A. TITLE/ TYPE OF LESSON Where Creative Ideas Come From/ Language Arts Lesson B.

CONTEXT OF LESSON Prior to planning this whole group, language arts lesson, I was given the opportunity to teach this specific content area for an entire week. In result, I used much of this teaching experience as a pre-assessment for this lesson. In doing so, I was able to uncover a lot about students readiness, interests, and learning preferences during large group language arts. Through informal observations, I determined that the majority of students in my class would benefit from further practice in obtaining comprehension within various forms of literature. In order for students to gain comprehension from texts, it is critical to first discuss new or unfamiliar vocabulary that may appear. In addition, within this lesson, students will also be focusing on the concepts of fact and opinion to better comprehend the literature at hand. To conclude this lesson, students will continue to learn about verb tenses in the past, present, and future Based on child development, this lesson is fit for these students at his time because it allows for them to use their developmental strength of practicing methods to achieve understanding. In this particular lesson, students are using the methods of defining vocabulary, determining fact or opinion, and verb tenses, in order to achieve understanding of the related text. In terms of the language arts curriculum sequence in the second grade, reading is categorized as a priority. The second grade student is expected to expand vocabulary and learn a variety of comprehension strategies for reading fiction and nonfiction texts. Therefore, proving that this lesson is an appropriate and beneficial experience for all students. C. LEARNING OBJECTIVES Understand Know The student will be able to The student will know that we understand that we can expand can explain the meaning of our understanding of new words within the context of vocabulary, through the use of how they are used. a variety of texts. The student will be able to The student will know that we understand that specific can define words to vocabulary helps explain and comprehend nonfictional and clarify ideas. fictional literature. The student will be able to The student will be able to understand that through the know that a fact can be proved use of information within as true or false. texts, we can determine what is fact and opinion. The student will be able to know that an opinion tells someones ideas or feelings. The student will be able to The student will be able to recognize that subject- verb know that if the subject is agreement changes based on singular the verb must be Do The student will be able to define new vocabulary through the use of context clues and information within text. The student will be able to comprehend literature through the use of vocabulary. The student will be able to recognize fact from opinion.

The student will recognize and construct sentences based on the appropriate subject-verb

tense.

singular. The student will be able to know that if a subject is plural the verb must be plural.

agreement.

D. ASSESSING LEARNING Students will demonstrate understanding of new vocabulary by providing examples to show meaning. Students will apply new vocabulary by showing or telling how they relate to the new vocabulary. Students will answer questions about the text to demonstrate understanding of new vocabulary. Students will answer questions about the text to demonstrate comprehension of the main idea. Students will answer questions as to why specific statements are fact or opinion. Students will find statements within a text that are fact or opinion. Students will orally construct sentences using the appropriate subject verb agreement. Students will edit a sentence for corrections. E. RELATED VIRGINIA STANDARDS OF LEARNING 2.1 The student will demonstrate an understanding of oral language structure c) Use correct verb tenses in oral communication. 2.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. b) Use words that reflect a growing range of interests and knowledge. c) Clarify and explain words and ideas orally. d) Identify and use synonyms and antonyms. e) Use vocabulary from other content areas. 2.3 The student will use oral communication skills. a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. b) Share stories or information orally with an audience. c) Participate as a contributor and leader in a group. d) Retell information shared by others. 2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure. 2.7 The student will expand vocabulary when reading.

d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. e) Use vocabulary from other content areas. 2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read. 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences. c) Capitalize all proper nouns and the word I. d) Use singular and plural nouns and pronouns. e) Use apostrophes in contractions and possessives. f) Use contractions and singular possessives. g) Use knowledge of simple abbreviations. h) Use correct spelling for commonly used sight words, including compound words and regular plurals. i) Use commas in the salutation and closing of a letter. j) Use verbs and adjectives correctly in sentences.

F. MATERIALS NEEDED *I will be responsible for supplying all materials for this lesson. - Teachers book: Reading Street - Street Rhymes Poem - Sing with Me Big Book What Can a Peanut Be? Oh what, oh what can a peanut be Besides a peanut so true? Did you know that you can process it To make shaving cream and shampoo? Oh what, oh what can a peanut be? Just excel in new ways to think. With a little research, a peanut becomes Paper, milk, and ink - Amazing words: excel, process, research, opportunity, accomplish, original, scientist, unusual. o Excel: to do very well; to go above and beyond. o Process: a series of actions that bring on a result. o Research: to study something, to investigate. - Daily Fix-It: 1. He am the hapiest dog. 2. Where is their a place too sit? - Verb chart

Now I am One is More than one are

In the Past I was One was More than one were

G. PROCEDURE In order to engage students for this whole group-reading lesson, I will start off by reading aloud the weekly Street Rhyme. The weekly Street Rhyme reflects the continuing theme of creative ideas. After reading aloud the poem a couple times, I will then ask the students to join me. After reciting the poem, I will then tell students that this week we will continue to talk about, sing, and read where creative ideas come from I will then direct the students attention to the new vocabulary words for the week. We will briefly go over the meaning of what each of the words means, through both student ideas and teacher input. However, the main focus will go towards the three words that will appear in our daily reading: excel, process, and research. As a class we will work to define these words, providing examples of how we can personally relate to these words and physically demonstrate their meaning. Following a thorough introduction of these words, I will then have students sing along to the Sing with Me song: What Can a Peanut Be? Prior to them singing, I will ask the children to listen for the Amazing Words: excel, process, and research. After students have completed the sing along, I will relate the Amazing Words back to the song. I will first relate the word excel to the song. T: The song says some people excel in new ways to think. What does that mean? T: How are these scientists excelling in the new ways that they think? After further connecting the word excel to the song, I will then direct students attention to the picture on the Sing with Me book. This next discussion will relate the two words research and process. T: The man and the woman are scientists. What do scientists do? - Scientists do research to make discoveries or new products. T: How are the scientists using their research in this song/picture? T: How do the scientists follow a set of steps to do research on peanuts? -Scientists follow a process to find new ways to use peanuts. T: Why would scientists set high goals for themselves? Why would you want to set high goals for yourselves? -Scientists (or you) may set high goals because they want to excel (go above and beyond). After discussing the three focus words for the day, I will then tell students that we are going to switch gears and do a read aloud about Louis Braille. I will first tell students that I will be reading them a biography. I will ask students what a biography is (a story about someones life written by another person). I will then have children listen as I read aloud

Louis Braille. Following this reading, I will have students think about how they can connect our three Amazing Words to this biography. After making this connection I will ask students: T: In this biography, what was Louis Brailles creative idea? T: How did he excel? - People thought that he would not be able to learn more because he could not read or write. - He went above and beyond by creating a reading system for the blind that worked best for him. T: What form of research did Louis Braille use to come up with his creative idea? How did he come up with his creative idea? - A soldier introduced him to a system of writing he invented called, Night Writing. Louis thought this was a hard system to learn, so he decided that he could find a way to make it easier. T: What process did Louis Braille use to make this reading system? - He made an alphabet using six dots. The dots could be arranged in different ways for each letter and easily read by the touch of a finger. Tell students that one thing I wanted to also discuss in this reading are the concepts of fact and opinion. T: As another way to better understand what I read, I can also look for statements that can be proved true or false. A statement of fact can be proved to be true or false. A statement of opinion tells someones ideas or feelings. T: In Louis Braille, we read, The awl slipped and pierced his left eye, binding it. -How can we prove this to be true or false? Is it a fact or opinion? T: This was a difficult system, but Louis thought he could make it easier to use. -Is this sentence a fact or opinion? How do you know? After discussing a couple of examples of fact and opinion, I will then open a Student Edition book (EI8-EI9), which displays a picture example of fact and opinion for students to interpret. After giving the students enough time to examine the visual, I will then ask the questions: T: What does the first child say? -The movie is about the Wright Brothers. T: Why is this a statement of fact? -It can be proved true or false. (The poster shows the title of the movie Wright Brothers

T: Read what the second child says on the next page. (Everyone should see the movie!) T: Why is this a statement of opinion? -It tells the second childs feelings about the movie. Once it is evident that students are fully grasping the idea of fact and opinion, I will then transition them to the verb conventions. I will tell students: T: Today we listened to a story about a young man overcoming problems by using a creative idea. - On the board I will then write He was playing with sharp tool called an awl. T: Where/ what is the verb(s) in this sentence? (was playing) - Remind students that a verb is the word in a sentence that tells what someone or something does. - Some verbs do now show action. These are called irregular verbs. Irregular verbs change depending on when the sentence takes place. (is/was/will be) T: Looking at the sentence again, when does this sentence take place? The past, the present, or the future? (past) I will then show students the chart to summarize how subject-verb agreement works with tenses. Now I am One is More than one are In the Past I was One was More than one were

Based on this chart, I will ask students to come up with sentences of their own, using the appropriate pattern for subject-verb agreement. I will choose students to orally share their sentences. Once it is apparent that students are grasping the idea of subject-verb agreement in terms of the tenses, I will then reveal the Daily Fix-It for the day. Daily Fix-It 1. He am the hapiest dog. -He is the happiest dog. 2. Where is their a place too sit? - Where is there a place to sit? H. DIFFERENTIATION This lesson has a variety of components, allowing for a wide range of learners to benefit from it. In addition, this whole group lesson provides a combination of learning opportunities for

auditory, visual, and kinesthetic learners. I also realize that defining and making connections with words can be a difficult task for some students. Therefore, I made sure to include a number of ways that students can grasp the true meaning of the three Amazing Words that we are focusing on (excel, process, research). This was done through: making personal connections with the words, demonstrating understanding physically, reading various texts with the words included, etc. In terms of challenging the higher order thinkers in the classroom, I made sure to include comprehension questions that may not seem so obvious within the texts. Due to the fact that this was a whole-group reading lesson, it is important to note that most differentiation in terms of readiness is executed through small reading groups. I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? - A student may not be able to fully understand one or all of the vocabulary words at hand. Therefore, I will be sure to do my best to provide examples of using the word in a sentence with appropriate context clues to build understanding. - A student may not understand the difference between fact and opinion. If this is the case, I will provide the student will examples that could be applicable to them. -A student may not understand the concept of an irregular verb. Therefore, I will review what a regular (action) verb is and discuss the differences. I will then provide another sample sentence for students to look at. I will ask the students what the verb(s) are in the sentence. I will also ask students what tense the sentence is in and why. -If there is a fire drill during this lesson, I will instruct students to quietly line up at the door. -If a student gets sick during this lesson, I will assist the student immediately and make sure that him/her gets to the nurse. -If my lesson ends early than expected, I will have students complete a brief writing activity. This writing activity will include practicing the new vocabulary words and subject-verb agreement in terms of the tenses. - A student may cause a distraction/disruption on the reading rug. If this occurs, I will give the student a stern warning. If it continues to happen with the same student, I will ask the student to move their behavior card. If it still persists, I will then pull the student to the side to briefly discuss his/her actions.