Ruiz 1 Michelle Ruiz Russell Byers Charter School Second Grade Lesson Plan Partner: Reesha Grosso (5th

grade) Estimated Lesson Plan Date: November 19th, 2013 Integrated Term III Assignment: Literacy What Students will be creating their own instructions for magic chalk based on ideas from the book Chalk, which is a wordless picture book by Bill Thomson. In the book, four children find chalk on a rainy day and realize that everything they draw will come to life. Everything goes great until one child draws a dinosaur that comes to life and tries to catch them for an afternoon snack. Prior to reading the book, students will draw their own picture on chalk, which will be used to hook the students in to the main activity in this lesson. As the main activity, students will be creating a first draft and a final product of a Magic Chalk Manual, which will have informative instructions on what to do if you find magic chalk in a park. This will focus on text-to-self connections, but also focus on creative writing in the form of lists and instructions. Grammar and spelling will also be a part of the lesson, but will only focus on what the students have learned in second grade up to this point. My goal for the lesson is for students to gain a deeper understanding of what it means to write creatively, but also for students to understand that writing is often for a particular audience and for a particular purpose. How Prior to my lesson plan, students will already have experience in the art of creative writing as well as in the process of making rough and final drafts of their work, but I would like to take this creative writing idea further. Currently, many students write stories that pertain to pictures that theyve drawn usually above where they write the story. With this concept in mind, I wanted to keep the process of creative writing familiar to the students, so mixing creative writing and drawing will still occur in the activity. However, attempting to create a lesson plan that works for both 2nd grade and 5th grade became a large obstacle while Reesha and I attempted to plan our literacy lesson, but we both agreed that the idea of creating instructions in an informative way would work for both grades. Since my students are younger and still grapple with reality and fiction, I thought creating instructions based off of a fictional idea would be a great way to introduce them to the idea of writing to inform someone. In the first part of the lesson, students will be able to make text to selfconnections by creating a scenario within the story involving their own chalk drawing. Students will then be able to use these connections to create instructions for other children who might stumble across a bag of magic chalk in a playground. Throughout this process of creating instructions, writing to inform will be emphasized along side grammar, spelling and organization of ideas. Why

Ruiz 2 Although students understand the purpose of creative writing and the independence involved in the process, many students do not know different forms that creative writing can take. By allowing the second graders to experience creative writing in an informative sense, they broaden their ideas of what creative writing can look like and also learn to use it for a particular purpose. By creating instructions for the chalk, students will learn how to take the creative writing aspect and shift it to a more structured method of writing, but still have independence in what their writing might say. Since these students are also familiar with a particular structure of writers workshop in their classroom that involves writing and drawing pictures, bringing this into my lesson plan allows for them to make connections to their own classroom expectations for rough drafts as well as final drafts of their work. Goals/Objectives Students will be able to make connections to the book Chalk by Bill Thompson, which will also be used in the Math and Science lesson plans. They will also . use the illustrations in a wordless picture book called Chalk by Bill Thompson to create the storyline through their own observations and predictions while reading the book. Students will also be able to narrow in on a specific event in the book, the moment the children find magic chalk at a playground, in order to construct their own instructions of how the magic chalk should be used. Students will also be able to draw their own pictures in correspondence with their instructions for the magic chalk after creating drafts. Students will also be able to make their own connections to the story by thinking of what if scenarios involving the magic chalk. Standards According to the Pennsylvania Department of Education: Standards Aligned System (www.pdesas) Standard Area: CC.1.4: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. o Grade Level CC.1.4.2: Grade 2 CC.1.4.2.A: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC.1.4.2.B: Identify and introduce the topic. CC.1.4.2.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. Materials and Preparation Chalk by Bill Thomson Lined paper for writing instruction draft Final product Magic Chalk Manual Pencils, erasers, sharpeners

Ruiz 3 Crayons, markers, colored pencils Chalk boards Chalk

The chalk board will be individual sized for the students, which will be located in an individual packet for each student containing lined paper for their first draft of ideas, and then the final Magic Chalk Manual that will be used for a final published product for the lesson. Learning Environment and Management Issues Before our lesson plan begins, I will need to ensure I have secured a table located on either the 2nd or 3rd floor of the building. The table will be rectangular so that students can face each other for conversations, but also be able to see the book as I show it to them. The area will also have a clear space for students to work on their draft and final product for the instructions and the materials will already be on the table before they arrive, which will include pencils, erasers and sharpeners as well as chalk, chalk boards, markets, crayons and colored pencils. The packets, however, will be given out once we have read the book together. Students will be made aware that we will be reading a book together that will be the main theme throughout the lessons planned for the week, so I will emphasize how important it will be to use our listening and observation skills during the read a loud. I will also describe to the students a head of time that we will be in a shared space so classroom norms and rules will still be in place, but that we must also be respectful of those around us who might also be working. We will also very briefly go over the classroom norms and rules as well as how to work in groups with an emphasis on respecting other individuals ideas. If students do not comply with the norms and rules as well as strategies we have discussed, they will be asked to take a break at an empty table until they are calm and collected enough to rejoin the group. Prior to rejoining the group, I will also conference with them about what went wrong and how we can manage our behavior during their second chance. I will also give positive reinforcement and praise to all students who follow the rules and norms of the classroom, but who also go above and beyond during our small group lesson. Plan The Hook: Students will initially not be told anything about the lesson plans ahead of them in order for my hook to initially work. They will be brought to the table on the 2nd or 3rd floor where chalk and individual chalkboards will be laid out at their spots. After all of the students sit down, I will tell them that they have two minutes to draw a picture of one thing (an object, person, animal, plant, etc.) and that one thing can be anything appropriate, which means nothing violent, obscene or unsuitable for school, that they want. Once the two minutes are up and I have collected the chalk, I will then bring out the book Chalk and give a brief introduction to the book. (5-7 minutes)
Comment [MR1]: Realize the lesson may be longer than 45 minutes so cutting out the writing of the rough draft stage will be necessary to ensure students will be able to complete their manuals on time.

Comment [u2]: What do you mean when you say appropriate? How will this be defined for students?

Ruiz 4 The Body: 1. After students have finished drawing their pictures and I have given an introduction to the book, we will read Chalk together, which will look more like turning the page, showing the pictures to the students while asking particular questions about certain events taking place to ensure students understand the plot of the wordless picturebook (10-12 minutes) a. Questions will look like (not all will be said depending on how students are already reacting to the book and events in the book) i. What do you notice about the weather? ii. What do you notice about the illustrations? Do they look real? Do they look like someone drew them? iii. What happens to the weather after the girl in pink draws a sun? iv. What do you think the next person might draw? What will happen to the next persons drawing? Will it come to life? v. What happened to the dinosaur he drew? What kind of dinosaur do we think that is? (they have a lot of knowledge of dinosaurs so this will connect to science) 1. What do you think will happen to the children now that the dinosaur is real? vi. Do you think the children are safe in the playground? vii. What do you think could save them? viii. Why does the rain make the dinosaur melt? 1. What was the dinosaur made of? 2. Once we have read the book, we will then spend time discussing what the students have drawn on their own chalkboard, making connections to what has happened in the story. (5-7 minutes) i. What would happen if your picture came to life? ii. Would we be safe? What would it do? b. Now that they are aware of what magic chalk could do, this discussion will end with what directions or instructions the chalk might need that would help future children who use it magic chalk that is missing in the book. i. Use examples like board games or solving their math homework to lead them to the words directions, instructions, etc. 3. Once students have come to the conclusion that instructions would be useful, We will brainstorm some ideas of what these instructions might look like that I will write on a piece of paper so that students can use this as a reference. (5-7 minutes) 4. Once we have brainstormed some ideas of what these instructions might look like, I will give students time to create their own instructions for the chalk, which will go on lined paper and count as their rough draft. Once When they have completed their rough draft, they will be reminded and asked to double check their work to ensure the first letter of the sentence is capitalized, that there is a period at the end of each sentence and that sight words are spelled correctly (Other students and myself will be able to help with spelling) will need to check in with me so I can help them edit their writing with proofreading marks that they are already familiar with. (10-15 minutes)

Comment [u3]: Time frame?

Comment [u4]: Im not sure I understand what is being said here. Please clarify.

Comment [u5]: This sounds like a lot of work on your part as teacher. With a small group of students, this may be feasible, but not likely when working with the whole class. If the students have done some work with proofreading/editing their work before, how can you use this as an opportunity to review and foster independence?

Ruiz 5 5. After students have completed their rough draft and made corrections to their writing, they will be allowed to move onto their final draft called the Magic Chalk Manual, which will require them to copy their steps in page by page in their neatest handwriting. Once the steps have been written in, they will then be allowed to with room to add pictures to illustrate their instructions. (20 minutes) a. The markers, crayons, colored pencils, etc. will be provided to the students at this time. b. There will also be an example of a completed Magic Chalk Manual for students to use as reference. The Closure: To wrap up the activity, I will have the students stop whatever they are doing while working on their manuals and ensure them that we will have another chance to work on these manuals at a later date. We will discuss the possible ideas of where we could use these manuals and who would need to use a manual for magic chalk. We will also brainstorm possibly presenting these manuals to the whole class during a read aloud of the book Chalk so that students can have a real audience for the informative/creative writing lesson. (2-3 minutes) Assessment of the Goals With the first activity, I will be able to monitor if the students understand the concept of drawing an object in chalk and then seeing it come to life, what those consequences might be, which will allow me to see if they understood the plot of the wordless picture book Chalk and if they are able to make connections to the story. I will also be able to assess the students understanding of creating instructions by watching them write their first draft prior to the final draft, which will give me any indications if a student does not seem to understand the task or what is expected of them in this lesson. This will also give me a chance to see if students are able to expand their imagination through just one scene in a picture book. By reading their writing, I will also be able to assess grammar and writing skills they should have already mastered prior to this lesson, which would include capital letters at the beginning of a sentence, a period at the end of a sentence, and proper spelling of site words and words with patterns. The final product, the Magic Chalk Manual, will also be the formal assessment on whether or not they understood who their audience was for the instructions, and if they gave informative instructions through their steps for using the chalk. Anticipating Students Responses A) More than likely students will be well behaved during our small group lesson, but to ensure students are on their best behavior, they will be reminded about the norms and expectations throughout the activity as well as before the lesson even begins. If a student decides not to follow these rules and expectations, they will need to sit out until they are calm enough to discuss what happened before rejoining the group. If they continue to be irresponsible learners, then they will sit out the rest of the activity and observe what is occurring during the chalk disintegration activity. If the student decides to return to the group and behave accordingly, I will be sure to look
Comment [u6]: Time frame.

Comment [u7]: Look back at your goals/objectives. They should be written in clear and specific terms. It may be help for you to bullet them so that you have a better sense of what you are hoping students will learn based on this lesson. Compare your goals to your assessment. Does your assessment allow you to gather evidence of students progress towards your goals/objectives? Is it measurable? Will you be able to assess for proficiency and to support students who have not met these expectations? Use this recursive line of questioning to support alignment between your goals/objectives and assessment.

Ruiz 6 for the positive things they do to give positive reinforcement and praise, which will be given to the other students as well. B) Since the students will be creating their own instructions to the story, there is more of an emphasis on independent work, which will allow students to work at their own pace, which should alleviate any pressure to be the first one finished. They will also be able to make connections to their own drawings, which will allow them to relate more to the activity with an emphasis on the question what do you think would happen if your chalkboard drawing came true? if they get frustrated or stuck on writing a step. This strategy of relating the scenario to something that could happen to them if they found the magic chalk will be another way to guide the students toward who their audience would be for the instructions, so it emphasizes the importance of their task. Encouraging students throughout the lesson will also hopefully alleviate any doubts the students might have about their creative writing skills as well. Accommodations A) Students who might find the material too challenging will be given extra assistance and monitoring on my part to ensure they do not become too frustrated with the activity. This may include sitting next to the student as a form of support with spelling or grammar. This also means that I will be walking around and checking in on the students regularly, especially when rough drafts are being written, which I foresee as a possible frustration for some students. I will also have the students sitting a group so they will be able to talk to each other to determine correct spelling of words as well as checking grammar since the groups will be a heterogeneous group of different reading levels, so students who might need assistance will have other students to rely on who will be willing to assist them in the process of creating their final draft of instructions. Being encouraging throughout the process will also be crucial for students throughout this process so that they become confident in building their measurement skills. B) Students who might need more of a challenge or who finish early , allowing them to color their pictures and spend more time on the instructions will be allowed. If they do finish their manual, allowing themwill be asked to page through the book Chalk will also be allowed to see if anything else might need instructions or to see if they could create their own narrative to the story as a more challenging writing task (extra paper will be available for these students to write on). If all of the students finish early, I have also created a slide show on PowerPoint that shows sidewalk chalk art that appears to be 3D, which will give students a text to world connection. Bibliography Calkins, L. M. (1994). The art of teaching writing, 2nd edition. Portsmouth, NH: Heinemann (Section III). Fountas, I. C. and Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. (Chapter 8 Dynamic Grouping) Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacy students in the classroom London: Paul Chapman. (Chapter 2 Multimodal Literacies:

Comment [u8]: What will this support look like? Are there components of the lesson that you foresee being challenging for your learners?

Comment [u9]: If they finish early, spending more time on the instructions isnt a challenge. What would you want them to revisit and add to in order to further develop their progress towards your goals/objectives?

Ruiz 7 New Ways of Reading and Writing).