Common Core Aligned Lesson Plan Template

Subject(s): English Language Arts Grade: Second

Teacher(s): Monica Izzo School: College Park Elementary Date: 9/29/15
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
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.
2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual
and Performing Arts):
ELD. P1. 2.6 Reading closely literary and informational texts and viewing multimedia to determine how meaning is
conveyed explicitly and implicitly through language
3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

STUDENT-FRIENDLY
TRANSLATION

Students will be able to analyze information from looking at the

I will analyze information
illustrations and listening/looking to/at the words in Creepy Carrots In
from Creepy Carrots To
order to evaluate the characters, setting, or plot. (Blooms taxonomy
evaluate the characters,
level- Analyzing and evaluating)
setting, or plot.
4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish
the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

I will define words that ELS might need such as creepy. I will also define what main characters, setting,
and plot is so that they can meet the objective.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the

real world? Why are these outcomes essential for future learning?)

Students will be able to use illustrations and words to help when they read
other books by helping them understand the characters, setting, or plot of a

STUDENT-FRIENDLY
TRANSLATION
I will use illustrations and words
from Creepy Carrots To help me

book.

understand characters, setting,

or plot.

6. Essential Questions:
Who is/are the main characters in this book?
Where are they?
Whats the problem(s)?
How can they solve it?
Part II STUDENTS INFORMATION
7. Class Information:
a. Total number - There are twenty-three students in the class; ten girls and thirteen boys
b. EL/Special Needs One RSP Speech and One RSP
Sixteen ELS:
EL Listening Level: Four at level 5, Seven at level 4, One at level 3, and Four at level 2, and
Seven at level 0.
EL Speaking Level: Seven at level 6, Two at level 5, Six at level 4, Four at level 3, and Four at
level 2.
EL Writing Level: Two at level 4, Seven at level 3, Three at level 2, Four at level 1, and Seven at
level 0.
Overall EL Levels: Two at level 5, Seven at level 4, Three at level 3, Four at level 2, and Seven at
level 0.
c. Academic background in content area d. Linguistic Thirteen speak Spanish at home Ten speak English
e. Cultural/Health Nineteen students come from a Hispanic/Latino background, One comes from
an American Indian background, One comes from a Black/ African American background, and
One comes from a White (not Hispanic) background.
f. Physical Second grade motor skills include combining two or three locomotor movements to
form patterns with their body.

g. Social Second grade social skills communicating with peers to provide and receive feedback.
They want to help out, and participate in games that require rules. They can demonstrate
respect by raising their hand and waiting to be called on, and they shout the answer when
someones wrong.
h. Emotional Second grade strives to be independent by doing things on their own, boys try not
to cry and don't want to ask for help. Where girls still look from that support from others. They
are able to be empathetic to others needs by taking another child's perspective in how they
might feel. They are still growing and this is a time where they start to show physical signs of
stress.
i. Interests/Aspirations - For one of the first assignments of the school year, a lot of the students
demonstrated their interest for Pete the Cat. After talking to some students and observing
others I have noticed some boys that are interested in all things Lego related as well as sports,
especially soccer. I have noticed the girls love to be close together and participate in pretend
play where one is a dog and the other is a cat.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

Because there are Sixteen students that are EL it might be difficult for them to use the words to help understand the
main characters, setting, or plot. Because there are two students with an IEP for speech, they might have a hard
time speaking with their class or partners about the story, or they might have a hard time understanding the speech
in the book.

Part III - LESSON ADAPTATIONS

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

Because I anticipate EL'S to have a hard time understanding the main characters, setting, or plot I will
have them sit up front as I read the story so that they can see the pictures, I will then point to the
pictures and ask the students questions such as who do you think this is? Where might they be? What
is this story about? Then I will provide time for them to talk amongst their peers and check for
comprehension.
Because I anticipate the two students who have an IEP for speech I will scaffold them as they speak
with one another supporting them where appropriate, I will also help them by defining words from the
book that they seem to not understand.

10.

21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
Communication: The students will communicate with the teacher and their peers about How Full is
your Bucket
Collaboration: Students will work together to understand the setting, main characters, or plot
Critical Thinking: Students will analyze the book to evaluate the setting, main characters, or plot
11.
Technology - How will you incorporate technology into your lesson?
I will use the smartboard to generate the students ideas, so that they can refer back to it as they work independently, in pairs,
or in small groups to evaluate the setting, main characters, or plot.

12.

Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:

I will use formative assessments as we work as a class by asking them questions related to the main
characters, setting, or plot to check for understanding

b. Summative (if applicable):

I will use summative by having students work on a worksheet that has them draw the characters and
the setting from the text, As well as write sentences about the problem and how they solved it (plot)
c. (Attach rubric here, if applicable):

13.

Part V - INSTRUCTIONAL PROCEDURE

Instructional Method: Circle one Direct Instruction
Inquiry

14.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Cooperative Learning

Creepy Carrots x1
Smart Board
Paper and three different color markers (red, orange, and blue) to generate students ideas of
characters, setting, and plot to display on smart board for all to see using
Worksheets x23
Students will use their pencils and colored pencils to work on the worksheet

15.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN: I will open by asking if anyone knows what creepy means, I will then have the student's pair
share their answer, and then call on students to share with the class. I will then ask the students if they
know what character means, what the setting means, and what plot means. After they pair share I will
go over it with them, using the smart board to show them the definitions, the red marker will identify
words that define characters such as who and give examples of who can be a character animals,
people, things. I will then draw a line and use the orange marker to define setting using words like

when, where and talk about time, and places like a house, a beach, school, playground ect. Then I will
draw another line using the blue marker to define plot using words like what happens? Is there a
problem? How can it be solved?

BODY:

I will then read the story out loud stopping to ask questions. The first question would be asking the
students to share with their partner who the characters of the story are so far, referring them back to
the smart board? Then I will ask them the setting the story takes place, and the plot.

CLOSE:

To close I will ask the students to talk with the partners to recall the main characters, setting, or plot.
Then we will talk about them as a class after we discuss it I will give them a worksheet that is broken
up into four boxes one is a head with room to draw pictures of the main characters, ones a house with
room to draw pictures about where the story took place, the last two boxes the students will identify
the problem and solution by writing sentences.

Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?

3. What would you change about the lesson and why?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.