Lesson Plan

Teachers’ Names: Kaitlyn Ruff & Naava Wachtel Scheduled teaching date: 05/14/2019

Grade Level: 2nd Grade Subject Area: Language Arts

School Data:

Perry Hall Elementary School, Baltimore, MD

● This school is located in a suburban area right outside of Baltimore city. The average

home price in the area is about $275,200.

● Enrollment: 766 Students

● Attendance rate: 95.0%

● ELL Student population:

 ● Test scores: 58% (11.6 average earned points out of 50) on state tests

● FARM rate for population: 58.8%

● Graduation rate: N/A

Lesson Standard(s):

● MD Common Core Standard-

Vocabulary Acquisition and Use:

● L.2.4 - Determine or clarify the meaning of unknown and multiple meaning words

and phrases based on grade 2 reading and content, choosing flexibly from an array

of strategies.

➔ L.2.4.d - Use knowledge of the meaning of individual words to predict the

meaning of compound words (e.g., birdhouse, lighthouse, housefly;

bookshelf, notebook, bookmark).

● ISTE-NETS-Students-

Creative Communicator:

● Students communicate clearly and express themselves creatively for a variety of

purposes using the platforms, tools, styles, formats and digital media appropriate

to their goals.

○ 6a - Students choose the appropriate platforms and tools for meeting the

desired objectives of their creation or communication.

 ○ 6b - Students create original works or responsibly repurpose or remix digital

resources into new creations.

Learning Objectives:

● Objective 1: Students will understand the concept of a compound word and be able to

identify them in a text sample.

This objective fits under the second level of Bloom’s Taxonomy, “understand,” to

ensure that students are able to identify and recognize compound words in a given text

through guided practice.

● Objective 2: Students will be able to apply their knowledge of compound words by the

using individual words given and combining them to make new compound words in

groups.

This objective fits under the third level of Bloom’s Taxonomy, “apply,” and will

be used to motivate students to collaborate with one another in order to demonstrate a

collective understanding of how to combine single words into a compound word to make

a whole new meaning.

● Objective 3: Students will be able to create & construct their own sentences using

compound words.

This objective fits under the top tier of Bloom’s Taxonomy, “create,” because

students will be asked to work independently and assemble sentences with one compound
 word in it. This will be used so students can demonstrate their individual comprehension

of compound sentences.

● Objective 4: Students will be able to evaluate whether a word is a compound word or not

by observing a single word in and out of text and context.

This objective fits under the fifth tier of Bloom’s Taxonomy, “evaluate,” as

students will be given examples of words that are not compound words and asked

why they do not qualify as compound words. An explanation of what makes a

word not a compound word will be given, but students will be asked to participate

in a discussion evaluating why a word is or is not a compound word.

Assessments:

Formative:

● Teachers will listen to students answers and comments while students are working with

their peers in order to listen as to whether or not they are getting the concept of

compound words.

● Students will complete the Padlet in order to share the words they found in the text.

- Teachers can look at this information in order to measure and observe the quality

of student understanding of the concept.

- Students have the option fill out a hard copy of a graphic organizer so that they

can hand write their own answers the answers the class collectively came up with.
 ● After each section, the teacher will check students understanding by asking for a thumbs

up or down.

Summative:

● Students will compose at least 3 sentences using compound words.

- Paper option for students who prefer or need to handwrite.

- Video for students who prefer or need to use technology to demonstrate their

learning or participation rather than handwriting.

- Typing option for students who prefer or need to type instead of handwrite.

Teaching Materials:

● Word strips

● Short text passages

● Compound word video

- https://youtu.be/QRQN1cbqGN8

● Computer or iPad for video

● Worksheet of notes to pass out students

● Padlet

● Nearpod

● Highlighters

Engagement/ Intro (3 mins)​:

● Students will look at two words, presented on the board through the utilization of the

projector or smart board, and the teacher will tell students to take a look at the words and

think about if they notice anything (different, similar) about them.

● Students will also have the option to follow the powerpoint in ​Nearpod​. This is a good

option for students who focus better with the content right in front of them, or prefer to

follow along on their own device. ​Nearpod Code: ​ZQXFS

● Teachers will point out how there are two words that the example is composed of, and

explain how they each have two different meanings.

- Ex. cupcake: cup, as in drinking cup, and cake, as in birthday cake. Both words

mean two different things, and together they also create a word that means

something entirely different.

- Teachers will also say the words out loud. The word cupcake, from the example,

will be separated both on a visual and auditory basis. The word cup will be

projected and said, then cake in the same fashion, and then the word, combined

and said together as a class.

● Teachers will give a short explanation of what is not a compound word, show some

examples, and ask students to give their own examples of words that are not compound

word.

- Ex. jumping: jump, as in the action of going up into the air, and -ing, the suffix.

Only the word jump, when looked at individually, has its own definition.

- Teachers will again say the examples of words out loud. The word jumping, for

example, will be separated both on a visual and auditory basis. The full word,
 jumping, will be projected and associated with a picture, and then it will be

deconstructed into the word jump and the suffix -ing. Jump will be associated

with a picture, and -ing will be associated with a picture that looks confused, as it

is not a word with a full meaning (it cannot stand by itself and have any meaning).

Explanation/ think aloud (2 mins):

● Teachers will give an explicit explanation on what compound words are.

1. We will be learning about what compound words are.

2. A compound word is a word that is made up of two unique words. When these

two separate words are put together, a new meaning is formed.

3. A word that is not compound has one or no words that can remain by themselves

and have any meaning (ex. read).

Outcomes-

4. I can notice compound words because I am able to recognize the words that make

up the bigger word.

5. I notice that the two words that make up a compound word create a whole new

meaning when put together.

6. I notice, by separating words, that some words are not compound words because

they do not have two words with individual meanings within it.

● https://youtu.be/QRQN1cbqGN8

- Providing the video will assist students who benefit from visual examples.
 ● Teachers will pass out a note worksheet that has important information and notes from

the think aloud.

- This is a different way to present information to students for those who learn

better with the notes on paper.

● Teachers will ask if the students are understanding the concept by asking for them to

show a thumbs up or down. The students will place their thumbs beneath their chin so the

teacher is able to see what each student thinks without the rest of the class seeing as well.

Transition- “Alright now that we have some important information on what compound words

are, we can identity compound words different texts that we read.”

Guided practice (7 mins):

● Students will read a small passage and identify some compound words and their parts by

highlighting.

● Once students are done reading the passage on their own, they will have time to turn and

talk to their peers at the table about the words they identified.

- Teachers will be walking around listening to students thoughts and encouraging

them to explain why they believe the words that they identified were indeed

compound words.

- What were the meanings of the individual words?

- How is new meaning created through the combination of these words?

 ● Teachers will ask students to share some words that the groups were able to identify

using Padlet.

- https://padlet.com/kruff22/vfncb7dqd9cm

- A QR code will also be placed on the text example.

- As students share (once all answers are submitted on the Padlet), they will be

asked to explain why they identified the word.

- Students can use the technology that they have to complete the Padlet, or iPads

will be provided for students who may not have their own access to technology.

Transition: “You guys did a fantastic job at identifying different compound words! Now in our

next activity, we will be using our new knowledge to create some compound words.”

Group activity (7 mins):

● Students will complete a matching activity.

- Students will be handed one “piece to the puzzle,” either a single word or a

picture.

● Students will not start in groups, they will receive either a word or a picture randomly.

- The goal is to get the students to collaborate with one another to find their

matches. Two single words will create a compound word when put together, and a

third student will have a picture to represent the word that was created.
 - If any students have restrictions moving around the room, tell them to hold up

their signs so other students can come to them. There will also be an option for a

packet of single words and pictures for students with mobility restrictions.

- After the students have sorted themselves, they should be in multiple groups of

three. There can/will be multiple rounds.

- Each student will have a recording sheet, with a fillable equation to help with

note-taking and for reference (dog+house=doghouse).

● This activity will allow students to understand the meanings between the words being

used to make compound words, as well as the relation to the new word that is made.

● Once students are grouped, they will be instructed to discuss the components of the word.

Independent work:

● Students will practice their understanding of compound words by creating sentences that

have compound words in them.

● Students can hand write these sentences OR students can also use Swivl if they would

prefer to make a video of themselves saying their sentences.

● For students who need a challenge, see if they can make all of the sentences relate to each

other and make a short story!

Closure:

As an exit ticket, students will share one of their sentences that they created during their

independent work time.

 - Students will have access to a Padlet to share their sentence on.

- Students will also have the option of handwriting the sentence if they prefer.

UDL Implementation:

Provide Multiple Means of Representation

1.1 Offer ways of customizing display information
● Students will be able to follow along with the powerpoint through Nearpod. This will

help students who need to information right in front of them or prefer the visuals up

close. This will also assist students who need the support to focus better.

1.2 Provide alternatives for auditory information

● Students will have the option to receive a handout consisting of important key notes from

the explanation of compound words.

1.3 Offer alternatives for visual information

● Students will hear the examples given for the introduction out loud as well as it being

projected onto the board. This provides an audio option for students who may have sight

restrictions.

2.5 Illustrate through multiple media

● Students will have a video with visuals to go along with the verbal description of

compound words.
 ● During the group activity, there will be a picture for every compound word that is made

to match up with the word. This gives the students a visual representation of the words

that they are creating

3.1 Activate or supply background knowledge

● During the engagement, students will be asked to think about the words that they see

when the compound words are broken up. These will be words that they already know

and recognize. Thinking about these words will help students identify the new meanings

of the compound words.

3.2 Highlight patterns, critical features, big ideas, and relationships

● During both the introduction and explanation the teacher draws attention to the important

relationship between the two words that make up a compound word.

3.3 Guide information processing, visualization, and manipulation

● During the think aloud, students will receive an explicit explanation on what a compound

word is. They receive the steps for identifying and comprehending the word. Also, they

will be given an explicit explanation of what makes a word not compound, with steps.

Provide Multiple Means For Action and Expression

6.2 Support planning and strategy development
● During the activities where students are either identifying compound words or creating

them, the students are asked to talk with their peers as to why they identified the words as
 compound words, as well as share with the teacher/class in some instances. This requires

students to give explanation and reflect on their decisions regarding the compound words.

6.3 Facilitate managing information and resources

● Students are given the option to fill out a graphic organizer during the group activity

regarding the words they made. They can use this as a resource or refer back to it later if

need be.

6.4 Enhance capacity for monitoring progress

● During the guided practice activity, teachers will be walking around the room not only

observing the students, but also asking them questions that prompt their thinking and

require them to think deeply about whether or not the words they choose reflect the

standards of a compound word. Questions like this include “What were the meanings of

the individual words?” and “How is new meaning created through the combination of

these words?”.

Provide Multiple Means For Engagement

7.1 Optimize individual choice and autonomy

● There are multiple instances in the lesson where students have a choice on how they want

to complete activities. An example would be using the Padlet to share the compound

words that they identified or using paper to do so.

8.1 Heighten salience of goals and objectives

 ● Throughout the lesson we have the students reach the goal of identifying compound

words in multiple ways. First the teachers scaffold how to pick out a compound word, as

well as identify the components of it. Then the students look at a passage and identify the

compound words. After that the students do the group activity and build compound words

based off the the words they have. Every activity it supporting the goal of identifying

compound words, but just in different forms.

8.2 Vary demands and resources to optimize challenge

● During the independent activity, students will have to option to make their sentences

relatable in order to create a short story. This will add a challenge for students who want

it.

8.3 Foster collaboration and community

● Students are to collaborate and work together during the group activity in order to create

the compound words using the single words they have. Not only will they they discuss it,

but they will be walking around the room, working together to find the solutions.

Overall, nicely done. I am excited to hear about your future success in the classroom!

Here is a link to your reflection.

https://towsonu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e5f7e91a-588f-475a

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