Name: Sarah Cooper

School Site: Regency Park

Lesson Title/Subject: Monsters drawing lesson/Language Arts

Grade: 2nd
Content Standard(s): Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
English Language Arts Anchor Standards and/or Math Practice Standards:
ELD Standard(s):
Anti-Bias Framework Anchor Standard and Domain:
Grade Level Outcome:
List Measurable Objectives in this column.
Note: The objectives will match the standards.
Content Objective:
BTEOTL SWBAT create their own monster from the supplies provided
for them after listening to the story read to them.

Social Skill Objective: Sharing materials

How will you teach the social skill? Will you use a looks like/sounds
like/feels like chart, a book, modeling, etc.?
Modeling
Brick Words:

Describe Assessment Tool and Criteria

How will you CFU?
I will ask students questions throughout the book to get
them thinking about different kinds of monsters, and
ones that they will create.
What and how will you assess during collaboration?
I will circulate during collaboration and informally
assess the students as they work on their monsters.
What and how will you assess during independent
learning?
I will assess the students when they are creating their
monsters.
What and how will you assess the social skill during
collaboration?
I will assess during collaboration to assess the
particular social skill objective.
How will you CFU?
What and how will you assess during collaboration?

Which language demand(s) will you need to teach in order to achieve

the content objective? (Write them/it out.)
Language Objective(s) (language demands):
Multicultural/Social Justice:

What and how will you assess during independent

learning?
How will you CFU?
What and how will you assess during collaboration?
What and how will you assess during independent
learning?

Cohesiveness/Continuity
The students have learned how to write a super sentence and tomorrows lesson will be an extension of
that, including more detail sentences, along with a topic and concluding sentence. During tomorrows
writing lesson, the students will be writing about the monster theyve created in todays lesson.

Materials
Worksheet, book, monster drawing/tracing packets
Differentiation
Modification of the ________________ based on _____________ because
classroom element

student trait

Lesson Implementation
Focus Lesson
Hook
Who used to think there was a monster in their bed/closet/room? What do you think this book is going to be
about?
Objectives are stated in student friendly language
Today were going to read a story about monsters, make our own, and then write a short story about it!
Clear explanation of purpose and relevance
This is important because its good to be able to connect books/literature to something you make/write
about.

Building Background
o Links explicitly made between past learning and new concepts
Making connections between literature and art/writing.
o Concepts explicitly linked to students background experiences
Refer to hook.
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students to
see)

Modeling of the new learning (think aloud and/or demonstration)

What strategy will you use to model? Will you use think aloud, demonstration, pictures, or any other
technique of the visual nature? Please write which strategy you will be using:
Demonstrate how to trace and create the monsters
Show students a monster that I made as a reference.

Guided Instruction

I will read the story to the students.

I will ask questions throughout the book to get students thinking about the story, and possible ideas
for their own monsters.

Explicit Teaching of Social Skill and Activity

I will demonstrate to students how to properly share materials.
I will ask students if we need to take turns when sharing materials with other students, and if you
need to be patient and respectful to one another when doing so.

Collaboration

Students will have to share the materials when working on their monsters to create them.

Student Reflection
Social
I am hoping that each student will appreciate and respect each other, when sharing their materials
for their monster.

Independent Learning
Students will create their own monster.

Student Reflection
Content
How did reading the story before help you create your own monsters?
Process
Whats one thing you liked about working with other students at your table?
MAKE SURE TO INCLUDE THE FOLLOWING EMBEDDED IN THE LESSON:

Clear expectation of behaviors for different tasks

Use of higher order thinking skills