacy competencies.
 Automatically recognize words (including basic sight word lists) through repeated
exposure and mnemonic devices
Establish a concept of print and use a range of word recognition clues, re-reading and
reading ahead, to identify new words
Develop phonic awareness and use knowledge of letter-sounds to decode unfamiliar
words
Specific Objectives: At the end of the lesson, students should be able to:

 explain the concept of first/second person pronoun after discussion of a short text.
 discuss the relevance of first person pronouns in written/oral situations.
 complete a first person pronoun activity on sentence strips.
 Create a first person pronoun game to play with the class.

Vocabulary: pronouns, first person, second person, me, I, you

Methodology: Question and answer discussion, read aloud, game

Content

First person pronouns are pronouns we use to talk or write about ourselves. These include the
words I, me, we and us. Second person pronouns are used when we speak directly to people, for
example; you, your and yours.

Engage

Students will be encouraged to listen as the teacher reads aloud two short excerpts.

 My name is Shanie Smith. Shanie loves to listen to music and Shanie loves to watch
movies too. Shanie has a fovourite bag that Shanie takes to school with Shanie every
day.

 Hello, student. How is student doing today? Is student ready to learn today?

The students will read aloud excerpt one twice and then engage the teacher in a discussion about
it using the following guided questions:

 Who was the text about?

 What do you notice about the word Shanie in the text?
 Do you think it is necessary to use the word so many times in the text?
 What words could we use to replace the word ‘Shanie’?
 How do you think this text could be fixed?

Students will also be guided to read aloud excerpt two twice and engage in a similar discussion
about what seems wrong and how it can be fixed.

Explore

The students will be guided to observe that the words used to rephrase the text are called
pronouns. Randomly selected students will then orally describe the concept ‘pronouns’, while
teacher observes then confirm or correct where necessary. The students will then highlight or
retell the pronouns that were used to correct the previous texts (I, me and you).
The students will then be asked to decipher when each of these pronouns are used. Group
responses will be selected.

Explain

Students will observe carefully as teacher explains that the pronouns ‘I’ and ‘me’ along with
‘we’, ‘us’, ‘our’ ‘my’, ‘mine’, ‘myself’, and ‘ourselves are all first person pronouns. We use
these pronouns when we are talking about ourselves.

Second person pronouns are pronouns used when speaking directly to someone.

(Acknowledge that only ‘I’, you and ‘me’ will be learnt about today).

Elaborate

A volunteer will then be asked to think of a sentence that uses the pronoun ‘I’. The sentence will
be written on the board then students will describe how the sentence was used by using the terms
‘first person’ or ‘second person’. Students will then do the same for the pronouns ‘me’ and
‘you’.

Each group will then be distributed with a sentence strip or any other paper for writing. They will
be instructed to work as a group to write sentences using one of the pronouns. However, they
should leave a blank space where the pronoun should go.

Differentiation

Less competent group (group F) will be given a teacher constructed sentence which teacher will
help them to read and decipher which pronoun would best fit the sentence.

All groups will then exchange their sentences with each other to complete the sentences.

Less competent students will be aided by teacher to correctly complete the sentence they receive.
All groups will present their sentences to the class while teacher observes and confirm/correct as
necessary.

Evaluation

Invite the students to stand in a circle, they may also sit down. Throw a bean bag or ball to a
student a say a first or second person pronoun aloud. The student who catches has 10 seconds to
use the word in a sentence or he/she is out and the ball is thrown to another student.

Assessment

Students will complete at least ten sentences by filling in the correct pronoun.
Accommodation: Less competent students will be given options to select from, for example;

 Give that book to (I, me).

 (I, Me) don’t like going out in the cold.

At/Above grade level:

Give that book to ========

===== don’t lie going out in the cold.

Do ==== know where Sam went yesterday?

==== need to finish my homework right now.

If you buy ==== some sweets, ===== will be very happy.

Write first person or second person to describe each underlined pronoun.

She told Mary to give the bag to me before she left. ========

I saw the same man that was at the party last night. ========

You look just like my mother!

If I knew the answer, I would have responded.

Write your own sentences using the pronouns:

I, me and you

Evaluation 2

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 . Lesson Plan 2

Names of Teacher: Christine Tapper

Date: January 17, 2019

School: St. Francis Primary and Infant School

Time: 8:15—9:15 A.M.

Grade: 2F

Subject: Language Arts

Duration: 1 hour

Strand: Grammar and Conventions

Topic: Third Person Personal Pronoun

Attainment Targets

 Communicate with confidence and competence for different purposes and audiences,
using SJE and JC appropriately and creatively
 Listen to, recall, understand and respond to speakers’ messages, whether implicit or
explicit
 Recognize value and make distinctions between home language and SJE to
improve/acquire language and literacy competencies.
 Automatically recognize words (including basic sight word lists) through repeated
exposure and mnemonic devices

Skills:

 listing pronouns
 writing sentences
 listening and speaking

Specific Objectives: At the end of the lesson, students should be able to:
  retell the meaning of first person pronouns using examples
 Explain the meaning of third person pronouns

Engage

Step 1

Students will observe as teacher writes a list or words on the board (pronouns).

you, me, she, him, I, it, her, they, he

The students will then read aloud the list of words then identify the pronouns from the list that
are used to refer to the first and second persons in a conversation. These words will then be listed
under the columns entitled ‘First person pronoun and ‘second person pronoun’. The students will
then retell what are first person and second person personal pronouns.

Explore

Step 2

The students will then be asked to observe as teacher writes a sentence using one of the
remaining pronouns from the list in a sentence which they will read aloud.

Example: She placed the bottle on the table before she left the room.

The students will then be engaged in a discussion using the following guided questions:

 Who was the sentence talking about? She

 Do you think this is a first or second person personal pronoun?
 Why? Or Why not?

Explain

Step 3

The students will then be guided by teacher to observe the pronoun ‘she’ as a third person
pronoun. Third person pronouns are pronouns we use to talk about someone or something. Tell
students that there are number of third person personal pronouns but today they will be using the
pronouns from the list on the board, that is, ‘he’, ‘she’, ‘him’, ‘her’, ‘they’, and ‘it’.

Elaborate
Step 4

Students will then group the third person pronouns as singular and plural after teacher reinforces
the concepts ‘singular’ and ‘plural’ using examples.

Step five

Allow each group to select a third person pronoun from the list and use it to construct an oral
sentence.

Differentiation: Give less competent group a prewritten sentence to be read aloud to the class.

Allow the groups to listen and critique each other’s sentences while the teacher acts as a guide.

Step 6

Students will then engage in a game, as the teacher calls aloud a pronoun, they should shout
‘first, ‘second’, or ‘third’ person to describe the pronoun.

Evaluation

Students will group the pronouns from the list using the columns:

they, it, him, she, her, he

Plural Third Person

Singular Third person
Personal Pronouns
Personal Pronouns

Differentiation

Choose the correct pronoun to replace the underlined nouns or group of words (competent
students).

Sam and Tim went to school very early this morning.

Mary saw a huge elephant at the zoo last night.

The ball was under the table when we left the house.

Do other sentences

Circle the correct pronoun to replace the sets of words or nouns (less competent students).

The ball was on my table. (She, It)

The girl has a red bag. (He, She)

Mary gave the bag to Sam. (he, him)

Tom and Tim are best friends. (They, It)

Do others

Write sentences using these pronouns. (Competent groups)

they, it, he, she

Evaluation 2

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 . Lesson Plan 3

Names of Teacher: Christine Tapper

Date: January 18, 2019

School: St. Francis Primary and Infant School

Time: 8:15-9:15 A.M.

Grade: 2F

Subject: Language Arts

Duration: 1 hour

Strand: Word Recognition and Fluency

Topic: Consonant Blend - Br

Skills:

 Identifying the sound of the blend ‘br’

 Listing words with target sound
 Spelling words
 Constructing and completing oral and written sentences

Attainment Targets

 Communicate with confidence and competence for different purposes and audiences,
using SJE and JC appropriately and creatively
 Listen to, recall, understand and respond to speakers’ messages, whether implicit or
explicit
 Recognize value and make distinctions between home language and SJE to
improve/acquire language and literacy competencies.
 Automatically recognize words (including basic sight word lists) through repeated
exposure and mnemonic devices

Objectives: At the end of the lesson students should be able to:

 Identifying the sound of the blend ‘br’ after listening to a short story.
 Distinguish the positions of br blends heard in words.
  Supply a list of ‘br’ blends from prior knowledge
 Construct at least one oral sentence after selecting a ‘br’ word from word list

Materials: short story, word cards

Methodology: choral reading, discussion

Content:

A consonant blend is when two or more consonants are blended together, but each sound may
be heard in the blend/ two consonant coming together to make one sound but each consonant
sound can be heard in the blend.

Examples of Br Consonant Blends

broom, branch, bride, braid, umbrella, breast, brain, Braille, bridge

Engage

Ask students to listen carefully as you tell them about your best friend Brad. (Ask students to
repeat the name Brad then repeat only the first part of his name.) Students will then identify the
letters that makes the beginning sound in Brad’s name.

Explore

Students will then listen carefully as teacher shares more information about her friend.
(Encourage them to listen for other words with the same beginning sound in Brad’s name.

Example

My friend Brad is very brave. He lives with his two brothers.

One day it rained and Brad forgot his umbrella. He went to stand under a branch.

Brad got wet, but he was happy when he saw his brothers coming over the bridge.

Students will then be asked to identify all the ‘br’ words from the story while teacher lists them
on the board. Students will then compare the position of the /br/ in the word umbrella compared
to the other words in the story then generate other examples of initial and medial ‘br’ blends.

Explain

Students will then observe as teacher acknowledges /br/ as a blend. (See content for meaning).
Students will acknowledge identifying blends in words as a way of decoding sounds or
phonemes in words. Students will then be invited to chorally read the story then answer some
questions. (Write the story on the board).
Eg.

Who was the story about? (The story is about Brad)

With whom did Brad live? (He lived with his brothers.)

What word was used to describe Brad? (The word brave was used to describe Brad.)

What did Brad forgot when it started to rain? (Brad forgot his umbrella.)

Why did he go under the branch? (He left his umbrella and it was raining.)

Where did he see his brothers? (He saw them on the bridge.)

Extend/Elaborate

Students will then decode the meaning and spell the words as a group. They will then select a
‘br’ picture card and use it to construct an oral sentence which they will share with the class.
Teacher should guide less competent students in constructing their sentences.

Evaluate

Students and teacher will play a ‘Br’ Bingo word game/Limbo word game.

Bingo: This can be played in groups or whole class

Limbo: This can be played in pairs or individually in the schoolyard

Assessment

Differentiation

Less competent group: Complete spellings of ‘br’ words by adding ‘br’ to the group of letters
written beside each picture then use them to complete written sentences.

1.__ __ oom 2. __ __ acelet 3. um__ _ ella

4. __ __ anch 5. __ _ eadfruit 6. __ __ ain

a. Mother cooked _________ on a wood fire yesterday.

b. I took out my _______ when it started to rain.

c She uses a ====== to sweep the yard.

d The ====== is broken.

Her ===== is pretty.

Competent Students: Write the list of ten /br/ words from the board.
Word list: bracelet, bracket, brain, brand, brass, bread, breakfast, bricks, bring,
broccoli, broom, brown, bruise, brush.

1. Use 10 /br/ words to complete the following sentences.

a. ___________________ is the first meal of the day.
b. ___________________ is a vegetable.
c. I love peanut butter and _________________.
d. Our ________________ helps us to think.
e. The girl is wearing a pretty ________________.
f. Mother is swiping with a big __________________.
g. The boy got a _______________ when fell down.
h. My skin is _______________.
i. Grandma uses a wooden ________________ in her hair.
j. The house is made of ____________________.

Evaluation 2

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 . Lesson Plan 4

Names of Teacher: Christine Tapper

Date: January 19, 2019

School: St. Francis Primary and Infant School

Time: 9:30 -10:30 A.M.

Grade: 2F

Subject: Language Arts

Duration: 1 hour

Strand: Writing (Stretching Sentence Strategy)

Topic: Writing Complete Sentences

Skills:

 Writing sentences
 Listening and speaking

Specific Objectives: At the end of the lesson, students should be able to:

 tell what a sentence is after a whole class discussion

 describe how to stretch a simple sentence
 Stretch/Expand a sentence by adding suitable details
 Critique a sentence that has been constructed by a peer

Materials: word cards, teaching chart

Content

A sentence expresses a complete thought. It has a subject and a verb that agrees. When we
stretch a sentence, we add more details to make it more interesting to read and listen to.

Engage

Step 1

Write the following sentences on the board:

  The men run.
 The old men run to the car before it started to rain heavily.

Allow students to read aloud the sentences then say what they observe by citing the similarities
and the differences.

Step 2

Students will be guided by teacher to acknowledge that one sentence only entails the subject;
‘the men’ and the ‘verb’; ‘run’.

Sentence two was stretched by adding more details to the subject and the verb. Point out the
details that were added to the students

Explore

Step 3

Show students a diagram of the process of stretching sentence. Slowly go through the steps with
the students while engaging them in meaningful discussion about what is happening at each step
Explain

Step 4

Do another example on the whiteboard with the class while allowing the students to give the
suggestions for each step. Guide the students to ensure subject verb agreement. Allow the
students write this class created sentence in their notebook.

Elaborate

Step five

Give each group a sentence with a word written on the back to construct their own sentence
using the SSS

Accommodation: Teacher will begin the sentence for less competent group and guide them in
completing it.

Acknowledge to the students that the group that stretches their sentence the best will receive
points as part of their daily rewards.

The groups will then read aloud their sentences to the class and selected groups will be called
upon to critique each other sentences.

Evaluation

Differentiation

Group 6: Write the sentence from the stretching Sentence Strategy

Who The brown dog

Did what? Ate a bone
When Last night
Where? Under the table
Why? It was hungry
Write the Sentence:

Write a sentence with this word; school

Competent Students: Complete the table, then write the sentence below

Who? My sister
Describe My older sister
Did what?
When?
Where?
Why?

Write two stretching sentences using the words below:

 washed
 houses

Evaluation 2

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