Micro Lesson Plan 2

Micro Lesson Plan 

I.  RATIONALE: 

While the students are in the early stages of learning how two syllables work this resource gives the students the ability to piece the words together. The students will start by logging on IXL and picking the M.3 Complete the two-syllable words under the vocabulary sections. This resource gives the students different words that are broken apart that they now need to piece back together. 

II. OVERVIEW: 

Grade Level: 2nd grade 

Subject(s): ELA

Topic of Study: Vocabulary and Time-order sentences  

Time Allotment: 30 minutes 

Standard(s): 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding one-syllable or two syllable words. 

Objectives: Students will be able to complete the two syllable words using IXL. 

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson?  The students will need to have an understanding of two-syllables and words being broken apart.  How will prior knowledge and experience be assessed? By using the I Do, We Do, You Do method the students are able to refresh their brains and start by hearing the teacher, working with partners and then by themselves.  How will you use this information in the planning process? In the future I would probably include maybe a paper so the student can work on five problems after they complete the IXL so that I can have a material proof they understand the concept and they are on the right path.  When will the lesson be taught in the course of the school year? Why?  This lesson is very flexible and can be used as a refresher at any point throughout the school year but for the first time I would recommend in the beginning of the year so the students can build on this foundational skill.

III. IMPLEMENTATION:

Procedure:

I Do: Start by refreshing what two-syllable letter words are and what they do to work. This is a short conversation to refresh the memory before moving into the next procedure. I will start by pulling IXL up on the board to use as my ‘I do’ for the students to see me complete the two-syllable words. As the teacher I will complete two by thinking out loud so the students can hear my thought process. Each slide pops up with two options of syllables and two words that are missing the syllables. It is up to the students to figure out which syllable completes each word. 

We Do: The students will then talk in a small group to figure out which syllables complete the two syllable words. The students are to talk out loud with their partners and be able to explain their thinking. After they come to their answers the students need to  hit submit under the syllables to see if they are correct. 

You Do: The students will then work independently to complete the two-syllable words. The students will continue throughout the website until they get to a 100 on their smartscore or until the 30 minutes are up. This is possible for all students because each time they submit their answer it will tell the student if they were correct or wrong. If the students were correct they will continue and get more points on their smartscore but if they were wrong it will tell them and have them move to the next question without any points. 

Reflection: Designing Instruction (InTask Standards 7 and 8): How do the instructional methods align with what you know about best practices?  In this lesson the ‘I Do, We Do, You Do’ method gave the students an opportunity to see how to put the two-syllable words back together and even explain their thinking instead of just guessing.  How are you engaging students in a creative and higher order taking?  The only requirement I had was that they had to get to a 100 scorecard by the end of the class so the student had time and no pressure to finish in the rest of the 20 minute class. By giving them this amount of time the students were able to understand their reasoning and how their brain was working to finish the two-syllable words.

IV. ASSESSMENT:

After each student has made it to a 100 on their smartscore the student will come to the teacher to show their score. The students will then tell the teacher the reasoning on the last word they worked on as it will still be on the screen. This allows the students to have access to technology and also be independent in the majority of their lesson. 

Reflection: Planning Assessment (InTask Standard 6): How do the instructional methods align with what you know about best practices?  The informal assessment will be the students working with the words and getting to a certain score. The formal assessment is the score the students are able to reach and then explaining their thinking on the last  problem and why they chose those syllables to complete the words.  How are you engaging students in creative and higher order thinking? Throughout the lesson the students are engaged in using their brain to and understanding the way their brain works in order to complete the two-syllable words.

IIV: MATERIALS AND RESOURCES 

• IPad

• https://www.ixl.com/ela/grade-2/complete-the-two-syllable-words

How does your lesson meet ISTE Standards? ISTE Standards for Educators:  2.5.a: Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.  2.5.b: Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.  2.5.c: Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. 2.6.a: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.  2.6.b: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. 2.6.d: Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.  ISTE Standards for Students:  1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.  1.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.