Rosemary Burti

Wilson EDUC 353/318

ELA Lesson Plan

Grade 2

Name: _______Rosemary Burti____________ Date: _____10/4/13________________ Target Grade Level: _______2nd_______ Curriculum Topic: _____ELA__________________

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals: Common Core State Standards Reading: Literature Standard(s): RL.2.9 Integration of Knowledge and Ideas 9. Compare and Contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.1 Key Ideas and Details 1. Ask and Answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Reading: Foundational Skills Standard(s): RF.2.4 Fluency 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grad-level text with purpose and understanding b. Read grade-level text orally with accuracy, appropriate rate, and expression c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary Writing Standard(s): W.2.1 Text Types and Purposes 1. Write Opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (E.G., because, and, also) to connect opinion and reasons, and provide a concluding statement or section

Rosemary Burti

ELA Lesson Plan

Grade 2

Speaking and Listening Standard(s): SL.2.1 Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussion (E.G., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Understandings: Students will understand that their can be two versions of every story After reading two versions of The Three Little Pigs students will build upon their knowledge of comparing and contrasting Students will learn different strategies for comparing and contrasting (e.g., Venn diagrams) Answering questions such as Who, What, Where, When, and How to Form their own opinions on both versions of the story

Essential Question(s): 1. How can there be two versions of the same story? 2. What can we learn by listening to different versions of a story?

Rosemary Burti
Students will know.

ELA Lesson Plan

Students will be able to..

Grade 2

The proper vocabulary to show comparisons (e.g., both, same, also, similar, likewise, etc.) The proper vocabulary to show contrast (e.g., different, unlike, instead of, although, etc.) The proper use of Venn Diagrams How to use evidence from the text to support their ideas

Compare and Contrast two version of the same story Summarize text they have read Work in groups to compare and contrast two versions of The Three Little Pigs Fill in a Venn-Diagram using proper vocabulary Write opinion based reflection journal entries.

Stage 2: Assessment Evidence

Performance Tasks: After reading both the original Three Little Pigs and The True Story of the 3 Little Pigs students will work in groups to summarize each story After each group has completed their summary the class will complete a Venn diagram together. Other Evidence: Individual student participation in-group work. Each student must participate in group work Final reflection on lesson: Students will write in their journal their opinion on what version of The Three Little Pigs was true

Stage 3: Learning Plan

Rosemary Burti

ELA Lesson Plan

Grade 2

Learning Activities: (This Lesson can be broken up into multiple days) Have students meet in the meeting area or reading area. Begin this lesson by asking students if they have ever read the book The Three Little Pigs by James Orchard HalliwellPhillipps. Allow for an open discussion of what students remember about the book. To further stimulate students memory of The Three Little Pigs have students break into literature circles. Each member of the group will take turns reading a page from the book until they completed the book. After each group has completed reading The Three Little Pigs they will work together to summarize what they have read. To help prompt student writing hand out activity sheet. (While students are working teacher should be walking around to make sure that each student is participating in-group work.) Once students have completed their group assignment bring them back to the meeting area. Have an open discussion about what students filled in their story building blocks. Give each group an opportunity to share their ideas. Once everyone has participated in this discussion introduce the idea of having two versions of the same story. Ask students if they have ever heard varying versions of the same story. To prompt student involvement, share your own experience of this scenery. Now that students understand there can be two versions of a story, introduce The True Story of The 3 Little Pigs by Jon Scieszka The True Story of The 3 Little Pigs will be read together as a class. The teacher will begin reading and throughout the book ask for students to come up and read aloud. During reading ask questions to check for student comprehension. Once the class has completed reading The True Story of The 3 Little Pigs ask students to once again get into their literature circles.

Rosemary Burti

ELA Lesson Plan

Grade 2

Hand out the activity sheet Story Building Blocks. This time each group will complete this sheet filling in information on second version of The Three Little Pigs. (Teacher should walk around making sure that each group is understanding the assignment) When students have completed this assignment, once again have the class meet at the meeting area. Have a class discussion on what each group wrote on their Story Building Blocks. Now have a class discussion about the similarities and differences between the original Three Little Pigs and The True Story of The Three Little Pigs. The teacher should fill in the students ideas onto the Venn diagram. When the class Venn diagram is completed prompt a class discussion on comparing and contrasting, Venn diagrams, and the concept of having two or more different versions of the same story. To conclude this lesson, have students return to their seats and write in their journals, giving their opinion on what version of the story they believe to be true. (This can be assigned for homework)

DIFFERENTIATION: All students learn differently, so it is important to make sure that your lesson accommodates all different types of learners. ESL and Struggling Readers1. Have all ESL and struggling readers working with the teacher while the rest of the class is with their literature circles. Have these students participate in guided reading with you. (Students read aloud, teacher will give prompts to help the student with words they may be stuck on). 2. Allow these students to draw pictures instead of writing while they are working on the Story Building Blocks activity sheet.

Rosemary Burti

ELA Lesson Plan

Grade 2

Resources
Itemized Attachments: Story Building Blocks- one for each version of The Three Little Pigs Have students fill out a Story Building Block activity sheet with their literature circles group. The group should fill one out after they finished reading the original Three Little Pigs and then fill out the second one after the class has read The True Story of The 3 Little Pigs 2. 3 Rubrics First Rubric- Grades students for their participation in literature circles and their reading fluency. Second Rubric- Grades students on how accurately they summarized each book, using the Story Building Block sheet. Third Rubric- Grades students on their reflection entries that they will complete either in class or for homework. 1.

Citations: Rubistar rubric. (2013, 10 5). Retrieved from http://rubistar.4teachers.org/index.php?ts=13538716 08 Scieszka, Jon (1989), The True Story of The 3 Little Pigs, New York, N.Y, Viking Kestrel Phillips, James (1843), The Three Little Pigs, London, England

Rosemary Burti

ELA Lesson Plan

Grade 2

Group Members: ____________________________________________________________________

Date: _______________________

Story Building Blocks

Fill in Your Blocks with information from the text. Plot:

Main Character(s):

Supporting Character(s):

Setting:

Title:

Author:

Rosemary Burti

ELA Lesson Plan

Grade 2

Category Respect Others

4 3 Student listens Student listens quietly, does quietly and not interrupt, does not and stays in interrupt. assigned place Moves a without couple of distracting times, but fidgeting. does not distract others.

2 Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements.

Comprehension

Student seems to understand entire story and accurately answers 3 questions related to the story. Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked. Student is on the correct page and is actively reading along (eyes move along the lines) or finger is following words being read aloud by others.

Participates Willingly

Student seems Student to understand understands most of the some parts of story and the story and accurately accurately answers 2 answers 1 questions question related to the related to the story. story. Student Student does volunteers not volunteer once or twice answers, but and willingly willing tries to tries to all answer questions s/he questions s/he is asked. is asked. Student is on the correct page and usually appears to be actively reading, but looks at the reader or the pictures occasionally. Can find place easily when Student is on the correct page and seems to read along occasionally. May have a little trouble finding place when called upon to read.

1 Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others. Student has trouble understanding or remembering most parts of the story. Student does not willingly participate.

Follows Along

Student is on the wrong page OR is clearly reading ahead or behind the person who is reading aloud.

Rosemary Burti

ELA Lesson Plan called upon to read. Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation when asked.

Grade 2

Thinks about Characters

Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation without being asked.

Student Student describes how cannot a character describe how might have felt a character at some point might have felt in the story, at a certain but does NOT point in the provide good story. support for the interpretation, even when asked

(RubiStar 2000-2008)- Rubric for Literature Circles

Rosemary Burti Category Identifies Important Information

ELA Lesson Plan

Grade 2 1 The student cannot write important information with accuracy. Student cannot locate details with accuracy.

4 3 2 Student lists The student The student lists all the main lists all the all but one of the points of the main points, main points, using book without but uses the the book for having the book for reference. S/he article in reference. does not highlight front of any unimportant him/her. points Identifies Student Student Student is able to Details recalls recalls locate most of the several several details when details for details for looking at the each main each main book. point point, but without needs to refer referring to to the book, the book. occasionally. Identifies Facts Student Student Student accurately accurately accurately locates 4 facts in locates at locates 4 facts the book. least 5 facts in the book Explanation is in the book and gives a weak. and gives a reasonable clear explanation explanation of why they of why these are facts, are facts, rather than rather than opinions. opinions. Summarization Student uses Student uses Student only 1-3 several summarizes most sentences to sentences to of the book describe accurately accurately, but has clearly what describe some slight the book is what the misunderstanding. about. book is about.

Student has difficulty locating facts in a book.

Student has great difficulty summarizing the book.

(RubiStar 2000-2008) Rubric for Summarizing ( Story Building Block)

Rosemary Burti Category Position Statement

ELA Lesson Plan

Grade 2

Support for Position

Sentence Structure

Grammar & Spelling

4 3 2 1 The position The position A position There is no statement statement statement is position provides a provides a present, but statement. clear, strong clear does not make statement of statement of the author's the author's the author's position clear. position on the position on the topic. topic. Includes 3 or Includes 3 or Includes 2 Includes 1 or more pieces of more pieces of pieces of fewer pieces of evidence evidence evidence evidence (facts, (facts, (facts, (facts, statistics, statistics, statistics, statistics, examples, real- examples, real- examples, real- examples, reallife life life life experiences) experiences) experiences) experiences). that support that support that support the position the position the position statement. The statement. statement. writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counterargument. All sentences Most Most Most are well sentences are sentences are sentences are constructed well well not well with varied constructed constructed, constructed or structure. and there is but there is no varied. some varied variation is sentence structure. structure in the essay. Author makes Author makes Author makes Author makes no errors in 1-2 errors in 3-4 errors in more than 4 grammar or grammar or grammar or errors in spelling that spelling that spelling that grammar or distract the distract the distract the spelling that reader from reader from reader from distract the

Rosemary Burti the content. Capitalization & Punctuation Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

ELA Lesson Plan the content. Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. the content. Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Grade 2 reader from the content. Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

(RubiStar 2000-2008) Rubric for Journal Entry