Name: Siobhan Barrett

School: Mission Trail

Elementary
Grade Level: 2nd

Unit: Language
Arts

Goals/Objectives: What are your goals and objectives for the lesson?
What do you want students to learn and be able to demonstrate? [1 ]

The student will compare and contrast using analogies.

Day: 4
Date: 1/22/15

Hour: 9:00-9:30
Observation # 3

Materials/Resources Needed: [7]

Smartboard
Smartboard tic tac toe activity
Beach is to Fun by Pat Brisson

State Standards/Benchmarks/ School Improvement Goals:

CCSS.ELA-LITERACY.RL.2.4

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or song.
Why are these goals& objectives suitable for this
group of students? What evidence do you have that you have high but

Background: How do these goals and objectives build on previous

lessons, and how do they lead to future planning? [3]

The students have been learning about making

These goals are reasonable because they are expanding
connections and comparing and contrasting things.
on the students knowledge of comparisons. The students This lesson will expand on this knowledge by adding
will be putting comparisons into the sentence structure of new structure to these skills.
an analogy. These expectations are high but reasonable
because the students will be able to make the
comparisons in this structure will little difficulty.
What difficulties do students typically experience in
Relevance: How do these goals and objectives align with [5]
State Standards: The state standard for analogies in second
this area? How do you plan to anticipate these
grade asks students to describe how words and phrases supply
difficulties? (Pre-assessment) [4]
meaning to a story, poem, or song. This activity will give the
Many students may have issues comparing and
students a tool to add meaning to their writing.
contrasting in this structure. I believe this will be the
biggest difficulty. I will address this by modeling the
District curriculum/goals: The state and district standards
structure and giving the students opportunities to practice align.
it.
reasonable expectations? (Refer to Contextual Factors in Entry 2) [2]

School Improvement Process: The school improvement goal is

for students to raise their reading MAP score. This topic is on
the MAP test so the lesson should help achieve this goal.

Anticipatory Set (Initial Engagement):

This lesson is intended to teach the children about
analogies. They will learn the definition of an analogy
and create examples of them. To catch the students
attention, I will read a book that is full of analogies. This
will be an entertaining way to introduce the concept and
give them examples. While reading, I will stop
occasionally and ask students to point out the things
being compared or contrasted in the analogies.

Sequence of Activities - with time allotments:

Introduction
Game
Closure

[c]

Rationale:
The lesson is set up so that the students will have the
opportunity to move around the room to give their
brains a break from learning. The smart board
activity will provide a fun way to practice the
structure of an analogy.

Learning Activities:

How do you plan to engage students in

content throughout the lesson? What will YOU do? What will the
STUDENTS do? [6]

The students will be split into two teams. They will take
turns playing a game styled after tic-tac-toe. The
students will choose a spot on the board where they
would like to play. There is a fill-in-the-blank analogy
linked with each place. The students will conference
with their team about what they would like to answer. A
member from the team will come to the board to reveal
their final answer. If correct, the team will move an X or
O to that space. If incorrect, the next team will take their
turn. This cycle will repeat until one team wins.
Closure: (How will you tie it together & prepare them for what

Vocabulary:
Compare
Contrast
Analogy
Relationship

higher level thinking skills will the students use?

The students will be making connections between
The students will complete a worksheet. They will be
things they see in their every day lives. These
responsible for completing fill-in-the-blank analogies.
connections will use their higher level thinking skills
They will also create a few analogies of their own.
because they need to think of two sets of things that
When the students complete the worksheet, they will turn that make similar connections
it in to the turn in box and read to themselves until it is
time to move on.
Strategies to promote equitable opportunities for all [d]
Use of Technology: (by teacher and/or students) [7]
The teacher will use the smart board to project the game The teacher will alternate calling on boys and girls in
order to promote equitable opportunities.
for the students to play.
What

comes next?)

Rationale: This will allow students to participate while feeling

valued in the environment.

Instructional Strategies: (strategies/questions/prompts to

encourage learning and meet diverse needs) [a]

The teacher will use direct instruction as the main

instructional strategy.
Rationale: This provides an opportunity for the students
to receive instruction in a direct way that will help the
students understand the topic.

Grouping: (Individual, small group, large group) [b]

The lesson will use whole group instruction and then
the class will be split into groups for a game.
Rationale: The lesson is set up this way so that the
students will receive instruction fro the teacher and
then practice it together as a group. This encourages
teamwork and classroom community.

Modifications and/or Accommodations for special needs:

For two students on IEPs for learning disabilities the
teacher will read them the analogies and answer options.

Are there any special circumstances of which the observer

should be aware? [e]
No

Assessment: How do you plan to assess student achievement of the

Follow-Up: What will you do with the assessment results? How

goals? [8]

will that affect what you do next?

The students will be assessed based on their accuracy on

the analogy worksheet. The teacher will collect them at
the end of the lesson. This will be a formative
assessment.

The teacher will grade the assessments and identify

any misconceptions. If there is a common
misconception, the teacher will address this the
following day before moving on. If an individual
student shows a misconception, the teacher will
address this during morning work the following
morning.