UMF Unit-Wide Lesson Plan Template

Name: Kelsey Lizotte-Johnson Program: ECH Course: 460

Lesson Topic / Title: Punctuation and Capitals

Lesson Date: 10/23/20 Lesson Length: 20 minutes Grade/Age: 2nd Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences and
performance tasks that support learners in reaching rigorous curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
- Students review the proper use of capitals (at - These are important writing concepts for
the beginning of sentences, the word “I”, second grade students to learn and build
dates, and the names of people, places, and upon.
product names) and will show their
understanding by helping to correct the
teacher example and correcting their own
writing.
- Students review the proper use of
punctuation (focusing on using punctuation
at the end of sentences) and students will
show their learning by helping to correct the
teacher example and correcting their own
writing.

Content Standard(s) Instructional Decisions / Reasoning

- RFS.2.3 Know and apply grade-level phonics - These standards directly relate to what the
and word analysis skills in decoding words. lesson is teaching the children.
- W.2.5 With guidance and support from peers - Students in second grade should: plan, revise,
and adults, develop and strengthen writing as and edit their writing, participate in
needed by planning, revising, editing, collaborative conversations, ask and answer
rewriting, or trying a new approach. questions, and demonstrates the conventions
- SL.2.1 Participate in collaborative of standard English using capitalization,
conversations with diverse partners about punctuation, and spelling when writing.
grade 2 topics and texts with peers and adults - This activity challenges the students with
in small and larger groups. opportunities to grow and learn.
- SL.2.3 Ask and answer questions about what
a speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding of a
topic or issue.
- L.2.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. Generalize learned spelling
patterns when writing words
- L.2.3 Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and determines
best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
- Observation: Observe students as they - These assessments help the teacher to see if
participate in the whole group lesson, the children are understanding and are
working to correct the teacher writing knowledgeable about the subject of the
sample. Which students are engaging? Are lesson.
students finding and correcting the - These assessments will give me the
intentional errors? Observe students during information about the student’s
their independent work time, correcting their understanding of the learning objectives.
own writing. Can students identify the errors - The information gathered in this assessment
in their writing? Can students correct their will be used to plan more appropriate and
own writing? Can students properly use personalized activities for these students.
punctuation and capitals in their own - Information gathered in the observation will
writing? help me to provide better feedback to the
- Informal interview: Ask students “What are children to strengthen their individual
you doing here?” “Why did you make that weaknesses and target their individual
change?” “Do you think there are more learning styles.
changes you might have to make?”
- Work sample: Collect students’ writing to
assess students’ ability to correctly use
punctuation and capitals in their own writing.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in reviewing
instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
- Document camera - The materials used are age appropriate
- Overhead projector - The materials used enhance the activity.
- Pre-written writing sample
- Wet erase marker
- Plastic window for writing sample
- Student writing folders
- Pencils

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a
variety of instructional approaches, strategies, and technologies that make learning accessible to all learners and
support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
1. Introduce the teaching point to the class. - Activity allows the teacher to assess the
“Today in phonics I want to teach you about children’s learning.
grown up writing habits that you can use in - This activity is appropriate, for second grade
your own writing. Grown up writers use students should be able to: plan, revise, and
periods and capitals in their writing and as edit their writing, participate in collaborative
second graders, you are becoming grown up conversations, ask and answer questions, and
writers too.” demonstrates the conventions of standard
 2. Introduce the activity “Today you are going English using capitalization, punctuation, and
to help me fix some of my writing. I think I spelling when writing.
made a few mistakes but I am going to need
help finding them. Do you think you’re up for
the challenge?”
3. Read and correct the teacher writing sample
under the document camera.
4. Restate the teaching point before sending
students off to working on their writing
independently. “Second graders, it is time for
you to search your writing for punctuation
and capitals. Grown up writers use periods
and capitals in their writing and as second
graders, you are becoming grown up writers
too.”
5. Move around the room as students work
independently noticing: are students
identifying the errors in their writing? Are
students correcting their own writing? Are
students properly using punctuation and
capitals in their own writing?
6. As the writing period comes to an end, circle
the room one last time, asking students to
share a few of the corrections they made with
you.
7. Have students save their work in their
writing folders to review after the lesson.

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations) - Teacher differentiates instruction and
- Check-in with students during independent provide individualized support to students.
work time while there are correcting. The - The teacher provides time to review
teacher may provide support to students who instructions, ask questions, and provide
need a challenge to help them dig even assistant in getting started.
further into the use of capitals and - The teacher will be able to reach all learners
punctuation (such as the use of comma and during this activity, by advancing the skill
apostrophes). The teacher will also be able to level, or by breaking down the skill step by
provide support for students who need step.
individualized instruction.
- Thumbs-up Check-in at the end of the lesson
(and throughout the lesson) to check for
understanding and to give the teacher a
chance to see which students may need help
or have questions / needs more instruction.

Field Course Only – Post lesson

Reflection

Reflecting on this lesson, it had gone as expected. Students could help identify some of the errors in my
example writing, but struggled to see the majority of the errors. The students had a harder time identifying
my punctuation errors, and had a slightly easy time finding some of my capitalization errors. Students
generally did a good job correcting capital letters at the beginning of their sentences, but had a harder time
correcting capitalization errors mid-sentence in their writing. Punctuation was also a harder concept for the
students. We spend a lot of time thinking about and practicing asking “Is this where my thought ends?” and
when and where to add punctuation.

Teaching Standards and Rationale

Standard #6
Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Paraphrased:
The teacher knows and can use multiple forms of assessment to keep students engaged in their
learning, to monitor student growth, and to guide instructional decision making.
6(d) The teacher engages learners in understanding and identifying quality work and
provides them with effective descriptive feedback to guide their progress toward that work.

Standard #8
Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Paraphrased:
The teacher understands and uses a variety of strategies to keep learners engaged, to help them
develop a deeper understanding of content areas, and to encourage skills used to apply their
knowledge in a meaningful way.
8(b) The teacher continuously monitors student learning, engages learners in assessing their
progress, and adjusts instruction in response to student learning needs.