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Lesson Plan Template

Name Tessa Swiger
Subject English Language Arts
Grade Level 2nd grade
Date/Duration 1 class period, 1 hour
Big Ideas Students can identify, describe, and artistically represent ones self and
Essential Questions 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?
PA/Common 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 Students will read, write, and verbally share facts involving culture and
appearance about themselves and others with 90% accuracy .
Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
Formative & Regular Education Students
Summative Observation of students writing process, following directions, and
Assessment final art project
Evidence 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
Culture- Is there music, TV shows, food, sports, or activities
specific to your culture that you like?

ISTE Standards for http://www.abcya.com/five_senses.htm

Interactive site that describes all 5 senses, followed by a game to
Framework for 21st check understanding on how to use 5 senses
Century Learning FOR ELLs
Uses new vocabulary in context, helps identify functions of the
senses and how it relates to us

Accommodations, Modeling during story
Modifications 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

Learning Plan
Introduction Activating Prior Knowledge
Have students watch this music video
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 Zobel-Nolan
Ask ELL students to help identify certain aspects of the text and
encourage interaction with the text to assess comprehension.
Teacher will use modeling and TPR while reading.
Ask students if they have any hidden talents or if anything is
special about them
Explicit Big Idea Statement
Instructions 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- Share-Listen
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

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 ________.

Teacher will review key ideas in what they may 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,
Dolch Sight words (2nd grade level)
(Pre-primer-second grade level for ELL)
Lesson Procedure PreAssessment of Students
Must include Diagnostic Assessment for ELLs-review key terms to assess
adaptations & understanding of content material. Will also assess students
accommodations understanding of terms like point, draw, like, dislike, face,
for students with eyes, nose, hair, color, family
special needs 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. Students will answer what they like about themselves. .
Teacher can touch upon self esteem words used from a
previous lesson. Students will copy down key terms that are
written 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
Teacher will have an example already done of a self portrait
with a few written statements underneath.

Guided Practice
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.
Students will interact with group to complete project and compare
Adaptations/Accommodations for Students with Special Needs
See highlighted areas
See attached documents
Evaluation of the Formal Evaluation
Learning/Mastery Work sheets at bottom of document
of the Concept
Informal Evaluation
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

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?
Assess students understanding of the content based on task
completion of their graphic organizers and final project. Also
will assess listening and verbal skills through presentation of
work with peers.
Share art with family
Reading Materials Book : What I Like About Me by Allia Zobel-Nolan
Technology http://www.the-best-childrens-books.org/What-I-Like-About-
Equipment Me.html
Supplies Youtube Clip:

Contruction paper



Worksheets (See Attached)

White board

Completed example of work that is finished

Various art supplies (crayons, magazine cut outs, markers)

Teacher If time permits, incorporate computer skills (students typing their
Self-reflection written sentences).


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

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.


My hair color is Mi pelo es

________brown_______________ _________marron_______________
_ __
My eyes are Mis ojos son
______green_____________ _____verde____________________

Appearance Aperiencia

Me gusta vestir
I like to wear ____t shirts, _______camisetas,
shorts and tennis pantalones cortos, y
shoes._____ zapatillas.
___________________ ____________________
_______________ _____________
Mi comida favorita es
My favorite food is _______tacos_________________
_____tacos________ ______________________________

My hobbies include _____listening to Mis pasatiempos incluyen

music, playing with my pets, and _______escuchando musica, jugar con mis
reading. mascotas, y leyendo.
__________________________________________ ______________________________________________
__________________________________________ ______________________________________________
____________________________ _________________________
A fun fact about me is _____________I Un hecho divertido sobre mi es
can play five Tengo tres
_______puedo miembros
tocar de la familia.
cinco instrumentos.
I have ___three___ family members. Ellos son mi madre, padre y
They are _mom, dad, and my ______________________________________________
hermana. Soy el ms viejo.
sister_________. I am the ____oldest____. ___________________________________
Family Familia