Rowan

University College of Education

Elementary Education Lesson Plan


TEACHERS NAME: Ms. Hearn


GRADE: 2nd

SUBJECT(S): Reading

LESSON & UNIT TOPIC: Kids Around the World/ Lesson 1

TIME FRAME: 1 day.

NJCCCS INDICATOR(S):

CCSS.ELA-LITERACY.SL.2.1.B

Build on others' talk in conversations by linking their comments to the remarks of

others.

CCSS.ELA-LITERACY.SL.2.3

Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.

CCSS.ELA-LITERACY.L.2.2

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.2.2.D

Generalize learned spelling patterns when writing words (e.g., cage badge; boy
boil).

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

CCSS.ELA-LITERACY.L.2.5

Demonstrate understanding of word relationships and nuances in word meanings.

CCSS.ELA-LITERACY.L.2.5.A

Identify real-life connections between words and their use (e.g., describe foods that
are spicy or juicy).
CCSS.ELA-LITERACY.RI.2.4

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.


ENDURING UNDERSTANDING: I want my students to understand that kids around
the world have some things in common and some things not in common. Kids
around the world customs, or ways of acting, are often different.

ESSENTIAL QUESTION(S): How are kids around the world different?


PERFORMANCE OUTCOME:

Students will know kids around the world are different.
Students will be able to describe ways in which kids around the world are
different.

ASSESSMENT OF STUDENT LEARNING: Indicate the following:

(1) The evidence that will show that my students have achieved my outcome is
through the answers of an exit slip

(2) The criteria I will establish for evaluating students will be all students must try
to participate in discussion everyday to understand material being taught. Students
will know that they have to participate in class discussion after being verbally
reminded.

(3) How I will collect my students assessment is through my students exit slip. I
will analyze them based off the text materials. I will record my students progress
on a checklist. If the student does not meet their performance outcome they will not
receive a check. Also, I will check or collect students independent work/ homework.

(4) How I will communicate students the results is verbally. I will either tell
students we need more work on the performance outcome or we dont need more
work on the performance outcome. Another way I will communicate students
results is through their independent work and homework being graded.

CONNECTIONS:

Content and instruction in other subject areas:
Students complete workbook pages in Mathematics, also.
Students are learning about cultures in Social Studies.


Varied cultural perspectives and/or contributions:
Students will be able to connect to places they have been.
Students will be able to connect what they learn in Social Studies to Reading.

Learning community principles.
Reflecting on Past Actions- Students will know how to react to the lesson
based on past units and routine.

TEACHER RESOURCES:

-McGraw-Hill Reading Wonders -Reading/Writing Workshop

August, D. (2014). McGraw-Hill Reading Wonders (Reading/ Writing Workshop).
Bothell, WA:

McGraw-Hill Education.

-McGraw- Hill Reading Wonders Reading/Writing Workshop (Online)

August, D. (2014). McGraw-Hill Reading Wonders (Reading/ Writing Workshop).
Bothell,

WA: McGraw-Hill Education. http://connected.mcgraw-hill.com.


Interactive Read- Aloud Cards

High Frequency Word Cards

Sound- Spelling Card

Think Aloud Clouds


LIST OF STUDENT MATERIALS:
Wonders- Your Turn (desk)
Wonders Reading/ Writing Workshop(desk)
Grammar Worksheet (passed out)


LEARNING EXPERIENCE

Hook The hook of the lesson will be engaging students in the essential question
and having a discussion with them about how kids around the world are different.
During this time we will also generate questions about different kids around the
world.


Content

STEP-BY-STEP PROCEDURE:

1. The teacher will introduce the new unit and essential question. The teacher
will generate questions with the students based off the essential question.
Students will answer teacher questions.
2. The teacher will use introduction video with students to introduce the new
unit. Students will watch the video.
3. The teacher will display the interactive Read Aloud, My New School to
students. The students will follow along while the story plays.
4. The teacher will introduce philological awareness skills to students on
rhyming. Students will follow along with guided practice.
5. The teacher will introduce phonics with or, ore, and oar. Students will follow
along with guided practice.
6. The teacher model the phonics with blending them into words. Students will
follow model after the teacher.
7. The teacher will introduce the high frequency words. Students will repeat
after the teacher.
8. The teacher will introduce students to spelling. Students will take a pre-test.
After the pre-test, students will circle the words they got wrong and write
them correctly into their agenda book.
9. Students will complete workbook page 171, part A.


Multiple Approaches and Materials

During this lesson many approaches of teaching are incorporated, along with
materials. The video and interactive read aloud allow both visual and auditory
learning approaches. The word cards allow the students to visually see what they
are saying. All these materials and approaches allow for varied strengths, interests,
and needs to be met.


Checking for Understanding
How is Mikis school different from ours?
What is a rhyming word?



Student Practice

Guided Practice The teacher will model I was able to picture in my mind.. think
card with students. Students will think of some examples after the teacher models.
The teacher will model phonological awareness skill of rhyming. With the teachers
guidance the students will repeat what the teacher modeled.


This portion of the lesson is student- centered because the shift of activity is shifting
from the teacher to the students. This part of the lesson uses multiple approaches
with the use of the visual cards and the auditory when the teacher says the words.

Independent Practice Students will complete workbook page 172. This workbook
page allows independence practice to show the teacher the students understand the
phonics portion of the lesson.

This practice can be differentiated for different levels. Students that are high-
leveled can partner with low-leveled to check their answers when complete.
Teacher can assign partners.


Closure At the end of the lesson I will ask students a variety of questions that
dealt with the lesson to ensure comprehension and understanding.