Sierra

Nevada College Elementary Lesson Plan Sample

Teacher Candidate: Erica McKenzie Lead Teacher: N/A
Grade/Subject: 2nd grade/ELA District: WCSD
Lesson Content: Reading Literature/Writing School: V. Palmer
SNC Supervisor: N/A Time Allotted: 45 Minutes

Materials, including technology:
Various informational and literature texts including, but not limited to, “In Lucia’s Neighborhood” by Pat Shewchuk
and Marek Colek, “Good People Everywhere” by Lynea Gillen, “The Great Migration” by Walter Dean Myers,”The Road
to Freedom” by Lesa Cline-Ransome. Graphic Organizer, pencils, word wall (with words and pictures)

Standard(s), including literacy for all content areas and/or SMP
2.RL.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.


How will learning be assessed at the end of the unit/learning cycle (summative):
Students will recount the key details in a text, by answering questions such as who, what, where, when, why, and
how, to demonstrate their understanding of the unit. This will be done through both written and verbal form.

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or Bloom’s)
1.I will ask and answer questions about key details in a text DOK 1

2.I will describe how people have made a difference in their DOK 1
communities

Connections to past learning or experience, building background
Students have been practicing answering questions and describing key details from a text. They also
have previous experience with read-alouds, as well as using the word wall.

-Have students turn and talk about, “The Pigeon Wants a Puppy”
-Ask students if they think it would be a good idea for the pigeon to get a puppy. Have students justify
their answers.
-Explain how sometimes our ideas can have a positive or a negative effect on not only us, but other
people around us.
-In this unit, we’re going to continue talking about people and their ideas.
-Turn and talk about one good idea that you’ve had, and one idea that might impact you or people in
your community negatively.
-Pull sticks, so students can share out positive and negative ideas.

Essential Vocabulary Definitions
Community people living in a certain place

Difference Changing people’s lives


Sierra Nevada College Elementary Lesson Plan Sample

Graphic Organizer A visual map

Strategy for teaching new vocabulary

Word Wall – Turn and Talk
-Visuals will be used when reading the word to students and discussing the definitions.
-Students will turn and talk to a shoulder partner and use the word in a sentence.
-Examples will be shared whole class
-The words and images will be posted on the word wall, and referred to throughout the unit

Sequence and Scope of Instruction (include instructional Instructional Strategy estimated
strategies, questions, opportunities for meaning making time
through discourse and other engagement strategies,
formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)
Students will move to the front of the room (on the rug) Whole Class Instruction 5 min
and sit next to their designated shoulder partner
-The objectives will be posted on the board and read out
loud to students.
-The objectives will be repeated by students, through
“song” and movements

Vocabulary Whole Class Instruction 5 min

-I will show a picture of a community to students and ask Think Pair Share
them to think about what it is and whether they’ve seen
it before
-Students will think, pair (discuss their ideas with their
shoulder partner), and then share with the whole class
Ø I will be circling around the room and listening to
students’ ideas during this time
-Groups will share out their thoughts with the whole
class
-I will state the word community and give students the
definition
-Students will repeat the word and definition
-Students will turn and talk with their shoulder partner
and try to use the word in a sentence
-Ideas will be shared with the whole class
-This process will be repeated for the words difference
and graphic organizer
-The words will be posted on the word wall when done


Sierra Nevada College Elementary Lesson Plan Sample


Research Groups Strategic Grouping 15 min
-Students will be placed into heterogeneous groups
-Each group will be assigned a book (based on their -If students are unable to write
reading levels) their answers on the graphic
-Students will work together to read the book and organizer, they may sketch their
complete their graphic organizer answers
Ø Who, what, where, when, why, and how
-Students will assign each other roles in their group, and
present their information to the rest of the class.

-During the Research Groups, I will be checking in with
each group to ensure they are on task, reading their
books, and completing their graphic organizers.
-I will also ask questions to check for student
comprehension about the main idea and key details of
each book.

Presentations
-Each group will share the main idea and key details with
the rest of the class. Small Groups presenting to the 10min
Ø This can be done orally, through writing, whole class
sketches, or a combination of all three.
-During presentations, I will be offering students guided
support and prompting

-After all groups have presented, we will have a Whole Class 5 min
discussion on how various people from multi-cultural -Pull Sticks
backgrounds have paved the way and made a difference
in many people’s lives through their ideas and actions.

Exit Ticket Independent

-What is a community? -If students are unable to write 5 min
-Do your ideas affect anyone other than yourself? the information down, I will
Explain. meet with them individually
and have them answer the
questions orally

Closure : specific activity to review content
Exit Ticket:
What is a community?
Do your ideas affect anyone other than yourself? Explain.

Teacher Candidate Reflection on the lesson (after delivery)
N/A


Sierra Nevada College Elementary Lesson Plan Sample


SNC: April 3, 2014