Module 3 Lesson Plan

Judith Larkin
EDU 615

Motivational Theory:
My lesson focuses on the Social Cognitive Theory and the Goal Orientation Theory. In this lesson, I have
grouped students based on data from a pre-assessment. The Social Cognitive Theory discusses that
children can be motivated to engage in behaviors they see modeled by others. The children working in
groups will be given objectives and expectations for group behavior. The concept of self-efficacy will be
the focus based on the thoughtful grouping of students and their ability to feel successful. The groups will
be given a task that they will be able to perform and that offers rigor for students to work together to
problem solve.
The Goal Orientation Theory discusses how teachers instructional practices influence the goals that
students adopt (Anderman, 2014). When introducing this lesson, the teacher uses the smartboard to
complete a contraction activity. Before sending the children off to work in groups, the children were
given specific instructions and goals for the completion of the activities. The children were carefully
grouped based on data. While working in groups, expected behavior is noted and commented on. During
closure, student successes are recognized and completed work is shared.

Content Standards:

CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Learner Background:
To assess students present level based on this learning objective, I gathered data from three resources. I
gave a pre-assessment that gave information in three areas. Students were assessed on:

Recognizing the two words that make up a contraction by drawing a line and matching.

Deconstructing the contraction

Writing the contraction

The assessment not only had the contractions for this lesson, but I included other contractions to enable
me to fully understand my students knowledge of all contractions that will be covered in subsequent
units.
Six of my students did not have an understanding of contractions and could not successfully
match, deconstruct or write any of the contractions that were given on the assessment.
Six of my students were able to match 40-60% of the two words that make up a contraction to the
contraction given. These students were not able to deconstruct or write the contraction.
Seven of my students were able to match 70-100% of the two words that make up a contraction.
Within this group, there was a mixed ability for deconstructing contractions and only one student
was able to form some contractions from the words given.

Lesson Objective
Students will be able to understand the concept of contractions and complete various activities within
their groups to determine the words that make up the not contractions, sort, and write the contractions in
their correct form.

Assessment
Students will work in pairs within their groups to recognize contractions and the words that make up
those contractions. Each group will complete an activity after they have visually created a contraction. I
will be informally assessing each group as they are working on their activities and will collect their
completed assignment. At the end of Unit 10, there will be an end of unit spelling test on the not
contractions.

Group 1: This group will work on 7 of the 12 not contractions in Unit 10. I have not included the
trickers because I want the students to see the pattern and feel successful. The students will
visually see the two words and how it contracts into a smaller word using paint sample cards. The
children will then write the 7 words on a flower paper so they understand the mechanics of
writing a contraction. I will do a quick reteach of contractions with this group.

Group 2: This group will work in pairs using 3x5 cards to match all of the not contractions in this
unit. They will then write all the contractions.

Group 3: This group will work in pairs to sort not, is, are, will, have, and had contractions. These
students will create an end product on the smartboard that we can use as a reference tool.

Initiation

T. will have students come to the carpet and will be reminded about whole body listening.

T. will ask students to explain what they already know about contractions.

T. will use a rubber band and visually demonstrate what the word contraction means.

T. will let students know that we will focus on not contractions but students should always be
observant to notice others.

T. will read two to three pages in If You Were a Contraction using smartboard (Bookflix)

T. will have students use the smartboard to look at not contractions.

Development
T. will explain to students that they will be working in groups.some groups will break into pairs.

Group 1 will work with me at the blue table. T. will review contractions. Students will read the
two words that make up the contraction that is written on a paint sample card. I will demonstrate
how the word contracts making it a contraction. I will review the seven words with the students
and they will write the words on the flower paper to take home. The students may color the paper
after they complete it. The students can practice their contraction cards if they complete their
work.

Group 2 will work at desks. They will work with a partner and sort and match contractions.
Once they have made their matches, they need to write down the contraction next to the word on
their paper. If they finish, they can reshuffle their cards and sort again.

Group 3 will work at the carpet. They will be working together and they need to decide how
they will create a finished product sorting/matching contractions for the classroom using the
smartboard. They have extra work to complete if there is time.

T. will state expectations for group work with the help of students. Remind students about
character traits.Being Respectful, Responsible, Honest, Safe. (Take turns, quiet voices, use
kind words, help each other)

T. will remind students to ask questions of each other and everyone should be able to share
ideas.

T. will have the other groups work independently and will observe to make sure students are
working responsibly.

T. will have group 1 work independently and circulate to assess understanding and group
dynamics of group 2 and 3.

Closure
Students will come back together to share their learning. Students will the opportunity to share their end
products and discuss how their groups worked together. This is an opportunity to share their success
in learning.

References

Anderman, E. M., & Anderman L.H. (2010). Classroom Motivation. Upper Saddle River, NJ:
Pearson Education, Inc.