Second Grade Lesson Plans
Table of Contents
Page 2
Veteran’s Day
Social Studies
(integrated with Writing and Music)
Page 4
Liquid Measurement
Mathematics
FRANKLIN COLLEGE
Education Department
Student Name: Hannah Donahue
Lesson Plan #2
Subject Area: Social Studies integrated with Writing and Music
Grade Level: 2
Date Prepared: November 5, 2010
____________________________________________
Signature of Cooperating Teacher
Date Taught: November 11, 2010
Related Standard Number: English 2.5.3, Social Studies 2.2.5
Description: Write a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature.
Roles of Citizens: Identify people who are good citizens and describe the character traits that make them admirable.
TOPIC: Social Studies and Writing
OBJECTIVE: In order to understand the admirable qualities that make someone a good citizen and know how to write a friendly letter
TSWBAT write a letter of appreciation to an active duty soldier after a class discussion of a class-read book.
MATERIALS: The book America’s White Table, one desk and one chair, white table cloth, lemon slice, salt, black napkin, glass,
white candle, red rose, vase, dry erase board, marker, writing paper and pencil for each student, a YouTube recording or C.D. that has
America the Beautiful, lyric sheets to the song Those who Served, recording of the song Those who Served.
PROCEDURES
A. Beginning of Lesson
Classroom management two-part step:
Part One: Okay class, it is time to begin our writing lesson for today. I need everyone to quietly move to the center of the
floor and sit down on your pockets. I will know that you are ready to begin when your voices are off and your eyes are
on me.
Part Two: I really like the way that most everyone is sitting quietly with their hands in their laps, ready to begin. [Insert
the names of “stragglers”] would you like to join the rest of the class and show me that you are ready to learn?
2. Lesson set
The teacher will explain to the students that they are going to review the vocabulary that they learned with Mrs.
Barton earlier in the week and then do a neat activity. The teacher will review the vocabulary words by using a dry erase board and
marker. She will use a fill in the blank strategy or a scrambled word strategy. Once she has refreshed the students on their vocabulary
words, the teacher will tell the students that they are going to read a book about a veteran who fought in the Vietnam War. She will
explain that the character in the book was also a POW like they talked about. The teacher will also mention that they will be setting a
table with different items that were symbols for something else. She will let them know that because they will be doing something
interactive while they are reading, they need to give their very best behavior or they will stop and return to their seats.
B. Instruction Steps
*Modifications (strategies to meet individual special needs at a particular step.
1.
2.
3.
4.
5.
The teacher will begin reading the story to the children. When the time comes in the story in which an item needs to be
placed on the table (which the teacher will have set up prior to the lesson), the teacher will pause in the reading and asked
whichever student she assigned to that item (prior to the lesson) to stand up and place the item on the table.
The teacher will continue reading and repeat the same process until every item has been completed. The teacher will then
continue reading the book until it is finished.
When the teacher finishes reading the book, she will hold a class discussion about the book. Together they will discuss what
the character in the book gave up for his country and fellow soldiers. The class will talk about qualities that make the
character in the book an admirable, good citizen.
The teacher will then pass out the lyric sheets and play the song Those who Served, encouraging the students to sing along as
they pick it up. She will then ask for volunteers to tell her ways that they can show appreciation to soldiers and veterans.
The teacher will then tell the students that today they are going to show appreciation to soldiers currently fighting in
Afghanistan by writing letters. She will tell them that they will be writing letters to soldiers that are fighting in Afghanistan.
6.
The teacher will then dismiss the students in groups to quietly return to their seats and wait for directions. Once they are
sitting on their pockets at their desks, she will review the friendly letter format with the students by using the file folder
template on the overhead. The file folder template will have the example letter inside of it, and the cut-out parts will be
covered up with sticky-notes. She will ask for volunteers to name the different parts of the friendly letter. With each correct
answer, she will reveal the litter piece by piece by removing the sticky notes.
Closure Statement:
The teacher will then explain to the students that these letters are going to be sent all the way overseas to Afghanistan
and that the soldiers who are fighting will get to read them so it is important that they do their best work and use their
best handwriting. The teacher will ask students if there are any words they can think of that they would want to know
how to spell for their letters. She will write those on the board.
7.
8.
9.
The teacher will have her paper passers hand out the writing paper. She will then give the students the rest of the allotted time
period to write their letters, instructing the students to raise their hands with questions or when they are finished so that the
teacher may approve the letter.
As the students write their letters, the teacher will play the student the song America the Beautiful in the background. The
song is featured on the pages of the book.
If additional time is left, the teacher will allow the students to group share.
ASSESSMENT
Each student’s comprehension will be informally assessed by teacher observation as she walks around during the letterwriting and check students’ papers. Several student volunteers will be assessed during the group discussion by answered teacher-given
questions.
EXTENSION
Individual: Should a student need an extension, the teacher will allow him to write another letter to a veteran or soldier that
they may know personally. If the student does not know another veteran or soldier, he may draw a picture or write another letter to be
sent off in the care package.
Group: Should the group need an extension, they will be allowed to draw a picture that will be included in the care package.
REMEDIATION
Individual: Should a student need further instruction, the student will be allowed to write their letter using the file folder
template while also referring to the teacher’s example letter.
Group: Should the group need further instruction, they will write a model letter as a class on the large sheets of paper at the
front of the room.
HOMEWORK
There will be no homework assignment. The students will finish their letters during study hall if they need more time. They
will be given a challenge/goal to thank a veteran or soldier if they personally know one or if they see one.
FRANKLIN COLLEGE
Education Department
LESSON PLAN
Student Name: Hannah Donahue
Lesson Plan No.: 1
Cooperating Teacher Name: Mrs. Kendra Moore
Subject Area: Math
Grade Level: 2
___________________________________________________________
Signature for Approval (Cooperating Teacher)
Date Prepared: March, 13, 2009
Date Taught: March 18, 2009
Related Standard (Number): Math 2.5.5
Description: Estimate/measure capacity using cups and pints
TOPIC (key point; concept; skill): liquid measurement involving cups, pints, quarts, and gallons
OBJECTIVE (TSWBAT + performance, conditions, criteria): In order to understand the units used to measure liquid capacity,
TSWBAT calculate varying liquid measurements including the amount of cups in a pint, pints in a quart, and quarts in a gallon, if
randomly called upon by the teacher, by accurately pouring water that is dyed with food coloring from one unit of measurement into
another unit while observed by the teacher and the class and then completing a homework sheet that will be evaluated by the teacher
using a system of unsatisfactory marks.
MATERIALS: One empty 1-gallon container, four empty 1-quart containers, eight empty 1-pint containers, one empty 1-cup
container, funnel. Two 1-gallon containers full of water. 22 1-cup plastic drinking cups. Two Kool Aid packets. Green food coloring.
22 copies of worksheet to record amount of units. 22 worksheets of homework page. Overhead, blank transparency, wet-erase marker.
Paper towel.
PROCEDURES (teacher and student tasks)
A.
Beginning of lesson
Classroom management two-part step (to have students ready to learn, in listening position, where they need to be):
Part One: Okay class, it is time to begin our math lesson. I need everyone sitting on their pockets at their desks.
Please make sure you put all of your books and possessions into your desks. I will know that you are ready when your
desks are clean and your eyes are on me.
Part Two: I really like the way that most everyone is sitting quietly with clean desks, ready to begin. [Insert name(s)
of “stragglers”] would you like to put your things away and join the class?
2. Statements to initiate or set the stage for the lesson; motivation; overview; or establish an atmosphere: Let’s pretend
that we wanted to make a gallon of Kool-Aid to share with the class. First, we would have to figure out how much KoolAid we would need for a gallon of water. But that’s tricky because the Kool-Aid packets don’t say anything about the
number of gallons it makes; it tells us that it makes two quarts. So then we have to figure out many quarts would go into
our gallon. We would need to know how to measure and calculate the measurement, or volume, of our liquid. Well, today
we are going to explore how to measure the volume, or the capacity, of liquids. We are going to figure out how many cups
of water we can put into pints, and how many pints we can put into quarts, and how many quarts we can put into one
gallon. By the end of this activity, you’ll all be measuring pros. After our activity, making Kool-Aid will be a breeze. First
I will explain what the activity will consists of, and then you all will actually get to do it at the table I have set up in the
back. I think you will all really enjoy this activity, and I can’t wait to see what a great job you will do with it! Now let’s
get started!
B.
Instruction Steps:
* Modifications (strategies to meet individual special needs at a particular step)
1. The teacher will explain to the students what the students will be doing in the activity. She will explain that they will
be pouring water with green food coloring into cups. She will tell them that, using a funnel, they will pour these cups into
pints, and those pints into quarts, and finally, those quarts into a gallon. She will explain that the food coloring is added to
the water so that the students will be able to measure the water more effectively because it will be easier to see, and it will
be easier for visual students.
2. The teacher will call the seat captains up to the front of the classroom to get a record sheet for each member at their
table. The captains will return to their seats and distribute the record sheets. The teacher will explain to their students that
during the activity they are to record tally marks on this sheet, using a pencil and writing slate, the number of cups that go
into each of the eight pints, the number of pints that go into each of the four quarts, and the number of quarts that go into
one gallon.
3. The teacher will explain to the class that when they take their seats in the back of the room, the first ten students will sit
on their knees on the floor in front of the table, and the remaining 12 students will stand behind the kneeling students. She
will then dismiss the students by their seated clusters, group-by-group, to take their pencil and record sheet and walk
quietly to get a writing slate from the front of the class room and then take their seats around the table in the back of the
room.
4. Once the students have settled in their spots in the back of the classroom with a pencil, record sheet, and writing slate,
the teacher will state that they will begin the activity by pouring the dyed water from the gallon into the measuring cup,
one cup at a time. She will explain that they then are to pour that cup into a pint using a funnel. She will ask for one
student volunteer to pour first.
5. The teacher will choose a student who is sitting quietly with his hand raised. She will have him leave his spot on the
floor and come up to the table to complete the first part of the activity. The student will be instructed to pour the dyed
water from the gallon carefully and slowly until they have one cup full of water. When he has one cup of water, he will
then pour the water measuring one cup into the first pint using a funnel. The student will repeat the process until the first
pint is full. The teacher will ask the students to calculate how many cups go into one pint, based off of their activity.
When the students produce the correct answer of two cups, she will then ask them to attempt to calculate how many cups
will go into eight pints if they know that two cups go into one pint. The students will be given time to calculate and
answer the question. The teacher will ask the class as a group what they have come up with. Once they share their
predictions, the activity will then resume so that the class can see if their calculations were correct. The teacher will ask
for a new volunteer to complete the same steps as the first volunteer. Each time, a new volunteer will be chosen to
complete the step until all eight pints have been filled. The teacher and the class will then revisit their calculations and
decide if they were correct or not. The students will then have an opportunity to correctly make their tallies and record the
results on their record sheets before continuing the activity.
6. The teacher will then explain to the class that, using the same water, they will be pouring those pints into quarts. She
will call upon a volunteer who is sitting quietly with his hand raised. She will have him leave his spot on the floor and
come up to the table to complete the second part of the activity. The student will be instructed to pour the dyed water from
the pints carefully and slowly into the quart container. The student will repeat the process until the first quart is full. The
teacher will ask the students to calculate how many pints go into one quart, based off of their activity. When the students
produce the correct answer of two pints, she will then ask them to attempt to calculate how many pints will go into all four
quarts if they know that two pints go into one quart. The students will be given time to calculate and answer the question.
The teacher will ask the class as a group what they have come up with. Once the class has shared their predictions, the
activity will then resume so that the class can see if their calculations were correct. The teacher will ask for a new
volunteer to complete the same steps as the previous volunteer. Each time, a new volunteer will be chosen to complete the
step until all four quarts have been filled. The teacher and the class will then revisit their calculations and decide if they
were correct or not. The students will then have an opportunity to correctly make their tallies and record the results on
their record sheets before continuing the activity.
7. The teacher will then explain to the class that, using the same water, they will be pouring those quarts into a gallon. She
will call upon a volunteer who is sitting quietly with his hand raised. She will have him leave his spot on the floor and
come up to the table to complete the third part of the activity. The student will be instructed to pour the dyed water using
the funnel from the quarts carefully and slowly into the gallon container. A new volunteer will then be called upon to pour
another quart into the gallon. When the second volunteer has finished, a third volunteer will be called upon to pour the
third quart into the gallon. The teacher will then pause and ask if the students think the last quart will fit in the gallon or
not. When the students have answered, the activity will then resume so that the class can see if their calculations were
correct. The teacher will ask for a new volunteer to complete the final step of pouring the fourth quart into the gallon. The
teacher and the class will then revisit their calculation and decide if they were correct or not. The students will then have
an opportunity to correctly make their tallies and record the results on their record sheets.
8. The teacher will then ask for a volunteer to read aloud the results they have recorded on their tally sheet. The teacher
will ask the students what they have learned from the activity. She will be sure to point out to the class how all of the
measurements used the same amount of water and fit together in one big container. She will then instruct them that when
she dismisses them, they are to return their writing slates to the front of the room and return to their seats, keeping their
pencils and tally sheets out in their desks. She will dismiss them to do so row-by-row. When the students have returned to
their seats, she will take her spot at the front of the classroom.
Closure statement (brief lesson review, summary; doesn't have to be the last step if something is going to be made or an
activity will follow): Okay class, you should all be back in your seats by now. The only things you should have on your desks
are your pencils and record sheets. I will count down from five. By the time I reach zero, you should all be seated on your
pockets with your eyes on me. I know that we just finished with a fun, hands-on activity, but we still have things left to do.
Show me that you are capable of behaving properly and that you are mature enough for us to do more of these activities in the
future.
Now that you are all ready, we will review together. Today we learned about the different units of measurement for liquid. We
learned that there are sixteen cups in eight pints. We saw how those eight pints were able to fit inside four quarts, and how
those four quarts fit perfectly into one gallon. We discovered how the units of liquid measurement work together and fit inside
one another. We also learned how we can calculate the different measurements so at any time we can figure out how many
cups we can get out of a gallon of apple juice or how many pints of milk we need to equal one quart of milk. Solving the
problem we had with making the Kool-Aid we talked about earlier would be simple. Now we are going to put our new skills
and knowledge about liquid measurement to use.
9. The teacher will then call the seat captains up to get Homework sheet 23.1 and 23.2 for each member in their group. The
captains will then return to their seats and distribute the sheets to the members of the group.
10. The teacher will tell the students to place their name at the top of the worksheet on the blank line. She will then ask a
student to read the directions allowed. She will pick a student with his hand raised quietly and who is sitting still in his seat
with everything except his pencil, record sheet, and homework sheet cleaned off of his desk. The student will read the
directions aloud. The teacher will then summarize the directions and explain what they mean. She will then ask the class to
show if they understood by nodding yes or no. She will then call upon a student who was fidgeting or not paying good
attention to explain what the class is to do on the worksheet. This will ensure that that student is on board with the class. The
teacher will then demonstrate the example problem on the homework. She will demonstrate this example on the overhead on a
blank transparency using a wet-erase marker. She will then call upon a student whose hand is raised to complete the first
problem on the worksheet. The student will come to the front of the classroom and complete the problem on the overhead,
using the same transparency and marker that the teacher used. When the student is finished, he will return to his seat.
11. The teacher will then instruct each student to work individually on the first side of their homework for the remaining
fifteen minutes. They will be instructed to bring the worksheet when it is finished up to the teacher’s desk to be evaluated and
checked by her. Once each student has had his worksheet assessed and cleared by the teacher, he will place it in his mailbox in
the back of the room to take home and complete the second side for tomorrow. Should a student not complete the first side of
the worksheet within the allotted fifteen minutes, the remainder of side one in addition to side two is homework.
ASSESSMENT (how is objective met by students: observation, written work, presentations, quiz, etc.):
Thirteen volunteers, chosen by the teacher, will pour water dyed with food coloring from one container to another that vary in
measurements, including cups, pints, quarts, and a gallon, while observed by the teacher and class, to better understand the units and
calculation process of measuring liquid capacity. The entire class will then be evaluated by completing a worksheet provided by the
teacher, in which one side will be completed in class within an allotted time slot of fifteen minutes and the other side will be assigned
for homework, in accordance with the activity previously completed to be evaluated by the teacher and marked as either satisfactory
or unsatisfactory and recorded in the grade book. Should the student not complete side one in the allotted time, it becomes homework
to be collected the next day, along with side two.
EXTENSION (what will be done beyond lesson):
Individual: Should a student need a greater challenge, the teacher will have worksheets with different measurement problems.
These problems will be harder and apply more to the real world, dealing with situations in which liquid measurements are actually
used in real life.
Class: Should the class need an extension, a gallon of Kool-Aid will be previously mixed. The students will be given a list of
measurement problems that they must figure out, and the problems will relate to the number of students in the class and the amount of
Kool-Aid. For example, “There are four pints of Kool-Aid. If each student gets one cup of Kool-Aid, how many students can have a
cup from four pints?” The students will then be allowed to drink the Kool-Aid.
REMEDIATION (strategies for those who need further instruction, assistance):
Individual: Should a student need extra help, the teacher will call him back to her desk at the end of the activity while the
remainder of the class is quietly working on the worksheet to go over the material with him in a slower pace, perhaps teaching it in a
different technique to appeal to his individual learning style.
Class: Should the whole class have difficulty grasping the material, the teacher will pause in the activity and take the
measurements down to a slower scale. For example, instead of jumping from how many cups are in one pint to how many are in eight,
they will build slowly up. They will first figure out how many cups are in four cups and then six, and then finally eight.
HOMEWORK ASSIGNMENT(S):
Lesson 23.1 and 23.2 worksheet