Elementary and Early Childhood Education Lesson Plan Template

Name: Ashton Kluttz Date: April 2nd 2021

Course: ECE 4650 Lesson Plan #: Supervisor Observation 2
Subject Area(s): English Language Arts Grade Level/Time Frame: 2nd Grade

Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community
Assets (also referred to as
Funds of Knowledge)
Description of the learning environment(s) where the learning experience
will take place
 At the front of the class, there is a white board. Attached to the
white board is a touch screen that sort of works like a smart board
without the pens. When looking at the board, the left wall has a
large graphic of phonetical sounds and examples of the sounds
being used. On the right side of the room when facing the board,
there is the wall with anchor charts from previous lessons and their
spelling words for the week. On the back wall, is the teachers desk
and a table for the title I lessons. My work area is between the left
wall and the front wall and I have shelves for books and other
things that I need.
 The desks are currently arranged in individual rows facing the board
due to social distancing guidelines
 Due to COVID protocol, the only area that can really be classified as
“special” is the area that I work from, since it is the semi-circle table
that they do their differentiated instruction for reading from. There
are no rugs, no flexible seating options, and students use the library
rather than a bookshelf since our room is next door.
 In the classroom we have a smart board, a white board, a
document camera, the smart board projector, 6 laptops, and 2
desktop computers.
Number of students in class: 18
 Number of boys: 9
 Number of girls: 9
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 3 Teachers follow individualized plans
504 plans agreed on for students. Some
instructions include redirection or
gentle reminders.
Students w/ EIPs 15 Since most of the class falls in the
EIP category, we do checkpoints for
understanding often.
English learners 0 N/A
Gifted 3 Students go to gifted class all day on
Mondays, they are given until
Thursday to do any work they may
have missed.
Students with gaps 2 Students work with a teacher or a
in academic teacher’s aide on basic language
knowledge arts or mathematics skills to work
towards becoming grade-level.
Other learning 1 There is a student in my class who
needs has juvenile diabetes. They may
need to leave class sometimes to go
to the nurse due to blood sugar.
New Georgia Elementary School is right across the street from a shopping
center that includes a Publix, a few restaurants, and other stores such as nail
salons. There is also a library and a day care adjacent to the shopping center.
About a mile down the road the direction of Temple is the closest middle
school and a community park. A mile down the road in the direction of Dallas
is the football and baseball fields that the local high schools host their feeder
1

Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA
Priorities Standard(s), etc.
Prior Academic
Knowledge and
Prerequisite Skills
Overarching Goal, Big
Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Vocabulary: Includes
words, phrases and symbols
used within disciplines.
 Multiple meaning words
are words and phrases
with subject specific
meanings that differ from
meanings used in
everyday life (e.g., table,
ruler, force)
 General academic
vocabulary used across
disciplines (e.g., compare,
analyze, evaluate)
 Subject-specific
vocabulary defined for
use in the discipline (e.g.,
vowel, numerator,
constitution,
photosynthesis)
Language Supports: instructional
supports that help students
understand and successfully use
the language function (e.g.,
sentence starters, graphic
organizers)
Step 3:
Design
Assessment Georgia Performance Standard(s)
Framework
 ELAGSE2L2: Demonstrate
command of the
teams. A mile in the direction of Villa Rica is a large neighborhood called the
Georgian, which is where a lot of the students who attend New Georgia
Elementary School live. It is a neighborhood that has houses that start around
the $200K range and has a playground, a water park, tracks, and a gold
course. About two miles in the direction of Douglasville is the local high
school, which is actually my alma matter. Most, if not all of the students at
this school will attend this high school, which has only been open for about
fifteen years as of 2021. For after school activities, kids have the option for
the After School Program if their parents work, or if their parents prefer there
is a day care center across the street. Otherwise, the students have the
option to be a car rider where their parents will pick them up from school, or
a bus rider where they will be dropped off at a location within sight of their
front door.
ELAGSE2L2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (C: Use an apostrophe
to form contractions and frequently occurring possessives).
 Students should be able to meet standards A and B of ELAGSE2L2,
which are to capitalize product names, geographic names, and
holidays and to use commas in greetings and closings in letters.
 How can I put two words together to create a new word?
 What is an apostrophe and where do I put it?
 I can put two words together to make one word.
 I can put an apostrophe in the proper place in a contraction.
Vocabulary Language Supports
Multiple meaning words (if
applicable):
 Non-Applicable
Academic vocabulary: I will explain what these phrases
 Form a contraction…. mean in more detail as we come to
 Corresponding them to check for understanding.
Subject-specific vocabulary: I will ensure that the vocabulary
 Contractions words are discussed in the lesson.
 Apostrophe
Assessment Plan
Corresponding Format of Assessment(s)
Learning
Objective(s) or
Learning Target(s)
-I can put two - Students will watch a five minute video on
words together to BrainPOP junior about contractions.
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 conventions of standard
English capitalization,
punctuation, and spelling
when writing. (C: Use an
apostrophe to form
contractions and
frequently occurring
possessives).
Type of Assessment
Pre-assessment
Formative assessment(s)
Summative assessment(s)
In my pre-assessment data, I noticed that students use contractions a lot in their speaking and writing, but
they do not really understand how they work or what an apostrophe is. I plan to use this in my
implementation to show the students how to properly show the words that they are working with in their
writing and to explain how (for example) the word “don’t” is actually made up of the words “do” and “not”.
Step 4: Materials Needed
Create
Learning
Activities
make one word. -Contractions Quick Check assessment: Students
-I can make a name will have 5-7 minutes (depending on if we get to
possessive. five minutes and end up needing extra time) to
-I can tell the finish the Quick Check assignment.
difference - Contractions Dominoes activity: Students will
between a have ten minutes to work on the contractions
possessive and a activity in pre-assigned groups of three.
plural.
Format of Supports, Evaluation Criteria
Assessment (e.g., Accommodations, How will you know or
quiz, test, Modifications measure if the
checklist, KWL (Differentiated students have met
chart, Assessments, the learning
performance task) Culturally Relevant objective(s) or
Assessment) learning target(s)?
Students will I will turn on closed Students will meet
watch a five captioning to help the pre-assessment
minute video on students that may need learning targets by
BrainPOP junior to both read and see being engaged with
about the video. the content.
contractions.
Contractions Quick I will support my Students will meet
Check assessment: students who struggle the objectives by
Students will have with basic completing the quick
5-7 minutes mathematical concepts check with at least
(depending on if by differentiating the 6/8 of the problems
we get to five instruction through the correctly.
minutes and end use of a small group
up needing extra table placement at the
time) to finish the front of the room with
Quick Check another teacher to
assignment. assist them.
Contractions I will support my Students will be
Dominoes activity: students who struggle given one set of
Students will have with basic seven contractions.
ten minutes to mathematical concepts (more as an
work on the by differentiating the extension if they get
contractions instruction through the done early). They can
activity in pre- use of a small group meet the learning
assigned groups of table placement at the standards by showing
three. front of the room with their understanding
another teacher to by getting at least 5/7
assist them. correct.
I will support my gifted
learners by providing
an additional set of
dominoes if they finish
their work early.
Pre-Assessment Data Summary
Teacher Resources (must include podcasts):
 Contractions Unit Slides (via Teachers Pay Teachers with
additional added content created by Ms. Kluttz)
 Group Assignment List
 Contraction dominoes game (via TPT)
 Rubrics (created by Ms. Kluttz)
 BrainPOP Junior video
(https://jr.brainpop.com/readingandwriting/word/contractions
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 /)
 YouTube song for Closing (https://youtu.be/5xE-vw2ctqo)

Technology Connection
Connection to the Arts
Student Resources:
 Contractions Quick Check Activity
 Contractions Dominoes Activity
 Contractions Dominoes Worksheet
 Pencil
 Eraser
This lesson involves the use of a PowerPoint presentation. There are
also resources for students to complete this assignment online during
a digital leaning day. They will also watch a BrainPOP Junior video
about contractions.
Contractions song on YouTube during the lesson closing as review.

Supporting Diverse Learners  I will support my students who struggle with basic
mathematical concepts by differentiating the instruction
through the use of a small group table placement at the
front of the room with another teacher to assist them.
 I will support my gifted learners by providing an additional
set of dominoes if they finish their work early.
Culturally Responsive Teaching Since we live in the south, I will be sure to connect contractions with
some common slang words that are prominent in our area (while
ensuring that students understand that those are not school words,
but the same rules apply to the words as the other contractions).
Research and Theory, or Principles Collaborative learning theory is the product of Lev Vygotsky’s idea,
of Child Development Zone of Proximal Development. Here, learners rely on one another to
accomplish tasks that they otherwise might not be able to complete
individually. Collaborative learning is key for developing critical
thinking skills, and suggests that students retain more information when
working in groups with their peers.
Higher Order Thinking Questions 1. What is a contraction?
(HOTQs) 2. Explain how to make a contraction of the two words must
and not.
3. Are contractions used in formal language or informal
language?
4. When we are speaking, do we use more contractions like
don’t or won’t or do we say the expanded version like do not
or will not?
5. Do you think it is possible to make a double contraction?
Instructional Strategies and I plan to use groups to promote Collaborative Learning Theory in my
Learning Tasks students. I will also have a few small checkpoints during the lesson to
show understanding of the concepts.
Lesson Closure I will close this lesson by showing a contractions video on YouTube to
review what we went over during the lesson. We will then answer a
few HOTQs about contractions).
Re-teaching, Re-Engagement, If the lesson needs to be retaught, I will make another matching lesson
Practice that is not reliant on a particular pattern like the dominoes were. They
will be a three piece puzzle of the two words and the new word.
Extensions I will provide additional contraction dominoes to students if they are
done with the work early to try.
Optional Reflection Piece
Step 5: Post- I feel like this lesson went BEYOND my expectations. The students seemed to think the content was clear,
Instruction they behaved well, and they (for the most part) enjoyed all of the activities. The music video ended up being
Reflection a great resource and the class asked to watch the others after the lesson ended. I feel like I could have
improved in explaining how dominoes worked, but in hindsight I probably couldn’t have predicted that my
particular group of students had never used dominoes before, so that is more of a note for next time rather
than a criticism of this time. I would change the dominoes aspect of the lesson to be more clear next time,
and maybe do set one as a class digitally to further explain the concepts. I also would put a music video as
both an opening and a closing since there are multiple and that was a huge hit with the students when the

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BrainPOP just did not do it for them this time. I learned that as a teacher, my energy goes up as the class’
energy goes up, so when they are excited I am also excited. This is probably both a good thing and a bad thing
because it’s good that the class being happy makes me happy, but if they are lower energy, sometimes I may
end up reflecting that energy in my lessons. I followed my lesson plan and utilized the relevant theories
probably as much as possible. I had them originally differentiated really well, but that got a little messed up
when I had to regroup due to very low attendance. The students learned a lot from each other, and I feel like
the group work was probably very helpful in aiding work. I ended up not needing to extend the work for
anybody however, because my gifted students worked a little slower than normal and my learners that need
extra assistance were absent. My assessment results were really good! The formative class average was a
94% for accuracy and a 100% for completion, so we let that be a daily grade for the students. My summative
results were an 80% accuracy on a 90% completion (we had a few groups who didn’t finish filling in the chart).
Next time, now that I understand the difference in the different assessments, I may change the formatting so
they don’t have so many back to back. For feedback, I wrote down comments on everybody’s papers and
filled out a clear rubric on every student.