SUNY Potsdam CE/EC Lesson Plan Template

AUTHOR: Madi Fortier

Background information
Grade 2nd

Subject Area ELA/Social Studies

Pre-Requisite Knowledge/Skills
The words “unique” and “diversity”
Character traits

Central Focus:
We will examine the differences amongst ourselves and others and what makes us special

Language Function:
Analyze

Time Allotment 1 Hr./1 Literacy Block

Curriculum: Standards
CCSS.ELA-Literacy.RL.2.3

Describe how characters in a story respond to major events and challenges.

CCSS.ELA-Literacy.RL.2.6

Acknowledge differences in the points of view of characters, including by speaking in a different

voice for each character when reading dialogue aloud.

CCSS.ELA-Literacy.RL.2.7

Use information gained from the illustrations and words in a print or digital text to demonstrate

understanding of its characters, setting, or plot.

Social Studies

2.2 People share similarities and differences with others in their own community and with other

communities.

2.2b A community is strengthened by the diversity of its members, with ideas, talents,

perspectives, and cultures that can be shared across the community.

Students will explore how different ideas, talents, perspectives, and culture are shared across
their community.

Learning Objectives/Targets
I can differentiate the differences amongst members of my community and classroom and

appreciate them

I select positive character traits that my classmates possess

I can determine the impact that society can have on an individual

Instructional Strategies I will use are:

Sticky Note Project Read Aloud Group Work

Assessments I will use are:

Formal Assessment - Students will be asked to write a reflection on their sticky note board and
why they feel their classmates perceive them that way.

Exit Ticket- Students will be asked how they felt during the sticky note project and when they got
their boards back
Informal Assessment -Teacher will pose questions throughout reading to check for
comprehension
Lesson Procedures
Anticipatory Set/Minds On
Role Play/Reflection (10 Minutes)
Teacher will place cards with character traits face down on the student’s desk, some positive,
some negative. Students will then be asked to flip over their card and turn to their shoulder
partner and treat them like they are the trait on the card.
We will switch after 30 seconds and the next student will take their turn.
We will then discuss how we felt about how our classmates treated us
Teacher will pose the question “What is everyone treated you that way?”

Procedures

Procedures
Teacher will play “You are Special” posing questions along the way (12 Minutes)
https://www.youtube.com/watch?v=15QuHygLwFU
“How do you think Punchinello felt towards the other Wemmicks”
“Why do they treat him that way”
“How would you feel”
“What does Eli tell him”
Discussion (5 Minutes)
“Think, pair, share”
“One main lesson learned from the story”
Students will discuss, and teacher will circulate
Volunteers will share out

Sticky Note Project (20 Minutes)

Teacher will give instructions and a poster board for each student will be placed around the
room. Each student will be given a pack of sticky notes and a marker.
Students will be asked not to put their names on the sticky notes, but write a positive trait or
what that student does to help others
Example
“Eli always sits with others when they are alone, his is kind”
Students will be allowed to circulate as they please but must place a sticky note on everyone’s
board
Teacher will circulate and watch students
Discussion (5 Minutes)
Teacher will pose the question “What if the Wemmicks did this activity instead? How would
Punchinello have felt”
Volunteers will share out

Closure/Go back to learning targets

Exit Ticket (5 Minutes)
Students will be asked to write an exit ticket about their feelings during and after the project.
How did they feel about what their classmates said about them?
Did they like writing on other people’s boards?

Universal Design for Learning (UDL)

Some will be for whole class, groups of students, individual students.

Principle # Evidence
7.1 Students choose what positive trait to put on
someone’s board
8.3 Students are collaborating with one another to
create the boards and creating community by
giving our classmates positive traits
2.1-2.2 Language and elements will be discussed
during Read Aloud for clarity
3.2 This project will add to our idea of diversity
and being unique within a community
3.1 This project will add to the background
knowledge we have acquired about diversity
and being unique