Lesson Plan Format for Grade Two Students

Capitalization of nouns

Integrated

Remediation

or keyboarding) or speaking (Anchor Standard)

L.2.1f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The little boy watched the action movie).

L.2.2a: Capitalize holidays, product names, and geographic names.

Integrated

Remediation

Students will be able to list the names of products and persons

Students will be able to write in capital letters the names of persons, products, and names of places within a sentence.

Integrated

Remediation

Students will be able to understand and write the names of geographical areas, names of products, and holiday names.

Students should list the names of holidays, product names, and geographical area names in capital letters. This is according to the last standard, L.2.2a: Capitalize holidays, product names, and geographic names.

The learners will be rated using 20 marks, giving them the assignment to list the names of five products, geographical areas, and holiday names.

Learners will work with the tutors directly.

Storybook (1 for the teacher)

Picture cards for alphabetical letters (26)

Capital letters chart (26)

Ruler (1)

Marker pen (4 one for the teacher and three for the students)

List of product names, geographical areas, and people names (1)

Magnetic matching cards with capital and small letters (13 small letters and 13 capital letters, 26 in total)

Student Materials:

Pen (1 per student)

Books (1 one per student)

 &

Research

Focus Standards- MDE website- The Mississippi Early Learning Standards

For grade two.

Research:

Maharani, Mega Mulianing, and Emy Sholikhatun. “Punctuation and Capitalization in Writing: How Do Students Produce Them?.” Journal of Advanced Multidisciplinary Research 3.1 (2022): 53-61.

Muñoz Martínez, Yolanda, and Gordon L. Porter. “Planning for all students: promoting inclusive instruction.” International Journal of Inclusive Education 24.14 (2020): 1552-1567.

(Pacing: _40_ minutes)

·         After that, I will tell the learners that we will learn about capitalization today. I will ask them to list the names of places and the names of persons they know. A student will raise their hands and say names like New York, another Denish, etc.

·         I will ask the students to list the names of some products. After listing, I will show them the charts with capital letters.

·         I will explain that capital letters are generally used as the first letter of any proper nouns (names of someone or something) and the first letters of sentences.

·         I will then ask learners to think of any words they know that need to be capitalized. I will then record their correct responses on the board as a reference for the remainder of the lesson.

I Do, We Do, You Do

If students don’t understand, then I will…

(Pacing: _15_ minutes)

I will then read a storybook with capitalized geographical areas, product names, and holiday names as I show them to the learners. Then, I will discuss with them the various pronouns and names of persons, geographical places, and product names. Moreover, explain why they are written in capital letters. The first names should be written in capital letters. Direct instruction enables teachers to interact with learners more as they can request assistance and ask more questions (Muñoz, Yolanda, and Gordon 1564). After that, I will allow the learners to list various names or products and geographical areas in capital letters. I will also demonstrate to them how the names are written in capital letters as I write on the board.

Guided Practice (We Do):

The learners will work in groups of three. While in those groups, I will give a group assignment on writing the names of persons using capital letters. I will also use the magnetic matching cards to determine if the learners can recognize capital letters and make names of places using the magnetic letter cards. While children make their own names at different centres as they stick the magnetic letter cards on the board, the learners will have to interact and help each other when their colleagues do not correctly make or write the names. Guided practice as a teaching practice allows learners to practice under control with a lot of care and safety.

Collaborative Independent Practice (You Do Together):

Here, learners will work in small groups while I guide them. For example, I will give a group activity where every group will receive a container of small and capital magnetic letters cards. Each group will make names of either a geographical place, the name of persons, or the names of products and ensure they follow the rule of capitalization, where the first letter must be capitalized. For this assignment, learners will work in groups of two while I supervise and identify learners who have not yet mastered the concept.

Independent Practice (You Do):

Maharani, Mega, and Emy affirm that it is essential for teachers to use independent practice while teaching because it helps identify learners’ weaknesses and strengths, whether the concept was well mastered, and whether there is a need to change the teaching strategy (54). Most importantly, independent practices enhance students’ confidence and motivation, which improves their performance. So, for independent practice, I will give the students a class assignment to be marked in class. The tasks will be to write five names of geographical places they know and ensure they capitalize the first letters. I will then mark the first ten books and collect the others for later marking. The tasks will be five marks.

Extension Activities: For the extension activity, I will ask the learners to do homework from the textbook and do the exercise after the topic, which will be marked out of 15 marks. The learners will then turn in their books for marking the following morning.

(Pacing: _5_ minutes)

Enrichment: Enrichment will be used on average and gifted learners who can quickly master the taught concept. For the excellent and average learners, I will offer them challenging class activities such as identifying all the nouns in an entire paragraph and writing whether they are names of places, persons, or products.

Enrichment     Remediation            Enrichment                Remediation