3 Days Following the Eclipse…

Lesson Information

Lesson Information
Name: Kylie Johnson

Educational Placement: 2nd grade – Halifax Elementary School

Content Area: Writing

Date to be Taught: 4/10/2024

Time to be Taught: 12:45pm-1:25pm

Duration: 40 min

Details

Lesson Overview

Students will be shown how to complete a graphic organizer and then they will complete their own
graphic organizer with the class. Once that is completed, they will begin writing their own narrative
based on the creature that they created.

Materials

Materials List

Graphic organizers
Pencil
Colored pencils or crayons
Clipboards
Pre/Post Assessment
Writing paper
SmartBoard
 Standards

Common Core PA Standards

CC.1.4.2.M - Write narratives to develop real or imagined experiences or events.

Goals from the student's IEP

N/A
- The students with IEPs in our room are not in the room for writing. They go to a learning
support classroom for writing time.

Teaching Objectives

Teaching Objectives

After completing a graphic organizer, illustration, and given the writing prompt, “Three days after
the solar eclipse, something very strange happened. We all felt - unusual. And then we all turned
into…”, the student will write a narrative passage responding to the prompt and using the 7 “I can”
statements with 3 or fewer errors.

Procedure

Teaching Methods Used in the Lesson

Graphic organizers – A graphic organizer will be used to organize the students’ thoughts about their
new critter/monster/being. They will also use this worksheet to brainstorm an illustration of their
new being.
Movement – The students will begin on the carpet where they will receive their instructions and
expectations for their writing time and then will move back to their seats during the independent
practice.

Pre-Assessment:

10 question paper/pencil quiz – grammar/writing

- The quiz is 10 points. If the students did not circle the entire error, it will be marked wrong. If the
students circled everything that was correct, they got full credit for it.
- There were not any ½ point credits.

- The students will be instructed to circle the error in the sentence. They do not need to fix it, but
they need to identify them.
1. the students love to go to school.
2. Lake Tobias is the best place on the planet
3. mrs. minnich is my teacher this year.
4. Would you like to come over and play with me after school.
5. My mom said that i have her blue eyes.
6. What is yourfavorite candy?
7. We are going to camp hebron for our field trip this year.
8. spot is my dog’s name.
9. My best friend’s name is maranda.
10. Is halifax the town you live in?

Differentiated Learning Activities (content, process, product, and/or

learning environment examples):

Students who need more support will have more attention from adults.
- The students in this classroom do not need very much differentiated instruction. Most of the
instruction reaches all students. For those who struggle with writing or spelling, Mrs. Minnich
and I spend more time with those students when they are sent on their own to fill in their
graphic organizers and begin their writing.
- The graphic organizer will be projected on the SmartBoard for the entire class to work
together on.

Responsibilities of Professionals, Para-educators or Volunteers

Professionals, Para-educators, or Volunteers will be responsible for walking around the room and
helping to monitor student work, participation, and understanding. They are also responsible for
assisting me in any disciplinary actions that are needed throughout the lesson.

Direct Instruction

1. Anticipatory Set

Grab it – Hi everyone! We are going to be writing. Please join me at the carpet!

State it – We are going to be writing a super fun and creative story about a creature that you get to
create.
Relate it – What happened on Monday that we got out of school early for? What was that called?
Prereq Check – What happened during the eclipse? What happens with the moon and the sun during
this event?

2. Modeling / Demonstration:

1. Before the students gather on the carpet, our paper-passer-outter of the week will help me
pass out papers to her classmates.
2. The students will gather on the carpet with clipboards and pencils.
a. As the students are gathering on the carpet, I will project the graphic organizer on the
SmartBoard for the students to follow allong with.
3. I will talk about the writing prompt and give the students their expectations of this writing. I
will talk about the final product of our writing and how this is supposed to be fun, creative, and
silly.
4. I will do the first two questions all on my own. (I do.)
a. Number of legs – 6
b. Number of fingers – 3 on each hand

3. Guided practice:

1. We will complete the rest of the organizer together. (We do.)

a. I will ask the students for some answers for… (All of the questions on the front side of
the organizer)
i. Number of eyes
ii. Number of heads
1. I will make my own creation as they give me their own ideas
iii. What hair color do you have?
iv. How tall are you?
 v. Describe what your skin looks like.
vi. What is your new species name?
vii. Where is your new home?
viii. Who can you take with you?
ix. Where did you go?
b. My turn – Name 3 things that you can do there.
i. I will write about 1 thing that I can do in my new home on my own graphic
organizer.
ii. The students will give me some of their ideas for this part of the organizer to
give each other some ideas.
2. Giving students directions about the rest of the time before gym.
a. Once they finish their graphic organizers, they need to begin coloring their creature on
the back in the fun, squiggly box.
i. The students are to have as many different colors as their age.
1. Example – if a student is 8 years old, they need to have AT LEAST 8
different colors in their illustration. This includes a background and details
in their picture.
ii. We will be at a sweet silence volume level *light*
b. The students are to spend lots of time on their sentences making sure that they have
capital letters, correct punctuation, and they are legible. This will be the last thing we
work on so Miss Johnson can look at them for homework to give back on Thursday.
3. If the students happen to finish early, they need to add more color or ideas to their creature.

4. Formative Assessment:

The students will be monitored and observed to make sure they are grasping the concept and that
they will be able to write independently using the graphic organizer.
- A checklist/sticky note would be required for this section the formative assessment for
anecdotal recording.

5. Independent practice:

WRITING!! - Send the students back to their seats. (You do.)

1. The students will finish their graphic organizers (The last question on the back with the 3
answers.)
2. This will be the last thing that we do so their pictures need to be detailed and an accurate
representation of their writing in their graphic organizer.

Wrap up
- Have the students put their graphic organizers in their journals.
 - Have the paper-passer-outter pass out the testing huts and I will be passing out the tests face
down.

6. Summative Assessment:

10 question paper/pencil quiz – grammar/writing

1. the students love to go to school.
2. Lake Tobias is the best place on the planet
3. mrs. minnich is my teacher this year.
4. Would you like to come over and play with me after school.
5. My mom said that i have her blue eyes.
6. What is yourfavorite candy?
7. We are going to camp hebron for our field trip this year.
8. spot is my dog’s name.
9. My best friend’s name is maranda.
10. Is halifax the town you live in?

Accommodations

1. Accommodations for Disabilities

- Extra push-in support may be given during this writing time.

- Graphic organizer will be read out loud for all students and will be completed together as a
class for those who struggle reading higher words or the directions on the graphic organizer.
- Students may collaborate with a friend on their answers if they are struggling to think of their
own.
- Repetition of questions.
- Repetition of verbal praise to each student who answers a question.

2. Accommodations for Cultural and Linguistic Differences:

N/A
 POST-LESSON REFLECTION (completed after the lesson is taught)

Analysis of Student Learning/Evaluation of the Objectives

Pre-assessment Post-assessment
1 0/10 5/10
2 2/10 10/10
3 2/10 6/10
4 2/10 3/10
5 3/10 8/10
6 4/10 3/10
7 4/10 10/10
8 6/10 10/10
9 6/10 10/10
10 7/10 10/10
11 7/10 10/10
12 8/10 10/10
13 9/10 10/10
14 10/10 10/10
15 10/10 10/10
16 10/10 10/10
17 10/10 10/10
18 10/10 10/10
19 10/10 10/10

In the pre-assessment, the students were given a 10-question quiz where they had to circle the
mistake or mistakes in the sentence. In the pre-assessment, 1 student did not get any questions
correct. 3 students got 3 correct. 1 student got 3 correct. 2 students got 4 questions correct. 2
students got 6 questions correct. 2 students got 7 questions correct. 1 student got 8 questions
correct and 1 student got 9 questions correct. Lastly, 6 students got all of the questions correct. The
pre-test assessed the students’ knowledge of their writing “I can” statements and their ability to
apply it. The students were to circle the error in the sentence, not correct anything or say why. I
read the assessment to the students and repeated the questions to those who needed it. After
looking at the pre-assessment scores, I adapted the instructions before allowing the students to flip
over their post-assessments. I emphasized the specific “I can” statements that they should have
looked at along with giving them the amount of words that they should have circled per question.
After reviewing the post-assessments, most of the students’ scores increased and I was pleased with
their scores.
Analysis of Teaching/Self-Evaluation

Planning and Preparation:

I felt like I was very prepared for this lesson. It was discussed with Mrs. Minnich many days in
advance and we worked on creating the graphic organizer together. I think that we made the
graphic organizer a little bit harder than the students could handle on their own, therefore; we
did it together and it worked out really well. I think I did a good job at incorporating ambitious
learning during this lesson. The content was important and there were meaningful opportunities
to support the students’ learning and development. The students were able to be themselves and
let their creative juices flow during this activity. I was really happy with all of their engagement
and how willing they were to contribute to the classes’ ideas even if they were silly and goofy
ideas.

Learning Environment:

I felt like I have done a good job at creating an environment where the students feel safe,
happy, and comfortable. I wanted to hear all of their answers during this lesson. I feel like I
could listen to them talk for days. They all have such unique and great ideas, and I would have
loved to listen to each and every one of them. I think that I have built a strong rapport with
the students, and it will only get stronger the more time that I spend with them throughout my
time here in second grade. Each day I try to ask each student a question that I did not ask the
day before. For example, I love hearing what they had for dinner the night before or what they
plan on doing that night after school. I want the students to know that they can approach me
with anything that is going on in their life, no matter how big or how small.

Learning Experiences:

Something that I felt that I did an average job with was setting the expectations. Mrs. Minnich
does a phenomenal job at setting the expectations and I thought that I set the expectations
pretty well. Something that I felt like I could have done a better job with was setting all of
them while the students were on the carpet. I should not have waited until they were on their
way back to finish their directions. I thought that the students did a great job with
participation. When the questions had to deal with content from days before or about writing
itself, I paid them in Cat Cash to ensure that they would keep up the great work.
Principled Teaching:

After I got off of Zoom with Dr. Gardner, I immediately asked Mrs. Minnich what she thought
about my lesson. The feedback that she gave me was the same as what Dr. Gardner had shared
with me. They both told me that I should have just had the students work through their spelling
and then written the correct spelling on their graphic organizer later. Mrs. Minnich had told me
that the students know not to ask how to spell things. She said that they knew that there would
be “grown up writing” on their papers the next day to make sure they know how to spell things
correctly on their final writing.