Beruflich Dokumente
Kultur Dokumente
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 &
CK
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
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?)
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.
Transition
Teacher will review key ideas in what they may
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
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?
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
White board
Teacher
Self-reflection
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_________
My name is ____________________.
I have ____________________ hair.
If the teacher already has prior knowledge of the student, sentences can be adapted
for student.