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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

PA/Common
Core/Standards

DETAILS
Tessa Swiger
English Language Arts
2nd grade
1 class period, 1 hour
Students can identify, describe, and artistically represent
ones self and culture.
What were some traits/foods/likes/interests stated in
the story?
Can you relate to any of these same things?
What are similarities and differences between peers?
Why should we celebrate our differences?
Standard - CC.1.2.2.J
Acquire and use grade-appropriate conversational, general academic, and
domain-specific words and phrases.

Standard - CC.1.3.2.A
Recount stories and determine their central message, lesson, or moral.

Standard - CC.1.3.2.G
Use information from illustrations and words, in print or digital text, to
demonstrate understanding of characters, setting, or plot.

Standard - CC.1.4.2.T
With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.

Standard - CC.1.5.2.F
Add drawings or other visual displays to presentations when appropriate to
clarify ideas, thoughts, and feelings

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &

Students will read, write, and verbally share facts involving


culture and appearance about themselves and others with
90% accuracy .

Regular Education Students

CK

Summative
Assessment
Evidence

ISTE Standards
for Students

Framework for
21st Century
Learning

Accommodation
s, Modifications

Observation of students writing process, following


directions, and final art project
Student self assessment
For ELL Students
Reading-listen for correct pronunciation of words, listen
and match words to pictures, view key terms on a page,
identify correct descriptive word to fill in the blanks
Writing- fill out one word answer blanks on provided
work sheet. Words will include colors, descriptors, body
parts, foods, likes, interests, and names. Word bank can
be provided if necessary
Listening- students will actively listen to story that
teacher reads aloud while following along in their own
book. If teacher asks students to point to a specific
word (brown hair), students can do this as well.
Speaking-students will share with class or group their
pictures and work sheet with facts about themselves.
Family- What foods does your family prepare? What are
some of their favorite things, or is there something
everyone does as a family?
Culture- Is there music, TV shows, food, sports, or
activities specific to your culture that you like?

SUPERVISING
TEACHERS
SIGNATURE

http://www.abcya.com/five_senses.htm
Interactive site that describes all 5 senses, followed by
a game to check understanding on how to use 5 senses
FOR ELLs
Uses new vocabulary in context, helps identify
functions of the senses and how it relates to us
Modeling during story
Sentence frames
Partner discussion
Whole group modeling
Open ended prompts to write about family and
interests
Break tasks down into smaller steps
Allow group work
Provide visuals and a mirror to help student visually
connect words to meaning (Where is your nose? Eyes?
Color of hair?)

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Have students watch this music video
https://www.youtube.com/watch?v=SQVYmia6RZQ
Teacher will ask what the song was about
Hook/Lead-In/Anticipatory Set
Teacher will discuss individuality with class
Then will read What I Like About Me by Allia ZobelNolan

http://www.the-best-childrens-books.org/What-I-LikeAbout-Me.html
Teacher will use modeling and TPR while reading.
Ask students if they have any hidden talents or if
anything is special about them
Big Idea Statement
Teacher will point and read the Big idea written on
the board
Teacher will follow along with each word using
gestures
Essential Questions Statement
Teacher will introduce essential questions while
introducing the book that will be read to the class
Objective Statement
After reading, teacher will hand out worksheets
for students to fill out. Then proceed to SIOP and
SEI interventions.
SIOP 1- Students will fill out a Think-Pair- ShareListen prompt, then review answers with peers.
Topic will include hobbies, family structure, pets,
and other facts of life.

Regular Students- Will write 1-2 short paragraphs


on themselves
ELL students- Use sentence frames with a word
bank to fill out to describe themselves (I have
_______ hair. My eyes are _______. I like to watch
________. I like to listen to ________. My favorite food
is ________.

Transition
Teacher will review key ideas in what they may

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

include in their writing (hair color, eye color,


family size, any pets, interests, hobbies, sports,
etc.)
Students can use home language to make
associations between words

Key Vocabulary
Culture, family, values, tradition, native,
characteristics,relationship
Dolch Sight words (2nd grade level)
(Pre-primer-second grade level for ELL)
PreAssessment of Students
Have students share some sentences and ideas
with peers in their group table
Ask student to point to another student that
might have a similar trait (Who else has brown
hair?)
SEI 1- After going over the big idea, teacher will
restate class goal. Then, teacher will ask simply,
what they like about themselves. Teacher can
touch upon self esteem words used from a
previous lesson. Teacher will write key terms up
on the board. Teacher will then scaffold questions
about students likes and dislikes. Teacher will
model how to fill out a T chart to list likes/dislikes.
Then small groups will form and students will
discuss how they filled out their T chart. Students
will discuss with large group any similarities and
differences between classmates. Class will then
assess do they have similar things in common? Is
this a good or bad thing? Why?

Modeling of the Concept


SEI-2
Guiding the Practice
Teacher will have an example already done of a
self portrait with a few written statements
underneath.
If time permits, students can write sentences then
practice typing on computer.
Student can write color down on paper in that
color marker or pencil with assistance from peer
or teacher (My hair is red. My eyes are green. )
SEI 2- When beginning art task, teacher will show
a finished product of the self portrait and written
piece to students. Then, through guided art,
teacher will ask students to identify where the
face is, parts of the face, where they are in

proportion to other areas, and different facial


features. Teacher will use TPR to give examples of
expressions students can put on their faces. Then,
students will identify other things they will
include in their picture such as hobbies, foods,
and family. Students will work independently at
desks, then share art with their peers. Students
will be asked to read their short paragraph and
describe their picture to their peers. Students will
then report on one interesting fact they learned
about their classmate.

Providing the Independent Practice


Students will then create their own self portrait,
including pictures of themselves, family, and interests.
Using the guide from their writing, students can have
creativity in arranging their pictures
ELL can refer to example done by teacher.
Then, students can glue sentences and art on large sheet
of paper.
Transition
Students will interact with group to complete project and
compare answers.
Adaptations/Accommodations for Students with Special
Needs
See highlighted areas
See attached documents
Evaluation of
Formal Evaluation
the
Work sheets at bottom of document
Learning/Master

y of the
Informal Evaluation
Concept
Restate essential questions to students. After some
share, compare likes and interests among groups and
then classroom. Refer back to lines from the song and
story to connect with students work

Closure
Summary & Review of the Learning

Wrap up
SIOP 2- Students will divide into groups based on
numbers given out. Students will discuss with
group Why should we celebrate differences?
Would life be boring if we were all the same?
What was the big idea, and were the goals met by
the students? Were students able to successfully
complete the assignment? Were students able to
make connections between themselves, others,
and the story?

Reading
Materials
Technology
Equipment
Supplies

Homework/Assignments
Share art with family
Book : What I Like About Me by Allia Zobel-Nolan

http://www.the-best-childrens-books.org/What-I-LikeAbout-Me.html
Youtube Clip: https://www.youtube.com/watch?
v=SQVYmia6RZQ

Contruction paper

Glue

Scissors

Worksheets (See Attached)

White board

Completed example of work that is finished

Various art supplies (crayons, magazine cut outs,


markers)

Teacher
Self-reflection

If time permits, incorporate computer skills (students


typing their written sentences).

WHAT I LIKE ABOUT ME!


Name_________________________________________________________
Date_________________________________
What makes you, you-nique? Using the space below, write sentences describing your
appearance, your likes, family, favorites, talents or anything that makes you special!
Then, create a self portrait incorporating all of your special qualities.
-

Hair color (Is it straight or curly?)


Eye color
Freckles?
Height
Family size
Pets
Favorite music/animal/sport/hobby
Favorite season/subject/TV show
Talents

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WHAT I LIKE ABOUT ME!


Name __________________________________
Date__________________________

My name is ____________________.
I have ____________________ hair.

My eyes are the color ____________________.


I have ____________ sister
I have _______________ brother
I have a ______________. (animal/pet)
Their name is _____________________.
I am from ___________________.
I speak _______________________.
My favorite song is ________________________.
I like to watch __________________________.
My talent is ____________________________________.

If the teacher already has prior knowledge of the student, sentences can be adapted
for student.