Heroes

Kylie Kuhn
EDU512
Spring 2018
Dr. Rachel Timmons
California Baptist University

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 Table of Contents

Objectives and Standards……………………………………………………………………………... 3

Introduction…………………………………………………………………………………………... 5

Student List…………………………………………………………………………………………... 6

Vocabulary……………………………………………………………………………………………. 7

Literature……………………………………………………………………………………………... 9

Poetry…………………………………………………………………………………………………. 10

Direct Instruction Lesson Plan………………………………………………………………………... 12

Concept Attainment Lesson Plan...…………………………………………………………………... 26

Generalization Lesson Plan…………………………………………………………………………… 36

Inquiry Lesson Plan…………………………………………………………………………………... 46

Vocabulary Lesson Plan……………………………………………………………………………… 53

Listening/Talk Lesson Plan…………………………………………………………………………... 63

Writing Lesson Plan………………………………………………………………………………….. 71

Professional Reflection………………………………………………………………………………. 78

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 Objectives and Standards

Direct Instruction Lesson

Objective: After the lesson on the facts of heroes, students in grade 2 will identify, list and summarize information on the
topic of heroes from long ago by writing 10 facts both orally and in writing with accuracy.

Concept Attainment Lesson

Objective: After the lesson on the concept of heroes students in grade 2 will be able to state both orally and in writing the
correct definition of a hero.

Generalization Lesson
Objective: After the lesson on using data to support generalizations, students in grade 2 will apply this knowledge and
develop generalizations concerning the topic of heroes with accuracy.

Inquiry Lesson
ELA Language Objective: Students in grade 2 will be able to ask and answer such questions and who, what, where,
when, why, and how to demonstrate understanding of key details in a text. Students will also be able to describe how
characters in a story respond to major events and challenges.

ELA Content Objective: Students in grade 2 will understand the importance of individual action and character and
explain how heroes from long ago and the recent past have made a difference in others’ lives.

Vocabulary & Handwriting Lesson

ELA Language Objective: Students in grade 2 will effectively use academic vocabulary to collaboratively create a
written work describing information taught in previous lessons.

ELA Content Objective: Students in grade 2 will work collaboratively on a written work with their peers.

Listening/Talk Lesson
ELA Language Objective: Students in grade 2 will be able to ask and answer such questions and who, what, where,
when, why, and how to demonstrate understanding of key details in a text. Students will also be able to describe how
characters in a story respond to major events and challenges.

ELA Content Objective: Students in grade 2 will understand the importance of individual action and character and
explain how heroes from long ago and the recent past have made a difference in others’ lives.

Writing Lesson
ELA Language Objective: Students in grade 2 will be able to ask and answer such questions and who, what, where, when,
why, and how to demonstrate understanding of key details in a text. Students will also be able to describe how characters
in a story respond to major events and challenges.

ELA Content Objective: Students in grade 2 will understand the importance of individual action and character and explain
how heroes from long ago and the recent past have made a difference in others’ lives.

Social Studies Standards

2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the
recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull,
George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

ELA Standards
 S.L.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
 SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
 SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional

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 information, or deepen understanding of a topic or issue.
 SL2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
 RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of
key details in a text.
 RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
 RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts of information in a text efficiently.
 RL.2.3 Describe how characters in a story respond to major events and challenges.
 W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts, and definitions to develop
points, and provide a concluding statement or section.
 W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing.
 W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations).
 W2.8 Recall information from experiences or gather information from provided sources to answer a question.
 L.2.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
 L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
 L.2.6 Use word and phrases acquired through conversation, reading and being read to, and responding to texts,
including using adjectives and adverbs to describe.

College and Career Readiness Anchor Standard CCSS

Comprehension and Collaboration:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Key Ideas and Details:
 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding
of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
Text Types and Purposes:
 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.

CCSS ELD Standard

Collaborative:
1.Exchanging information and ideas with others through oral collaborative conversations on a range of social and
academic topics
Interpretive:
5. Listening actively to spoken English in a range of social and academic contexts
Productive:
9. Writing literacy and informational texts to present, describe, and explain ideas and information, using appropriate
technology
10. Supporting own opinions and evaluating others’ opinions in speaking and writing
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 Introduction to Unit/edTPA Reflection

SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective environments and deliver
meaningful learning experiences which have an emphasis on developing a deep understanding of content knowledge.

Relevance
The goal for EDU512 was to create a class, and a lesson plan where we taught an entire social studies unit. The
unit was linked directly to the Common Core State Standards (CCSS) on people who make a difference. The lesson plan
was broken into sections which included direct instruction, concept attainment, generalization, inquiry, mini lessons on
vocabulary and handwriting, and finally a lesson on listening, talk, and writing. Each of the different lessons were clearly
aligned with objectives that are linked to the standards students need to meet in their grade. For my class, I created a
second grade class who was learning about people who make a difference. We discussed heroes from the past, as well as
heroes today that influence our lives. This assignment taught me how to build on previous lesson plans to create one unit
that flows through all of the standards that need to be taught for those specific standards. I feel confident going into
student teaching that I will be able to successfully complete my lesson plans for the lessons I will be teaching.

Link to Theory
My lessons were supported mainly by information processing theory. My lessons relied on the fact that I could
give students information, and they would be able to process it, and show me their understanding through their work they
complete. My lessons were also linked to Bloom’s Taxonomy. Each specific lesson met the Taxonomy levels in different
ways, yet all were buildable in terms of how students are learning the material.

Professional Development
This assignment was extremely valuable in terms of what I will be doing when I am student teaching. I learned a
lot about how I can create a lesson plan for an entire unit, while using different lesson styles within a single unit. It was
helpful to do an entire unit together because I was able to make sure that the material flowed well for the students, so I
could maximize student understanding of the material. Before completing this assignment, I was not aware how many
different lessons I could incorporate in a single unit. I know that I still need practice on writing objectives for my lessons,
but I think that with help from my master teacher, I can perfect the objectives I write for each lesson. I feel much more
confident that I will be able to successfully plan a unit on my own, with minimal help from my master teacher once I start
student teaching. This assignment was beneficial in helping me deliver effective material to my future students.

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 General Student List with Three Focus Students

Gender General SES Level General Academic Ethnic Population Describe Student
Level Needs

14 Boys Unknown A majority of the 7 Hispanic, 2 All students require

Provide a general students are lower African American, assistance on work
description in the in terms of their 1 Asian, 4 in different ways.
boxes to the right. academic levels. Caucasian All students spend
There are a mixture specified time on
of higher and lower software for
males within the language
class, but most are development. 5 of
below grade level. the lower students
need extra
assistance in
smaller group
settings.
8 Girls Unknown Similarly to the 3 Hispanic, 2 3 out of the 5 girls
Provide a general boys, many of the Caucasian are on IEP’s and
description in the girls are also low have
boxes to the right. academically. The accommodations
way that the teacher within the
has grouped classroom for their
students has education. All
combined a mixture above mentioned
of the higher girls seem to do
students with the better when
lower students. working in small
groups.
EL Focus Student Unknown EL student recently Student is Hispanic. Student struggles
moved to California when asked to read
from Costa Rica. passages out loud.
Currently at grade Comprehension
level academically seems to be high
but struggles with when given time to
fluency in reading. read at own pace.
Student often says
words in native
language when he
cannot think of the
English translation
for them.
Special Needs Unknown Student is at grade Student is African Student struggles
Focus Student level despite being American. when it comes to
special needs. IEP math, but tends to
in place to ensure excel in language
student is learning. arts. Student seems
to struggle when
working in groups,
and prefers to work
alone.
Advanced learner Unknown GATE student Student is Hispanic. Student has been in
Focus Student GATE since early
elementary.
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 Vocabulary

Lesson 1: Direct Instruction

 Hero- a person noted for courageous acts or nobility of character
 Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

Lesson 2: Concept Attainment

 Hero- a person noted for courageous acts or nobility of character
 Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

Lesson 3: Generalization
 Hero- a person noted for courageous acts or nobility of character
 Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

Lesson 5: Vocabulary & Handwriting

 Hero- a person noted for courageous acts or nobility of character
 Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

Lesson 6: Listening/Talk
 Hero- a person noted for courageous acts or nobility of character
 Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.

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  Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

Lesson 7: Writing
 Hero- a person noted for courageous acts or nobility of character
 Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

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 Literature Page

50 American Heroes Every Kid Should Meet by Dennis Denenberg and Lorraine Roscoe

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 Poetry

Heroes

Heroes are so very brave

So brave, they protect us to the grave.

Even though it may exhaust,

they protect us at all cost.

While we can’t thank them everyday,

we are thankful that their courage never sways.

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FYI: Use this information for each lesson.

edTPA LANGUAGE FUNCTIONS & DEMANDS

Language Functions: The content and language focus of the learning task represented by the active verbs within
the learning outcomes. Language functions are what students DO.

Language Demands: Specific ways that academic language (vocabulary, discourse, syntax) is used by students to
participate in learning task through reading, writing, listening, and/or speaking to demonstrate their
understanding.

Three Language Demand areas:

Vocabulary: Includes words and phrases that are used within disciplines including:

1. Words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table)

2. General academic vocabulary used across disciplines (e.g., compare, analyze, evaluate)

3. Subject-specific words defined for use in the discipline.

Discourse: includes the structures of written and oral language, as well as how members of the discipline talk,
write, and participate in knowledge construction.

Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text
structures) that provide useful ways for the content to be communicated.

Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g.,
sentences, graphs, tables)

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 Lesson Plans
(Add a section divider to introduce your lesson plans.)

EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

Behavioral Model - 100 Points

This rubric will be used to assess Direct Instruction lesson plans.

Who is a Hero?
Direct Instruction Lesson Plan
Lesson Plan #1
Clarity and ease of locating each lesson component is expected. Please download this form and fill it in for your
lesson. Keep the headings and numbers for all sections as they are on this form.

1. MATERIALS/PREPLANNING (5 points)

 Materials - List all of the materials you will need for teaching this lesson.
 Photos of heroes that will be discussed
 KWL Chart
 Social Studies Journal
 Pencils, crayons, colored pencils
 Elmo
 Whiteboard

 Vocabulary - List key vocabulary terms needed for this lesson

 Hero- a person noted for courageous acts or nobility of character
 Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

 Literature - List supporting literature or reading materials

 OBJECTIVE (10 points) The social studies objective will state the learning that the students will attain by the end
of the lesson. Fill in the following objective for your grade level and unit topic.

After the lesson on the facts of heroes, students in grade 2 will identify, list and summarize information on the topic of
heroes from long ago by writing 10 facts both orally and in writing with accuracy.

 The Objective should be one complete sentence with the ABCD Components.
 State the objective in behavioral terms, as follows:
 A=Audience- Grade 2
 B=Behavior- Be able to list 10 facts
 C=Conditions- Identify, list, summarize
 D=Degree of accuracy needed to achieve the objective- Orally and written with 95% accuracy

 State the cognitive taxonomy level (Bloom’s )- Knowledge

 List the standards met by this objective. Highlight in color the specific words in the standard that you are
addressing.
 Social Studies Standard
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2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the
recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull,
George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

 CCSS ELA Standard

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges.

 CCSS ELD Standard

Collaborative:
 Exchanging information and ideas with others through oral collaborative conversations on a range of social and
academic topics
Interpretive:
5. Listening actively to spoken English in a range of social and academic contexts
Productive:
9. Writing literacy and informational texts to present, describe, and explain ideas and information, using
appropriate technology
10. Supporting own opinions and evaluating others’ opinions in speaking and writing

 College and Career Readiness Anchor Standard CCSS

R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.

edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout provided
in class.)

Students will summarize information by listing ten facts about (topic of study).

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Students will summarize information about the topic studied by listing ten facts and using the appropriate
academic vocabulary (for the topic) both orally and in writing.

Related skills for the essential literacy strategy:

 Listening to information presented.
 Reading related documents/stories on the topic being studied.
 Learning the academic vocabulary terms.
 Students will write ten facts using correct writing conventions to demonstrate their learning about the topic
of ___________.

Language Function Statement: edTPA - The content and language focus of the learning task is represented by the
active verbs within the learning outcomes.

Ask yourself: What main communication language function do students need to use to communicate their understanding
of this content?
Use - Student uses language to: (see Toolkit samples -ex. Summarize their learning about______. )

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 Language Demand: The Language Function can have language Demands in each of the 3 areas below:

Academic vocabulary/symbols: ex. List/use vocabulary in sentence

Syntax: (Use language frames in Language of … section in Toolkit)

Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)

3. ASSESSMENT STRATEGY (10 points)

 The key question to ask: Can this objective be assessed and what will the student be able to think, say, or do when
the objective is accomplished?
 Describe clearly how you would assess student performance in this lesson.
 Label your method of assessment as authentic, formal, or informal and the type of assessment tool used.
 Clearly state where/how this assessment will be kept (portfolio, grade book)
 Include a copy of the rubric, checklist, or other tool that will be used to assess each objective.

After this lesson, students should be able to orally and verbally list 10 facts about heroes from the past. They will
complete the assignment on their own, and afterwards be able to discuss their facts with their peers. Students will be
assessed on how closely their facts correlate to the information that was given during the lesson. The students facts will be
formally assessed using a rubric. The assessment will be kept in the students learning journals which will be used for all
the lessons in the classroom.

Proficient (5 points) Basic (3 points) Below Basic (1 point)

 Students wrote 8-10
facts about heroes in
complete sentences.
 Students wrote
grammatically correct
sentences with little to
no errors.
 Students wrote
sentences with great
detail.
 Students wrote 5-7 facts
about heroes in
complete sentences.
 Students wrote
grammatically correct
sentences with minimal
errors.
 Students wrote
sentences with some
details.
 Students wrote
sentences with four or
less facts about heroes
in complete sentences.
 Student sentences
contained many
grammatical errors.
 Student’s sentences did
not include any details.

4. LESSON OPENING/PURPOSE (5 points)

 Purpose: Clearly state how this lesson will benefit students. The purpose statement lets students know WHY you
are spending time with this lesson.
 State the purpose of the objective to students in a way that students will know what they will learn and WHY it is
important.
 Mention the types of students you have in your class. (ELL, IEP, GATE, etc.)

Good morning students! Today, we are going to be discussing heroes and their importance in history and in our lives
today. Raise your hand if you have ever heard of someone named Abraham Lincoln? What about Albert Einstein? These
are just two examples of the heroes that we are going to be talking about during today’s lesson. After we discuss these
people, you will be responsible for writing 10 facts that you learned in your learning journals and I will grade them off of
this rubric.

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

 Describe what you will do to increase motivation for learning. Begin by doing something to get the students’
interest hooked into what you are about to teach. Ask leading questions.

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 Ideas: Describe related activities or experiences they have had before. Remind them of previous learning that
relates new leaning to prior knowledge.
 Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books, etc.

In order to increase motivation for this lesson, I will ask students to think about the heroes in their lives today. By
connecting it back to people that they know, I think they will be more willing to share who and what they think a hero is.
Young children tend to be easily excitable when it come to sharing about their lives and I think that this could be a good
way to introduce the topic of the lesson. Students will be given 5-10 minutes to brainstorm traits that heroes possess, as
well as who they think is a hero in their everyday life. Before I begin my lesson, I will encourage a few students to share
what they came up with. I will first share one or two traits that I think a hero possesses, as well as who I consider a hero in
my life to open up a line of communication with the students. Once they share their ideas, I will begin to show photos of
the heroes that we will be discussing throughout the lesson. I think that it may be easier for students to remember the facts
about their heroes if they are able to put a face to all of the information that I give them during the lesson.

Provide Rationale for why you selected this strategy and link to this particular group of students.
I chose to introduce the lesson using personal experience because this is a way for all students,
regardless of their academic abilities, to share and participate in the conversation. While the work that
goes along with this lesson may need to be modified for certain students (ELL/IEP), they can still
participate in our class conversations in their own way if they can connect the material back to their
own personal lives. I think that the chance of struggling students understanding the material is higher if
they can use their own worlds to make sense of it. I think that this is a good skill to use working with all
children, but especially young and struggling children because it is a way to scaffold their learning when
they are being introduced to new material.

 LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK

BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR
UNDERSTANDING, AND GUIDED PRACTICE

 POST STANDARDS
 The standards will be posted on the white board, and around the classroom for students to see during the lesson.
 I will draw students attention to the standards and explain to them the importance of why we are learning the lesson
that we are learning today.

 RESTATE OBJECTIVE IN STUDENT TERMS

10. After the lesson on heroes you (students) will list ten facts about heroes with accuracy (both orally and in writing).

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.

It is incredibly important to check for background information in order to assess what information your
students already know, so you are not spending your time re-teaching information that they already
know. For example, if all students who Abraham Lincoln is, and what his importance is, we do not need
to spend as much time talking about him when there are plenty of other people to discuss. I do not want
students to become bored with my lesson in the beginning stages of introducing the topic because they
are bored of listening to information that they already. During the anticipatory set, students will be
sharing their background knowledge of what they know about traits that heroes possess, as well as what
a hero looks like in their own lives. I can assess their verbal answers and see just how much
understanding they have. By sharing their experiences out loud, students may be able to spark others
understanding by mentioning something that their peers may have known but not immediately thought
of.

 Ask the students to brainstorm what they already know about heroes Place this information in the K (or What We
Know) column of the chart. Have them think about what they saw in the video to help them get started if needed.
15
 Ask the students what they would like to learn about in regards to heroes. Write these in the W (What We Want to
Learn) column.
 Save the chart to be used at the end of the unit to when the students will report on what they have learned in order to
complete the L column.
 Use KWL Chart from 50 Literacy Strategies (Tompkins)

Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.

Progress monitoring is important to make sure that student are following a lot, and picking up on the
information that is most important in the lesson. Encouraging students to share means that sometimes
they may share the wrong information, and I want to make sure that their peers are not picking up the
wrong information but more so the key concepts. I will use popsicle sticks with the names off each
student to make sure that students are aware they all have an equitable chance of being called on. If
students know there is a chance they will be called on, they are more likely to stay engaged and
participate in the lesson.

K (What we know) W (What we want to learn) L (What we learned)

Heroes are brave.
Heroes want to help people.
Some heroes are famous, some are
not.
Heroes can be boys or girls.
Some of us know heroes in real
life (doctors, firefighters, police
officers, teachers).
How do we become brave like the
heroes we learned about?
How do heroes help other people?
What is the difference between
famous and non-famous heroes?
Does it matter if you are a boy or a
girl hero?
How can we become like the
heroes that we know in real life?

1. INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson for
this particular group of students/class.

Direct instruction will be the focus of this lesson. We will begin by sharing our own personal ideas, and
once I am able to assess the background knowledge my students have, I will be directly teaching the
lesson to my students. The new information that I am giving through direct instruction will help
students be able to complete their list of 10 facts about heroes. I will also have visuals around the
classroom directly related to the lesson in order to help students make connections and trigger their
memories when they need assistance writing their facts after the lesson. My hope would be that in the
future, students would be able to recall facts they may forget when they see photos of certain heroes that
we are discussing in class.

Explain how your strategy incorporates EL student’s background.

Photos around the classroom will greatly benefit my EL students because they will not be solely relying
on understanding the lesson verbally. It will be easier for me to connect the material to the photos versus
only verbally teaching the lesson.

(Ideas…select several of these or add your own ideas.)

 Go over vocabulary words which will be in the reading. List the key vocabulary words:
 Hero- a person noted for courageous acts or nobility of character

16
  Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

 Put a picture up on Power Point of each of the heroes we are talking about today for the students to look at as we
read about them.
 Informally check for understanding: Discuss the facts on heroes. Have students brainstorm silently, then share
with peers.
 Be sure all students understand the facts by listening to responses, (using group pair – share strategy etc.)

 MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step for
this class.

Modeling is important to make sure my students are understanding what I am asking them to do.
Asking them to share their ideas out loud is a way for me to check their understanding, but before I
set them out on their own to complete the assignment, I need to make sure they understand what I
am asking. Before I set students out on their own to write in their learning journals, I will show them
on the front board the type of sentences I am expecting their facts to be written in. We will talk
about a fact as a class and every student will write a sentence about the same fact so we can think-
pair-share with our neighbors and then share out loud to the whole class. This will give students an
idea on how to complete the remaining 9 facts that they will do on their own. My hope is that by
leaving the example on the front board, students are able to reference what we did together and
write their own facts in which I will be able to assess once they are submitted.

 Write the facts about heroes on the board as the students say them.
 Tell the student they are going to write these facts into their journals.
 They will illustrate at least one of the facts on heroes at the top of the page.
 Then they will write the title, “Facts about Heroes” under the picture.
 Next, they will write ten facts about heroes from the list created above.
 Demonstrate each step by drawing/writing it on the white board as you describe it to them.
 Review simple sentence structure.
 Show the students a copy of what the page should look like.
 An example of the how the finished product in the student journal should look will be available to the students.

 TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?

Throughout my lesson, I will make sure that pictures are posted throughout the room, and that I am modeling
what I am expecting on the board. By using the whiteboard as one of my key tools needed for my lesson, I can
ensure that my EL students are following along and are able to use my fact for assistance when they are struggling
writing theirs. Because English is not their first language, being able to visually see what I am asking may make it
easier for them to connect what it is that they are expected to do. While the lesson will be delivered in English, the
visuals may make it easier for these students to connect the ideas back to their home language where they are
better able to make meaning of what is being taught in the classroom. I also plan on using the Elmo to project
examples to the class of students who feel comfortable when they have completed their examples. This is a good
way for students to see the work their peers have completed and get an idea on how to do the remaining 9 facts on
their own.
17
 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning
Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.

Progress monitoring is important for myself to be able to make my way around the classroom and
observe the work the students are doing without making them feel that they are being graded. This is a
great way for me to ensure that my struggling students are on the same page as their peers and are
understanding the material enough to complete their remaining 9 facts.

 Ask several of the students to repeat the instructions they have been given.
 The students will first write a rough draft of their facts. Check on the students as they work.
 Continue to check for understanding of the facts related to heroes through use of questioning strategies both during
and after the task is completed.

 GUIDED PRACTICE STRATEGY

 The teacher will check for accuracy while students are working on assignment and provide written and oral feedback.
 Students will share their facts with their shoulder partner and edit for capitals and punctuations.
 Check each student’s work and edit as necessary before the students make their final copy.
 Be sure to check for spelling, punctuation, capitalization and sentence structure.
 Once their final edits have been made, the students will copy the final work into their journals.

7. CLOSURE EL/SDAIE: Questioning for review

 Ask students to share what they wrote for their facts.

 Ask them to show their pictures.
 Go back to the KWL chart and ask the students what they have learned about patriotic symbols that we studied today.
 Fill in the L section of the chart.
 Ask some specific questions about the symbols. (Example of questions might be how many star and stripes on the flag and
why, what did Benjamin Franklin want to have as the national bird, where can they find the Great Seal).
 Call on some of the students to define the vocabulary terms.

Learning facts about Heroes.

K (What we know) W (What we want to
learn)
Heroes are brave. How do we become
brave like the heroes we
learned about?
Heroes want to help How do heroes help other
people. people?
Some heroes are famous, What is the difference
some are not. between famous and non-
famous heroes?
Heroes can be boys or Does it matter if you are
girls. a boy or a girl hero?
L (What we learned) Q (What new questions
emerged?)
To be like the heroes we Are there different ways
learned about, we have to become like the
to work hard and be heroes we are learning
caring. about?
Heroes help other Does helping other
people by putting others people make you a
first and helping in any hero? Or are there
way that they can. other qualifications?
Some heroes get more Do opinions of what
attention for the things makes a hero change
that they do, but some depending on the
do good things person?
everyday. (firefighters,
police officers)
It does not matter what Are boys or girls better
gender you are. Anyone heroes?
can be a hero if they do
what is right.
18
 Some of us know heroes How can we become like We have to help What other kind of
in real life (doctors, the heroes we know in everyone around us in a heroes do we know in
firefighters, police real life? time of need and be nice our lives?
officers, teachers). to everyone.

 Ask the students if anyone has anything to add about where they have learned about heroes.
 Remind the students about key elements of the facts they have listed and what they now have learned.

8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.

It is important that any new information that is introduced is also assigned independent practice.
Students can understand the material in class while I am guiding them, or their peers are helping them
but the best way to assess if they are catching on is to assign work for them to complete independently.
This would also be the time that students would come across any questions that they may have on
material they are not fully understanding. I will be able to find inconsistencies with their understanding
based on the independent practice work they are turning back into me. For independent practice, I will
have students take home their journals with their facts written inside and encourage them to share with
an adult at home. This will open up the conversation between student and guardian and hopefully the
students will share what they learned. Then, the student will pick their favorite fact that they wrote and
they will draw a picture to illustrate what the fact is about. They will bring that picture back to class the
next day and I will hang them on the wall to show what we did to meet our standards.

 Assign the students the project writing 5 more facts for their journal. They will also be asked to look for more pictures to
add to the journal.
 Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to use good
penmanship, correct spelling and sentences, and correct capitals and punctuation.
 The homework will become part of their journal on patriotic symbols to be on their desks for parents to see at open house.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed

description of three students and the adaptations for each student in the three areas in chart below.

 Complete the charts below to summarize required or needed supports, accommodations, or modifications for your
students that will affect your literacy instruction in this learning segment. As needed, consult with your
cooperating teacher to complete the charts. Some rows have been completed in italics as examples. Use as many
rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students

 With Individualized Education Programs (IEPs) or 504 plans

 With specific language needs
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic knowledge

19
Students with IEP and 504 plans
IEPs/504 Plans:
Classifications/Needs
Example: Visual processing
In each section do the following:
Describe Student & include:
Strengths
Present levels of performance
Weakness that you will support
Student with visual processing
problems. Student strives to succeed
and keep up with peers but has issues
processing information if it is not
given orally.
Language Needs
Example: English language learners
with only a few words of English
Example: Students who speak a
variety of English other than that used
in textbooks
Number of Supports, Accommodations,
Students Modifications, Pertinent IEP Goals
2 Close monitoring, large print text, window card to isolate text
 List and Describe 3 strategies from your texts that will aid
each student’s learning.
 Provide page numbers and title of texts and/or attach a
copy of the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be
helpful for each student listed.
1  Interactive Read Alouds- Teacher will engage students by
reading books out loud. This will benefit students who have
issues with their visual processing because they can focus
more on hearing the story versus having to read the words on
their own. Teacher can encourage conversation with students
during the reading and include those students who may not
have otherwise understood the story enough to participate in
the conversation. (Tompkins, pg. 50)
 Literacy Centers- Students can work with their peers to talk
through the material versus being required to only read and
write answers to assignments given. Pair students with visual
processing issues with higher students in the class who can
help with the reading/writing while working on a certain
assignment. (Tompkins, pg. 67)
 Shared Reading- Teacher models fluent reading to all
students, and students with visual processing issues will
greatly benefit from hearing the story out loud. They can
then encourage students to make predictions about what is to
come in the story and get students invested in the reading.
(Tompkins, pg. 109)
Students with Specific Language Needs
Number of Supports, Accommodations,
Students Modifications
2 Pre-teach key words and phrases through examples and graphic
organizers (e.g., word cluster, manipulatives, visuals)
Have students use pre-taught key words and graphic organizers to
complete sentence starters

5 Make connections between the language students bring and the
language used in the textbook
20
In each section do the following:
Describe Student & include:
Strengths
Present levels of performance
Weakness that you will support
EL students who is in the beginning
stages of language development and
has low reading levels
Other Learning Needs
Example: Struggling readers
In each section do the following:
Describe Student & include:
Strengths
Present levels of performance
Weakness that you will support
Students who are not below grade
level but are having a more difficult
time with the reading assignments
 List and Describe 3 strategies from your texts that will aid
each student’s learning.
 Provide page numbers and title of texts and/or attach a
copy of the strategies to your lesson plan submission.
 Provide a rationale as to why you believe each strategy will
be helpful for each student listed.
3  Choral Reading- El Students can benefit from this strategy
because they are able to practice reading out loud with their
peers in a nonthreatening environment. They can hear the correct
pronunciation of words from their peers in order to make sure
they are becoming more fluent. (Tompkins, pg. 16)
 Guided Reading- Again, reading books in smaller group settings
and with guidance from the teacher can lead to better overall
fluency with the English language. (Tompkins, pg. 46)
 Language Experience Approach- Students are in control of
choosing the topics that interest them. Students are able to cut
out pictures of things that they like and then work together with
their teacher or their peers to identify what those objects are in
English. The student can tell the teacher information about why
they like this certain item and the teacher will write it under the
picture. Then the student will read the sentence out loud.
(Tompkins, pg. 60)
Students with Other Learning Needs
Number of Supports, Accommodations,
Students Modifications
5 Leveled text, targeted guided reading, ongoing reading assessment (e.g.,
running records, miscue, conferencing)
 List and Describe 3 strategies from your texts that will aid
each student’s learning.
 Provide page numbers and title of texts and/or attach a
copy of the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be
helpful for each student listed.
4  Literacy Centers- Giving students the opportunity to work with
peers can help lower students work with higher students to be
more successful with reading comprehension and literacy skills.
(Tompkins, pg. 67)
 Making Words- This does not directly have to do with reading
21
 but by working to learn how to make words, it will grow the
vocabulary of students who are struggling readers which will
hopefully translate to their reading skills. (Tompkins, pg. 71)

 Readers Theatre- By having students perform the script of

whatever story the class is reading, it forces students to
understand the material on a deeper level. They can work with
peers to understand the plot but this way they do not have to read
the story to understand. By taking on a role in the play, they are
becoming a part of the story and will better understand the plot.
(Tompkins, pg. 97)

o ATTACHED STUDENT WORK:

o THEORETICAL OVERVIEW: Provide an overview of the theoretical basis (SAMPLE BELOW- Add to it and
develop it in appropriate manner)

Direct instruction was used for this lesson in order to make sure the information that was given to students was strong
enough to use a foundation for all other learning done about heroes. If I had not chosen to use direct instruction, I could
not have guaranteed that students would have had solid knowledge on the topic and been able to move on. I used
scaffolding while having students complete a KWL chart by pulling on prior knowledge to make sure that they were able
to connect it to a solid foundation that they had before this lesson. I also used modeling to make sure that students were
aware of what they were expected to turn in and what exactly I was looking for. Direct instruction was necessary because
new information was being introduced and the teacher needed to be in control of what the students were being exposed to
because it was so new. This lesson going well was crucial because it serves as the foundation to all other learning that will
be done on this topic.

Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.

Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for
your thinking.
Creating
Evaluating
Analyzing
Appling
Understanding By the end of the lesson, students will be able to identify 10 facts about heroes from the lesson
22
 taught in class. This knowledge will be assessed based off of a rubric that has been created to
evaluate if these 10 facts are meeting the criteria to master these standards.
Students will share their 10 facts with a guardian after the lesson has been completed. This
will give students the opportunity to share the information from the lesson that they remember.
Remembering
We will also have mini discussions in class regarding heroes and the material that was taught
as another way to assess the learning and remembering that was done.

Adjust the arrows in each lesson plan to fit the lesson. Remove these directions when finished.

Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You can add or delete items in the check
list. This is to help you become aware with the components you have included in your lessons which will also help
you write your commentaries for the EdTPA tasks.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
 Adaptation of 1. Modeling-  Whole group-  Advanced
Content Teacher will model how When the teacher is  EL- Leaving
 Background 1 of the 10 facts should introducing new the model
Knowledge- K- be written. This example material, students sentence on
W-L chart will will stay on the board will be working in a the board will
be done in class while students are whole group setting. help EL
as a whole. This writing their own in case They will stay this students when
will help they have questions on way until the they are
students how to do their own. teacher has them struggling to
remember 2. Guided Practice break up into pairs write their
information that 3. Independent to think-pair- share own 10 facts.
they may have Practice- Students will prior to beginning to Also, having
learned in the take home the completed write their 10 facts. the pictures on
past which could list of facts that they  Small groups the walls of
be beneficial to wrote in class and share  Pairs- Students will various heroes
this lesson. them with a guardian. think-pair-share may spark
 Links to past The goal is that this will with their shoulder their
learning- The K- open up a line of partner to think of memories if
W-L chart will communication where who they consider they are
pull on prior students can share all of heroes and who they having a hard
knowledge that the information they might know in real time
the students can remember. Students will life that they would remembering
use to connect then pick their favorite consider a hero. information
new material to fact and draw a picture to  Works from the
old material. illustrate what they Independently- lesson.
 Strategies Used wrote. When students Students will work  Other
 Resources come back to class, independently when
Selected teacher will hang the writing their 10
 E-resources illustrations on the wall. facts.
4. Comprehensibl  Mixed groups
e Input  Flexible groups
Integration of Processes Application Assessment Objective
o Reading  Hands on  Rubric- The  Linked to Standard- The
o Writing-  Meaningful- rubric will be lesson is directly linked to
Students will shown to the standards listed at the
23
 write their 10 Material will be students before beginning of the lesson
facts in their meaningful when the they begin plan. These standards will
journals. teacher asks students to writing their also be placed on the
o Speaking- connect the own 10 facts so board for the students to
Students will information back to they know how see during the lesson.
speak with their people they may know they are being  Integrated with
shoulder partners in their real lives. This assesse. Language Arts
during think- may make the  Group  Age Appropriate-
pair-share when information more  Written- The Teacher used grade 2
they are meaningful because 10 written facts standards when coming up
discussing what they know that it is that the students with this lesson about
a hero is and relevant to their turn into me in heroes.
who they might everyday lives. their journals
consider a hero.  Linked to will be graded
o Listening- objectives based off the
Students will  Engaging- rubric that was
listen to the Students will be given to them
teacher deliver engaged by being able before the
the lesson, as to share their own lesson began.
well as listening personal opinions of  Oral-
to their partners what a hero is, ad who Guardians at
during think- they know that is home should be
pair-share. heroic. Student swill assessing how
o Viewing enjoy listening to the the students are
o Vocabulary- ideas that their peers orally sharing
Students will be have shared. the information
responsible for  Active Learning that was learned
knowing and in the lesson.
understanding Questions
vocabulary should be used
words that will as checks for
be given at the understanding
beginning of the when the
lesson. students are
sharing what
they remember.
 Formative
 Summative
 Test
 Checklist
Notes for next lesson:
 Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
 Students needing more help
 Content adaptations
 Reading skills
 Vocabulary clarifications

24
25
 CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education
How Can We Be Heroes?
Concept Attainment Lesson Plan
Lesson Plan #2

Note: Clarity and ease of locating each lesson is what is needed.

 MATERIALS/PREPLANNING (5 points)
1. Materials must include examples and non examples of the concept being taught.
 Social studies journal
 Computer (PowerPoint, videos, etc.)
 Whiteboard
 Elmo
 KWL chart handout

2. Vocabulary – List key vocabulary terms

 Hero- a person noted for courageous acts or nobility of character
 Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

3. Literature – List supporting literature or reading materials

2. OBJECTIVE (10 points) Must contain the word concept – You should be able to know this lesson will be on
developing a concept by reading the objective.

Ex. After the lesson on the concept of heroes students in grade 2 will be able to state both orally and in writing the
correct definition of a hero.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

The focus of this lesson will be on composition. Students will be assessed on the information they write in their social
studies journal based on the lesson. A rubric will be presented prior to the lesson so students are aware what is expected of
them when they turn in a final draft.

 Hist. Social Science Standard

2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the
recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull,
George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).
 Blooms Level of Taxonomy- Knowledge
6. CCSS ELA Standard
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges.

7. College and Career Readiness Anchor Standard CCSS

R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
26
 R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.

8. ELD Standard(s)
 Emerging- Students will interact via written English. The student will be able to collaborate with peers on joint
writing projects of short informational and literary texts, using technology where appropriate for publishing,
graphics, and the like.
 Expanding- Students write short literary texts and informational texts collaboratively with an adult, with peers,
and with increasing independence.
 Bridging- Students will write longer literary texts and informational texts collaboratively with an adult, with
peers and independently.

Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding of this
content?
Use: Student uses language to: (see Toolkit samples)

Students will state both orally and in writing the correct definition of a hero.

Additional Language Demands in each area:

Academic vocabulary/symbols: List vocabulary

Syntax: (Use language frames in Language of … section in Toolkit)

Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this
content)

 ASSESSMENT (10 points)

Note: A rubric would work well for this assessment

Proficient (3 points) Basic (2 points) Below Basic (1 point)

Student illustrated and/or provided 3 Student illustrated and/or provided 2 Student illustrated and/or provided 1
examples in the social studies journal examples in their social studies journal or less examples in their social studies
of a hero. of a hero. journal of a hero.

Student successfully wrote a definition Student wrote a definition of a hero Student wrote a definition of a hero
of a hero which included 3 descriptors. with two descriptors. with at least one descriptor.

Student provided a correct oral Student provided an oral definition of Student was not able to provide an oral
definition of a hero. a hero with some accuracy. definition of a hero with some
accuracy.

Formal Assessment:
This lesson will be assessed by the written definition in the student journal. The definition must include three descriptors
and three examples of the term/concept hero.

Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept of hero.

4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for
learning!
 Explain to students that heroes are not only relevant because of history, but because many of us come into contact
with these people in our everyday lives.
27
  Remind students of the concepts we talked about in the lesson the day before and have students brainstorm the traits
of a hero.
 Begin a think-pair-share with shoulder partner about who they know that is a hero.
 Clarify with students what a hero actually is, and what a hero is not.
 Explain to students that we will be making a project based on the hero of our choice (historical or personal) where we
will be including some of the facts from the previous lesson.

5. PURPOSE (5 points)

Boys and girls, today we will be learning about heroes. It is important to understand heroes because they are important
figures in history, and in our lives today. Heroes work hard to be brave and courageous, and also keep us safe.

 LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.

This concept attainment lesson is important for students because it is used as a stepping stone for students to
understand the concept of a hero. We will first begin by discussing historical heroes and their importance, and
then make it relevant to our everyday lives by discussing who we might know that could be considered a hero.
By connecting the material to their everyday lives, students will buy into the lesson more and be more willing
to share their ideas of what actually makes a hero. Students will be motivated to learn when they see that they
can compare their real life hero to a historical figure of great importance.

Prior to starting the lesson body do the following:

2. Restate the Objective in Kid terms
After our lesson today, you will be able to identify a hero and explain why they are important in history, and in our
everyday lives.
3. Mark SDAIE in bold type where it applies.

Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:

Step One- Definition:

The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!

Today we are going to study the concept of a hero.

According to the dictionary hero means: a person who is admired for great or brave acts or fine qualities.
Step Two - Examples:

Bullet each example and leave space between each new example.
The teacher must present (5 –6 ) examples of the new concept.

 This is a Abraham Lincoln. He is a hero because he is admired for great or brave acts, and having fine qualities.

 This is Louis Pasteur. He is a hero because he created vaccines. He is admired for great or brave acts, and having
fine qualities.

 This is Albert Einstein. He is a hero because he studied science and made it so we could learn today. He is a hero
because he is admired for great or brave acts, and having fine qualities.

 This is Sally Ride. She is a hero because she is admired for great or brave acts, and having fine qualities.

Step Three - Non-examples:

28
 Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.

 This is a villain. It is not a hero because she is not admired for being great or brave or having fine qualities.
 This is not a hero because he is not admired because he is stealing or brave at all.
 This is not a hero. Bullies are well known but not for being great or brave.
 This is not a hero. Dogs are brave, but they are not well known humans.

Step Four - Mixed Examples:

4. Here is a picture of a famous person. Is this an example of a hero? It is not an example of a hero. This person is well
known but they are not admired for being brave or great, only for being famous.
5. Here is a picture of a superhero? Is this an example of a hero? It is an example of a hero because this person is
selfless and brave to try to save people.
6. Here is a picture of a police officer. Is this an example of a hero? This is an example of a hero because this person
protects you and I and that means they are brave. They don’t do it to become famous, they do it because they have fine
qualities.

Step Five - Redefine Concept:

7. “Okay class, now it’s time to see if you really know what a hero is. Turn to your shoulder partner and tell them what
you think a hero is. Try to name two different examples of a hero than we discussed today in class. This is your
chance to practice using this new term.”
8. Student 1: “A hero is a person who is admired for great or brave acts or fine qualities.”
9. Student 2: “Abraham Lincoln was a hero because he helped us get rid of slavery.”
10. Students will take out their journals and write the dictionary definition and the definition in their own words of a hero.
“We have talked a lot about what a hero is and what they are not. By now, you should feel comfortable writing the
definition of a hero in your social studies journal. Write out the dictionary definition, as well as the definition in your
own words. Make sure you include examples. They can be examples that we talked about in class, or that you talked
about during your think-pair-share.”
11. Teacher will walk around and observe that students are on the right page when writing in their journals. If I notice any
issues where students are struggling, I will stop them before they finish writing and clarify any questions they may
have.

Lesson Step Six - Student Examples:

Tell students that now they get to be the experts and teach us about heroes. “Now, you will find examples of different
heroes. At the front of the class, I have many different books that you can look in to find more examples of heroes that we
did not talk about today. We also have the computers in the back of the classroom that we can take turns using to find
more information on the heroes we choose. Do your best when finding more information because this will show me that
you understand what a hero is and that you were listening during our lesson.”

Step Seven – Response to Learning the Concept:

Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on the
EL/ELA objectives and the Social Studies content of the lesson body.

ELD Level Emerging Response to learning:

Listening- students demonstrate their listening skills by asking and answering basic questions, with oral sentence frames
and substantial prompting and support.
Speaking- students contribute to conversations and express ideas by asking and answering yes-no and wh- questions and
responding using gestures, words, and learned phrases.
Reading- students describe ideas, phenomena, and text elements based on understanding of a select set of grade-level
texts and viewing of multimedia, with substantial support.
Writing- students write very short literary texts and informational texts using familiar vocabulary collaboratively with an
29
adult, with peers, and sometimes independently

ELD Expanding Response to learning:

Listening- students demonstrate active listening to read-alouds and oral presentations by asking and answering detailed
questions, with oral sentence frames and occasional prompting and support.
Speaking- students contribute to class, group, and partner discussions, including sustained dialogue, by listening
attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Reading- students describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of
grade-level texts and viewing of multimedia, with moderate support.
Writing- students write short literary texts and informational texts collaboratively with an adult, with peers, and with
increasing independence.

ELD Bridging Response to learning:

Listening- students demonstrate active listening to read-alouds and oral presentations by asking and answering detailed
questions, with minimal prompting and light support.
Speaking- students contribute to class, group, and partner discussions, including sustained dialogue, by listening
attentively, following turn-taking rules, asking relevant questions, affirming others, adding pertinent information, building
on responses, and providing useful feedback.
Reading- students describe ideas, phenomena, and text elements using key details based on understanding of a variety of
grade-level texts and viewing of multimedia, with light support.
Writing- students will write longer literary texts and informational texts collaboratively with an adult, with peers and
independently.

7.CLOSURE (5 points)

1. Gather students at the discussion table or on the rug. It is now the end of the day and students are prepared to
go home. Wrap up the learning with a chance for students to practice key learning once again. In this case it will
be the new concept you have introduced.

2. Provide something like the following dialogue:

“Boys and girls, please quietly join me on the carpet in front of the class. We have learned a lot about heroes over the past
couple of days. Some of you have shared people in your own life that you know who have similar traits as the heroes that
we discussed. Who can tell me what traits a hero has? (Give students time to answer and share what they have learned.)
Okay, now in groups of 3, talk about who your favorite hero is. Explain to your partners why you chose this person and
what makes them a hero. In a few minutes, we will have a chance to share. (Give students time to talk with their partners.)
Okay class, who wants to share what their group came up with?”

 Continue this dialogue until students have rehearsed their learning several times.

1. End with each student stating the learning to the person next to him/her.

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale/justification for your choices.

Students will go home and find examples of people they think are heroes. Because they are doing this
independently at home, my hope is that when students bring back their examples we will have a wide variety
and not the same examples we had during class time. This will give students more examples to base their
knowledge off and can help scaffold learning. Some students might bring in examples that other students had
not though of and that may help struggling students grasp the concept if they are still having issues.

30
 Students will find 3 additional examples of a hero and bring a picture of that person to class the next day. Students can
look in books, magazines, internet, or newspapers for additional examples.

1. Students will then pick their favorite of the three that they chose and explain to the class why they chose the person
they did. They will begin by giving the class the definition of a hero, and then list the traits that their given hero has
and the class will vote whether this person qualifies as a hero or not.

9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students
and rationale for selection.

Provide feedback for each of the 3 focus students on the work sample. Feedback must be written
using the assessment strategy and in 24 hours of instruction for 3 students. (See edTPA for
directions on feedback)
ELL Learner – Think-pair-share will be useful during these lessons because students with few
W/Few Words words can benefit from hearing their peers put their ideas into words. While
our ELL learner may not be able to communicate as well as other students,
chances are that they would do better after hearing examples from myself and
from their peers. ELL students can also work with higher students in the class
so they can get assistance with their vocabulary and their speaking skills.

Student with low I will make sure that there are plenty of photos visible for students to see when
reading ability we are discussing the material. The photos can better help students remember
the material that we discussed, even if they are having a hard time reading the
stories. Also, I will make sure that I am reading my model and my examples
out loud so students with low reading levels are not dependent on their reading
skills to do well in this activity. I want students to feel comfortable enough to
share and participate and not worry about not succeeding in reading
comprehension.
Student with Group work is important for this student. Because this student is advanced, we
advanced literacy do not want to only focus on lecturing and writing. This student will thrive in a
skills/other group setting where they can share their thoughts with their peers.

Fill in chart below with additional strategies to support the learning or extend lesson

Wright Text Description of strategy
1. Prior Knowledge: The teacher will lead a
Activating the Known discussion to help students pull
p.40 on any prior knowledge that they
have on the concept being
discussed in class.
2. Text Lookback p.52 Students will learn how to look
back in their resources to find
information about the topic that
is being taught.
How strategy is helpful
This strategy is helpful
because it is possible that
the information was learned
a long time ago and students
need help to recall what was
taught.
This strategy will be helpful
when teaching students how
to find information for
themselves using resources
that they already have
available to them.
Rationale for selecting &
links to student/standards
Students need reminders on
what they have learned so
that teachers have a good
idea of what students
actually know, and what still
needs to be taught.
Students need to be taught
strategies to find more
information on their own
when they have questions.

50 Literacy Strategies
1. Data Charts pg. 31 Students can use data charts to
organize the new information
that they have learned. This is a
good strategy for visual learners
This strategy is helpful for
students who have issues
when organizing their
information in a way that
Students need to have
strategies to organize their
material. This can be
beneficial when they get
31
 because they can categorize the
information in sections that
makes sense to them.
o Interactive Read Students can use this strategy
Aloud pg. 50 when they are having difficulty
with the material. This is a great
way for teachers to interact with
students and the material.
Technology Resources WikiHow
makes sense.
This strategy is helpful for
students who struggle when
they read. This is a good
way to spend more time on
the reading and work on the
understanding that should
come from the reading.
Students who are struggling
in the class can use the
internet as another way to
find information on the
topic that is being covered
in class.
older and they have to write
essays, and such. The
younger the students are
when we teach these
strategies, the more
successful they will be when
they use them later on.
Students who are struggling
with reading need to spend
extra time on the story to
make sure their
understanding is up to
standard.
This is a good strategy for
struggling students because
the internet is full of
information and can be
found in a variety of
different languages for EL
students.

 (10 points)
THEORETICAL OVERVIEW: Provide an overview of the theoretical basis for this lesson model and a rationale for
why you have selected this content for this lesson model. Link your rationale to the specific lesson objective/standard
cognitive level and corresponding descriptive words (i.e., analyze, compare).

This lesson is taught by using information processing theory to attain the concepts. This is important because the
beginning information was introduced to students in the prior lesson, and now we are exploring the concept further to
check understanding. I am teaching conceptual knowledge about heroes, therefore concept attainment was the correct way
to introduce this lesson. The learning that my students are doing is still developing and this is why they will benefit from
this style of learning versus direct instruction. I used this method in order to qualify vocabulary, more specifically the
word hero because this is the basis of what our material is on. Going extremely in depth on one vocabulary word will
benefit my ELL students because they will have a strong foundation on the vocabulary before they need to expand on
what I am asking them to do.

Structure of Knowledge

Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for
your thinking.
Evaluation
32
 Synthesis
Analysis
Application
I used a Direct Instruction lesson for this standard because I was introducing new information.
While the topic of heroes was not new, I was introducing examples and non-examples and
Comprehension needed to make sure that students were understanding the material and not getting confused. I
checked for comprehension on the information that was covered in the previous lesson before
going into new material.
Students are now able to generalize the idea of a hero between fictional and non fictional
Knowledge
characters and identify on their own the traits that heroes possess.

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were a student
in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
 Adaptation of 5. Modeling- Teacher  Whole group-  Advanced
Content will model how 1 of When the teacher is  EL- Leaving
 Background the 10 facts should introducing new the model
Knowledge- K- be written. This material, students sentence on
W-L chart will example will stay on will be working in a the board will
be done in class the board while whole group help EL
as a whole. This students are writing setting. They will students when
will help their own in case stay this way until they are
students they have questions the teacher has struggling to
remember on how to do their them break up into write their
information that own. pairs to think-pair- own 10 facts.
they may have 6. Guided Practice share prior to Also, having
learned in the 7. Independent beginning to write the pictures on
past which could Practice- Students their 10 facts. the walls of
be beneficial to will take home the  Small groups various heroes
this lesson. completed list of  Pairs- Students will may spark
 Links to past facts that they wrote think-pair-share their
learning- The in class and share with their shoulder memories if
K-W-L chart will them with a partner to think of they are
pull on prior guardian. The goal is who they consider having a hard
knowledge that that this will open up heroes and who time
the students can a line of they might know in remembering
use to connect communication real life that they information
new material to where students can would consider a from the
old material. share all of the hero. lesson.
 Strategies Used information they  Works  Other
 Resources remember. Students Independently-
Selected will then pick their Students will work
 E-resources favorite fact and independently when
draw a picture to writing their 10
illustrate what they facts.
wrote. When  Mixed groups
students come back  Flexible groups
to class, teacher will
hang the illustrations
33
 on the wall.
8. Comprehensible
Input
Integration of Processes Application Assessment Objective
o Reading  Hands on  Rubric- The  Linked to Standard- The
o Writing-  Meaningful- rubric will be lesson is directly linked to
Students will Material will be shown to the standards listed at the
write their 10 meaningful when students before beginning of the lesson
facts in their the teacher asks they begin plan. These standards will
journals. students to connect writing their also be placed on the
o Speaking- the information own 10 facts so board for the students to
Students will back to people they know how see during the lesson.
speak with their they may know in they are being  Integrated with
shoulder partners their real lives. assesse. Language Arts
during think- This may make the  Group  Age Appropriate-
pair-share when information more  Written- The Teacher used grade 2
they are meaningful 10 written facts standards when coming up
discussing what because they know that the with this lesson about
a hero is and that it is relevant students turn heroes.
who they might to their everyday into me in their
consider a hero. lives. journals will be
o Listening-  Linked to graded based
Students will objectives off the rubric
listen to the  Engaging- that was given
teacher deliver to them before
Students will be
the lesson, as the lesson
engaged by being
well as listening began.
able to share their
to their partners own personal  Oral-
during think- opinions of what a Guardians at
pair-share. hero is, ad who home should be
o Viewing they know that is assessing how
o Vocabulary- heroic. Student the students are
Students will be swill enjoy orally sharing
responsible for listening to the the information
knowing and ideas that their that was
understanding peers have shared. learned in the
vocabulary lesson.
 Active Learning
words that will Questions
be given at the should be used
beginning of the as checks for
lesson. understanding
when the
students are
sharing what
they remember.
 Formative
 Summative
 Test
 Checklist
Notes for next lesson:
 Strengths/Weaknesses of Lesson
 Students needing more help
 Content adaptations
 Reading skills

34
 Vocabulary clarificatios

35
 GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education

Heroes
Generalization Lesson Plan
Lesson Plan #3

o MATERIALS (5 points)
 Social studies journal
 Computer (PowerPoint, videos, etc.)
 Whiteboard
 Elmo
 KWL chart handout

Vocabulary
 Hero- a person noted for courageous acts or nobility of character
 Community- a social group of any size whose members reside in a specific locality,
share government, and often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated
by others, especially by younger people.
 Service- an act of helpful activity; help; aid:

o OBJECTIVE (10 points)

A=Audience- Grade 2
B=Behavior- Be able to list 10 facts
C=Conditions- Identify, list, summarize
D=Degree of accuracy needed to achieve the objective- Orally and written with 95% accuracy

After the lesson on using data to support generalizations, students in grade 2 will apply this knowledge and develop
generalizations concerning the topic of heroes with accuracy.

Central Focus: Comprehension or Composition (See Making Good Choices p. 30-32.)

For this lesson, students will compare and contrast different historical heroes and make generalizations about different
heroes we know in our everyday lives.

 Hist. Social Science Standard

2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the
recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull,
George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).
 Blooms Level of Taxonomy- Knowledge

9. CCSS ELA Standard

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges.

10. College and Career Readiness Anchor Standard CCSS

36
 R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.

11. ELD Standard(s)

 Emerging- Students will interact via written English. The student will be able to collaborate with peers on joint
writing projects of short informational and literary texts, using technology where appropriate for publishing,
graphics, and the like.
 Expanding- Students write short literary texts and informational texts collaboratively with an adult, with peers,
and with increasing independence.
 Bridging- Students will write longer literary texts and informational texts collaboratively with an adult, with
peers and independently.

Language Function Statement: edTPA

The students will communicate with peers in order to make generalizations about different historical heroes that we
learned about in class.

Essential Literacy Strategy: Students will be responsible for engaging in different communication strategies with their
peers, and their teacher. Students will become more open minded by hearing differing opinions of their peers.

Additional Language Demands in each area:

Academic vocabulary/symbols:

4. Hero- a person noted for courageous acts or nobility of character

5. Community- a social group of any size whose members reside in a specific locality, share government, and
often have a common cultural and historical heritage.
6. Brave- possessing or exhibiting courage or courageous endurance.
7. Volunteer- a person who performs a service willingly and without pay.
8. Leader- a guiding or directing head, as of an army, movement, or political group.
9. Role model- a person whose behavior, example, or success is or can be emulated by others, especially by
younger people.
10. Service- an act of helpful activity; help; aid:

Syntax: Students will be able to verbally compare and contrast historical heroes

Discourse Tools: Students will use classroom materials, and social studies journals in their discourse with their peers.

o ASSESSMENT (10 points)

Describe clearly how you would assess student performance in this lesson.
 Label your method of assessment as authentic, formal, or informal.
 Clearly state where/how this assessment will be kept (portfolio, grade book)
 Include rubric, checklist, or other tool that will be used to assess each objective.
 How will this assessment be used? (part of final grade, to adjust teaching strategies, as part of a portfolio, etc.?)

Standard Unsatisfactory Satisfactory/Good Excellent

 Students  Student did not use  Student wrote at least  Student writes three
will apply the data in the chart two accurate accurate
the on old and new maps generalizations generalizations
generalizati to form a according to the data in according to the data in
ons learn in generalization. the chart on old and new the chart on old and
class and  Students did not maps. new maps.
see how a provide any  Students provided at  Student provided three
37
 map is illustrations. least two illustrations for illustrations for the
important to  Student had multiple the generalizations. three generalizations.
everyone. grammar, spelling,  Student had minimal  Student used correct
and/or sentence grammar, spelling, grammar, spelling, and
structure errors. and/or sentence structure sentence structure with
errors. little to no errors.

4. PURPOSE (5 points)

In order to be progressing according to grade level, students need to be able to understand the entire concept of a hero, and
what a hero is. It is important that they are able to create generalizations based off of the information that they have
learned in the previous lessons, Students must be able to carry that knowledge and progress on what they know and what
they can share about heroes.

“Good morning students. Today, we are going to keep[ talking about heroes. We are going to keep talking about heroes
from the past, as well as from today and see what similarities we can find between the two. It is important that we think
back on all of the information we have learned over the last two days, and think about how it can help us learn new
information today.”

5. ANTICIPATORY SET/Motivation for Learning (5 points)

I will have all of the same photos of the heroes around the classroom that we have used in the previous lessons. My hope
is that by seeing these photos, it will begin to spark reminders of the information that we have covered in the past two
lessons.

“Boys and girls, over the last couple of days we have been talking about heroes. We have talked about heroes from the
past who are famous in our history, as well as heroes today who some of us may even know in real life. The pictures
around the classroom are there to remind you of what we have talked about. I will be passing out the homework you did
yesterday where you chose your favorite new hero. You can use this to remind you about some of the information we
learned, in case you forgot. Who can tell me what a hero is?
Student 1- A hero is a person who is admired for doing great things and being brave.
Yes, that’s correct. Heroes are people we remember for being brave and protecting us in scary situations. Great job. Who
can remind me of a historical hero that we learned about?
Student 2- Abraham Lincoln.
Why is he a hero?
Student 2- Because he was our president and he freed the slaves from slavery.
Good job, class! Now we are going to look around the classroom at the photos of our historical heroes. When we come
back together, we are going to discuss what we know about old heroes, and what we can learn about heroes today.

o LESSON BODY (25 points)

Justify for your choice of strategies. Link to students in your class. Include their interests and abilities.
By talking about historical heroes, we can write down traits that these people possess. My goal is that
students will see that most of our historical heroes, as well as our heroes from today possess the same
traits, therefore these traits can be generalized from time period to time period. We will be writing down
our thoughts in our social studies journals. I will project my journal on the front screen so students can
copy notes exactly as I have them. This way I can be sure that students are prepared to move on in the
discussion when the time comes.

Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by applying their
own logical thinking skills. The teacher begins by selecting a well-validated generalization and finding specific
examples that support its truth. The learners are presented only with this evidence. They are challenged to develop an
explanatory generalization that is consistent with the evidence. These steps are typically followed:

38
Step 1. Pupils look at evidence the teacher has made available such as lists, data charts, artifacts, videos and
science demonstration activities.

Class, what do you see about the things or the data we have in front of us? (script their answers)
Student 1- I see that all heroes have to be brave in order to protect other people from scary things.
Student 2- I see that to be a hero, a person has to do something good, and help others.

How do you think we might organize this information? (Student answers)

Student 1- I think that we should put this in our social studies journal to help us remember that historical heroes, and
heroes from today are similar.

Step 2. Pupils compare or contrast data, discuss and note relationships and general trends. Script the discussion.

Okay class, so now we have talked about some ways that heroes from the past, and heroes today are the same. We know
that they both are known for doing great things, helping people, and for being brave.

Now what are some ways that historical heroes and heroes from today are different?
Student 1- There is not slavery today so a hero today cannot help free the slaves.
Student 2- Heroes today are known for things like saving people from fires, or saving people from bad guys.

Step 3. Finally, ask students to develop generalizations based on the Information discussed. Encourage them to
analyze the data, then use their analysis to form an educated guess or hypothesis. Model as needed.

Okay class, so looking at the information that we just learned, wht can we say about historical heroes from the past and
how they relate to todays heroes? What similarities do you see? What differences do you see? Turn to your shoulder
partner and share some of your thoughts. We will share out to the whole class in a few minutes.

Write the student’s generalizations on the board or on an overhead transparency as they think of them. Accept all
that are suggested. In your lesson plan, be sure to script possible responses from your students. Add the list here.
Bullet responses:
 A lot of us know heroes in our everyday lives.
 Heroes are brave, and do things that other people would be scared to do.
 Heroes help a lot of people.
 Heroes are known for a lot of different things but they are all good.

“Okay students, lets talk about the generalizations that we just listed. ‘A lot of us know heroes in our everyday lives.” Do
we agree with that? Turn to your shoulder partner and talk about a hero that you might know in real life. Lets talk for a
few minutes and then we will share with the class. Some of you shared that your know police officers or firefighters in real
life. You are right! These people are considered heroes!”

“’Heroes are brave, and do things that other people would be scared to do.’ Thumbs up if you agree, thumbs down if you
disagree. It looks like everyone agrees and you are all right! Heroes are known for risking their lives to protect others
around them in dangerous situations.”

“’Heroes help a lot of people.’ Thumbs up if you agree, thumbs down if you disagree. Awesome! Who would like to share
why they agree with this generalization?
Student 1- They go in dangerous situations and protect people.
Student 2- They do things that other people might be scared of to help.

Great job, class! You all are doing a great job showing me your knowledge about heroes.”

7. CLOSURE (5 points)

Ask the students to state here, in their own words, what they learned about the use of data to form generalizations. It is
here that you pull them back together as a class for a moment.
39
 Ask:
 What did you learn from the data today concerning heroes?
 We learned that heroes from the past are the same as heroes from today.
 We learned that the heroes from long ago did different brave things than heroes from today did but they are
all still brave.
 Heroes can do many different things to help others and still be called heroes.

 Ask them if they have any other comments. Script possible responses.
 Does anyone have any questions or comments about what we learned today?
 Student 1- “We know more heroes that we think we know and we see them everyday.”
 Yes! You’re right. We know a lot of heroes that risk their lives everyday so that we are safe and can do things
like go to school, and play outside.

 Teacher should restate the learning one last time in another way.
 Great job boys and girls! Today you learned about what it took to be a hero in the past, and how they are
similar to the heroes we know today!

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale.
Students will go home and talk to someone they consider a hero. They will write a brief report about the
facts of the hero they chose. When they come back to class, they will tell other students how the hero
they chose is similar to historical hero that we have discussed in class. Then, we will think-pair-share
with a shoulder partner about new traits heroes possess that we have not talked about in class.

 For homework, students will write a short report about the hero of their choosing. They will find similarities and
differences between historical heroes and the heroes of their choosing.

 Students will share with peers what they discovered about their hero, and any new traits they found that we did
not discuss in class.

After several sessions of this type of lesson, students should be able to analyze another set of data and formulate
generalizations on their own.

Some other possibilities could include a journal entry regarding the process as well as the focus generalization
developed, a reflection on the generalization itself, further research to support the generalization, forming additional
questions of interest for further research.

9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific strategies that might be used
for each type of learner.

Provide feedback for each of the 3 focus students on the work sample. Feedback must be written
and provided in person within 24 hours of the lesson. (See edTPA for directions on feedback)

ELL Learner – Think-pair-share will be useful during these lessons because students with few
W/Few Words words can benefit from hearing their peers put their ideas into words. While
our ELL learner may not be able to communicate as well as other students,
chances are that they would do better after hearing examples from myself and
from their peers. ELL students can also work with higher students in the class
so they can get assistance with their vocabulary and their speaking skills.

40
Student with low I will make sure that there are plenty of photos visible for students to see when
reading ability we are discussing the material. The photos can better help students remember
the material that we discussed, even if they are having a hard time reading the
stories. Also, I will make sure that I am reading my model and my examples
out loud so students with low reading levels are not dependent on their reading
skills to do well in this activity. I want students to feel comfortable enough to
share and participate and not worry about not succeeding in reading
comprehension.
Student with Group work is important for this student. Because this student is advanced, we
advanced literacy do not want to only focus on lecturing and writing. This student will thrive in a
skills/other group setting where they can share their thoughts with their peers.

Strategies to extend the lesson- Fill in chart below:

Wright Text Description of strategy How strategy is Rationale for selecting

1. Prior The teacher will lead a
Knowledge: discussion to help
Activating the students pull on any prior
Known p.40 knowledge that they have
on the concept being
discussed in class.
2. Text Lookback Students will learn how to
p.52 look back in their
resources to find
information about the
topic that is being taught.
helpful & links to
student/standards
This strategy is helpful Students need reminders
because it is possible on what they have
that the information learned so that teachers
was learned a long have a good idea of what
time ago and students students actually know,
need help to recall and what still needs to be
what was taught. taught.
This strategy will be Students need to be
helpful when teaching taught strategies to find
students how to find more information on their
information for own when they have
themselves using questions.
resources that they
already have available
to them.

50 Literacy
Strategies
1. Data Charts pg. Students can use data
31 charts to organize the new
information that they have
learned. This is a good
strategy for visual
learners because they can
categorize the information
in sections that makes
sense to them.
o Interactive Students can use this
Read Aloud strategy when they are
pg. 50 having difficulty with the
material. This is a great
way for teachers to
interact with students and
the material.
This strategy is helpful Students need to have
for students who have strategies to organize
issues when organizing their material. This can
their information in a be beneficial when they
way that makes sense. get older and they have to
write essays, and such.
The younger the students
are when we teach these
strategies, the more
successful they will be
when they use them later
on.
This strategy is helpful Students who are
for students who struggling with reading
struggle when they need to spend extra time
read. This is a good on the story to make sure
way to spend more their understanding is up
time on the reading to standard.
and work on the
41
 understanding that
should come from the
reading.
Technology WikiHow Students who are This is a good strategy
Resources struggling in the class for struggling students
can use the internet as because the internet is
another way to find full of information and
information on the can be found in a variety
topic that is being of different languages for
covered in class. our EL students.

10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this lesson model and a
rationale for why you have selected this content for this lesson model. Link your rationale to the specific lesson
objective/standard cognitive level and corresponding descriptive words (i.e., evaluate, generalize).
(10 points)

Structure of Knowledge

Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for
your thinking.
Students will evaluate what they have learned in previous lessons and use that to explain the
Evaluation similarities and differences that historical heroes and heroes from the past have. By using the
previous lessons as background information, it will make generalization far easier.
Synthesis
Students are analyzing the information they have been given and breaking it down to create
Analysis
generalizations about historical heroes and heroes today.
Application
Comprehension Students are identifying similarities and differences in heroes from different time periods.
Students will share their knowledge when they share out in class, during think-pair-shares, and
Knowledge
in the independent work they will complete for homework.

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were a student
in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.

42
 Lesson Summary of Instructional Preparation
Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
 Adaptation of 9. Modeling- Teacher  Whole group-  Advanced
Content will model notes in Class will work  EL- Making
 Background her own social together as a whole sure that
Knowledge- studies journal using group when re- teacher is
Students will be the Elmo so students introducing the modeling
asked to think can follow along material from the what is
back on while writing in their previous lessons, as expected of
information own journals. well as discussing students will
discussed on the 10. Guided Practice similarities and help EL
previous two 11. Independent differences between students when
lessons done on Practice- Students generations of they are
heroes. will go home and heroes. struggling to
 Links to past write about a hero  Small groups understand
learning- they know in their  Pairs- Students will what is
Teacher will lives. They will find think-pair-share expected of
continue to make similarities and when asked to share them.
references back differences between about similarities Encouraging
to material that person, and the and differences that think-pair-
presented in the historical heroes we they came up with share can help
previous lessons. have discussed in on their own. these students
 Strategies Used class.  Works collaborate
 Resources 12. Comprehensible Independently- with peers in a
Selected Input Students will work nonthreatenin
 E-resources independently when g
writing their short environment.
report on the hero  Other
they choose from
their personal life.
 Mixed groups
 Flexible groups
Integration of Application Assessment Objective
Processes  Hands on  Rubric- The  Linked to Standard- The
o Reading  Meaningful- rubric will be lesson is directly linked to
o Writing- Material will be shown to the standards listed at the
Students will meaningful when students before beginning of the lesson
write notes about the teacher asks we begin our plan. These standards will
the similarities students to connect generalization also be placed on the
and differences the information lesson so board for the students to
we found in back to people students know see during the lesson.
historical heroes they may know in what to expect.  Integrated with
and heroes from their real lives.  Group Language Arts
today. This may make the  Written- The  Age Appropriate-
o Speaking- information more independent Teacher used grade 2
Students will meaningful work that is standards when coming up
speak with their because they know done at home with this lesson about
shoulder partners that it is relevant will be assessed heroes.
during think- to their everyday off the rubric
pair-share when lives. that was
they are  Linked to presented as the
discussing what beginning of
43
 similarities and objectives the lesson.
differences  Engaging- Teacher will
heroes may Students will be also send a
have. engaged by being copy home so
o Listening- able to share their parents are
Students will own personal aware of what
listen to the opinions of who is expected of
teacher deliver they know that is their child.
the lesson, as heroic. Students  Oral-
well as listening will enjoy Guardians at
to their partners listening to the home should be
o Viewing ideas that their assessing how
o Vocabulary peers have shared. the students are
 Active Learning orally sharing
the information
that was
learned in the
lesson.
Questions
should be used
as checks for
understanding
when the
students are
sharing what
they remember.
 Formative
 Summative
 Test
 Checklist

Notes for next lesson based on lesson results:

 Strengths/Weaknesses of student learning

 Students needing more help
 Content adaptations
 Reading skills
 Vocabulary clarification

44
45
 Inquiry Lesson
Mini Lesson Format
Name: Kylie Kuhn
ELA Content Standard:
RL.2.1 Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key
details in a text.
RL.2.3 Describe how characters in a story respond to major
events and challenges.
Content Standard:
2.5 Students understand the importance of individual action
and character and explain how heroes from long ago and the
recent past have made a difference in others’ lives (e.g., from
biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull,
George Washington Carver, Marie Curie, Albert Einstein,
Golda Meir, Jackie Robinson, Sally Ride).
ELA Language Objective: Students in grade 2 will be able
to ask and answer such questions and who, what, where,
when, why, and how to demonstrate understanding of key
details in a text. Students will also be able to describe how
characters in a story respond to major events and challenges.
ELA Content Objective: Students in grade 2 will
understand the importance of individual action and character
and explain how heroes from long ago and the recent past
have made a difference in others’ lives.
Cog. Taxonomy/DOK Levels
 Remembering: Students recall information they
know about heroes and how they help us.
 Understanding; Students discuss the information they
know, and research and identify new information.
 Apply: Students apply the information they have
researched by reporting, explaining, illustrating the
new information.
 Evaluate: Students evaluate the information they
have gathered regarding the specified person.
 Create: Student take the information they have
gathered and plan on how to present it. Students are
organizing, preparing, arranging, and reporting the
information gathered from their research.
Learning Focus
Central Focus Statement: Students will research how heroes make a difference in the lives of everyday people.
Grade Level- 2
ELD Standards:
Emerging- Students will interact via written English. The
student will be able to collaborate with peers on joint
writing projects of short informational and literary texts,
using technology where appropriate for publishing,
graphics, and the like.
Expanding- Students write short literary texts and
informational texts collaboratively with an adult, with
peers, and with increasing independence.
Bridging- Students will write longer literary texts and
informational texts collaboratively with an adult, with peers
and independently.
ELD Language Objective for Grade Level
RL.2.1 Ask and answer questions as who, what, where,
when, why, and how to demonstrate understanding of key
details in a text.
S.L.2.1 Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text
read aloud or information presented orally or through other
media.
SL.2.3 Ask and answer questions about what a speak says
in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
W.2.7 Participate in shared research and writing projects
(e.g., read a number of books on a single topic to produce a
report; record science observations).
46
 Supporting Literacy Development through Language – Plan ahead!
Essential Literacy Strategy:
Student will comprehend the material of how heroes make a difference in the lives of everyday people by submitting a
written work that shows their understanding of what was taught during the lesson.

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this
content?
 Students will practice their language skills by communicating with their peers, and writing in their social studies
journal.

Language Supports:

For every assignment that I have students complete, I will have an example available for them to learn from. Because
there are students that are of different learning abilities, I will always make sure there is a visual example available for
students to check when they are writing their own work. I will also have vocabulary words visible so students are able to
use them within their writing.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols:

 Hero- a person noted for courageous acts or nobility of character

 Community- a social group of any size whose members reside in a specific locality, share government, and often have
a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated by others, especially by younger
people.
 Service- an act of helpful activity; help; aid:

Materials Planned Supports: There will be Research Based Learning Strategies:

supports put into place to make sure
Social studies journal that all students are able to meet
Computer (PowerPoint, videos, etc.) standards. I will be modeling examples
Whiteboard of what I expect on the whiteboard for
Elmo students to be able to see if they have
KWL chart handout questions. I will also encourage group
work, and think-pair-shares so that
struggling students can bounce ideas off
of their peers.
(provide text chapters/reference)
 K-W-L Chart; Activating Prior
Knowledge; Scaffolding for
ELL students (50 Literacy
Strategies, Tompkins, p. 56-59;
SDAIE).
 Think-Pair-Share (SDAIE –
tap prior knowledge)

Pre-Assessment: Prior knowledge will
be based on the prior knowledge as well
as a think-pair-share done before the
lesson begins. I will walk around the
classroom to make sure that students
seem to be on the right page. I will
Motivation Strategy: How will you
catch attention of students and focus
their minds and attention on the
learning goals?
My goal will be to make the lesson
Personal/Cultural/Community
Assets: What assets will be utilized to
support learning these standards with
these students?
Students will be discussing community

47
monitor student responses and make
notes on what I need to recover and
what students know enough about.
Misconceptions: A common
misconception may be that students
want to discuss fictional superheroes
versus real people who are known for
making a difference.
relevant to the lives of the students. As
in the other lessons we have done on
this topic, I will prompt students to
consider who they know in their
everyday lives that could be considered
a hero and what traits they possess that
make them a hero. I will give students
the opportunity to share about the
people they know as a way to keep
them motivated.
members that they see everyday,
protecting citizens in the city they live.
They will learn more information
about the job that these people do and
how crucial they are to protecting the
cities they live in.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
 The objective of this lesson is to see how much information students have retained in the three
Before previous lessons we have had about this topic. We will be building on the information they were
Teaching given in previous lessons, and students should be able to communicate what they have learned and
-Setting the how they can build on it.
stage.  I will be checking for background knowledge using the KWL charts, as well as a think-pair-share.
For the chart, I will have students will out the “K” section on their own. This will be a way I can
assess the knowledge they have after the lessons I have taught. For the think-pair-share, I will ask
the class a leading question on the topic and have them discuss their answers with their shoulder
partners. I will walk around the room while they are discussing their answers, and gauge what
information stuck, and what needs to be retaught.
 My idea to motivate learning will be that students are able to connect the information we learn to
their everyday lives, therefore they will be more excited to learn. I will encourage them to go home
and share this information with their families as a way to open up communication about what we
discussed in class.

Lesson Body: Explain Strategies/Lesson steps:

During/active  Teacher will be responsible for asking students leading questions about the topic. For example,
engagement “what do we know about heroes that are reasons they have become well known?” this will get
in learning students thinking about what responsibilities heroes have that make them famous. Students can then
connect that to the people in their everyday lives and find connections about what a hero really is.
 I will begin the discussion by sharing an example of someone in my life who is a hero. “My dad is a
police officer. He is a hero because he risks his life to keep my friends and family safe everyday. He
does not do it to be famous, he does it because he cares about people.”
 After my example, students will be required to independently write down their own example.
 There will be supports put into place to make sure that all students are able to meet standards. I will
be modeling examples of what I expect on the whiteboard for students to be able to see if they have
questions. I will also encourage group work, and think-pair-shares so that struggling students can
bounce ideas off of their peers.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 I will restate the objectives that students are responsible for knowing by the end of the lesson. I will
then rephrase the objective in kid friendly verbiage and ask the students if they are able to meet the
standard.
 Students will be asked to share the responses to their questions out loud as an informal way to assess

48
 whether they are on the right track.

I will ask leading questions that are directly lined up with the standard as a way to assess what information
has been well received, and what information I may need to teach again. I will give the students an
opportunity to ask any remaining questions they may have.

Monitoring Student Learning - Review and Assessment:
What specific assessment tools are being used for at least
two types of assessment?
Informal: Teacher will ask leading questions to students
regarding the information that was taught in the lesson, and
teacher will assess student responses.
Formal: Written examples that students include in their
journals will be submitted to teacher for grading.
Feedback: I will provide oral feedback to students when they
answer questions presented during class time. If they are on
the right track, I will praise them and their effort. If they are
not, I will redirect their thinking until we are able to come to
terms with the correct answers.
Monitoring Student Learning - Student Voice:
Student voice will be encouraged during class time through
discussions as a whole class, as well as in smaller groups
during a think-pair-share. Much of the discussion will be
shared out as a way for the teacher to informally assess the
understanding of the students. The teacher will also call on
students who are not choosing to share in order to make sure
that all students are grasping the information. Lower students
may be paired with higher students in order to make sure that
the information is being relayed to all students correctly.

edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on
your commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for
instruction to impact student learning:

For the whole class- Students will be required to write in their journals about someone they know in their everyday
life that qualifies as a hero. They will work independently and turn their writing into me at the end of class so I can
assess if the standards are being met. It is important that students work independently so I can get the best
understanding of their assessment possible.

For the three focus students and other individuals/groups with specific needs.

1. ELL Learner – W/Few Words: Think-pair-share will be useful during these lessons because students with few
words can benefit from hearing their peers put their ideas into words. While our ELL learner may not be able to
communicate as well as other students, chances are that they would do better after hearing examples from myself and
from their peers. ELL students can also work with higher students in the class so they can get assistance with their
vocabulary and their speaking skills.

2. Student with low reading ability- I will make sure that there are plenty of photos visible for students to see when
we are discussing the material. The photos can better help students remember the material that we discussed, even if
they are having a hard time reading the stories. Also, I will make sure that I am reading my model and my examples
out loud so students with low reading levels are not dependent on their reading skills to do well in this activity. I want
students to feel comfortable enough to share and participate and not worry about not succeeding in reading
comprehension.

3. Student with advanced literacy skills/other- Group work is important for this student. Because this student is
advanced, we do not want to only focus on lecturing and writing. This student will thrive in a group setting where they
can share their thoughts with their peers.

What theory or theorists would most strongly support use of this strategy?

49
 Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for
your answer and select research based strategies from the course resources.

Wright Text Describe strategy and provide
research base.
1. Prior Knowledge: The teacher will lead a
Activating the Known discussion to help students pull
p.40 on any prior knowledge that they
have on the concept being
discussed in class.
2. Text Lookback Students will learn how to look
p.52 back in their resources to find
information about the topic that
is being taught.
Explain how strategy is
helpful for whole group or
specific student(s).
This strategy is helpful
because it is possible that
the information was learned
a long time ago and students
need help to recall what was
taught.
This strategy will be helpful
when teaching students how
to find information for
themselves using resources
that they already have
available to them.
Rationale for selecting &
links to student/standards
Students need reminders on
what they have learned so
that teachers have a good
idea of what students
actually know, and what still
needs to be taught.
Students need to be taught
strategies to find more
information on their own
when they have questions.

50 Literacy Strategies
1. 1. Data Charts pg. Students can use data charts to
31 organize the new information
that they have learned. This is a
good strategy for visual learners
because they can categorize the
information in sections that
makes sense to them.
2. Interactive Students can use this strategy
Read Aloud when they are having difficulty
pg. 50 with the material. This is a great
way for teachers to interact with
students and the material.
Technology Resources WikiHow
Language Function
Toolkit/other
This strategy is helpful for
students who have issues
when organizing their
information in a way that
makes sense.
This strategy is helpful for
students who struggle when
they read. This is a good
way to spend more time on
the reading and work on the
understanding that should
come from the reading.
Students who are struggling
in the class can use the
internet as another way to
find information on the
topic that is being covered
in class.
Students need to have
strategies to organize their
material. This can be
beneficial when they get
older and they have to write
essays, and such. The
younger the students are
when we teach these
strategies, the more
successful they will be when
they use them later on.
Students who are struggling
with reading need to spend
extra time on the story to
make sure their
understanding is up to
standard.
This is a good strategy for
struggling students because
the internet is full of
information and can be
found in a variety of
different languages for our
EL students.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress
toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart
below to describe and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
50
Assessment Strategy #1: Alignment with Objectives:

Teacher will ask leading questions to the
entire class as a whole. I will use popsicle
sticks in order to ensure that all students have
an equal chance of being called on. If I notice
that some students might be struggling more
than others, I may call on them in order to
work with them to get to a correct answer.
This assessment strategy directly lines up with my objective that states,
“Students in grade 2 will be able to ask and answer such questions and
who, what, where, when, why, and how to demonstrate understanding of
key details in a text”
Evidence of Student Understanding:
Students will be answering these questions independently. I will be able
to assess based off of their answers if they have retained enough
information to meet the standard or not.

Student Feedback:

I will give feedback accordingly. If students are correct, I will give them
praise. If they are not correct, I will work with them until we get to a
correct answer.
Assessment Strategy #2: Alignment with Objectives:

Students will be responsible for writing
information in their journals based on the
heroes that they know in their everyday lives.
I will assess their writing on whether or not
they know enough information to meet the
standard.
This assessment strategy lines up with my objective that states, “Students
will also be able to describe how characters in a story respond to major
events and challenges.
Evidence of Student Understanding:
Students will be assessed on the information that they are writing in their
journals. Journal writing is an independent task which is how I can
ensure that the work is that of the student and no one else’s.

Student Feedback:

I will provide written feedback on the writings in the journal.

Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:

By having students compare the heroes that we are discussing in class to the people that they know in their actual lives,
they will be able to better understand the information in the context of their own lives. The material will become far more
meaningful when directly connected to their own lives.

Grouping Strategies:

Groupings will only be done in think-pair-share activities. Most of the time students will work with their shoulder
partners. On certain occasions lower students may be paired with higher students to ensure understanding and mastery of
the standard.

Planned Supports:

Supports such as pictures on the wall, and teacher examples will be left for students to visually see what is expected of
them if they are unsure. I will again, pair lower students with higher students who have completed their assignments to
ensure mastery.

51
52
 Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling
Multi Tiered System of Supports (MTSS) LESSON PLAN
Name: Kylie Kuhn Grade Level: 2

ELA Content Standard in all four language arts areas
above :
Content Standards:
Academic vocabulary
SL2.3 Ask and answer questions about what a speaker says in
order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
SL2.6 Produce complete sentences when appropriate to task
and situation in order to provide requested detail or
clarification.
ELD Standards:
Collaborative
Exchanging information and ideas with others through oral
collaborative conversations on a range of social and
academic topics.
Interpretive
8. Analyzing how writers and speakers use vocabulary and
other language resources for specific purposes (to explain,
persuade, entertain, etc.) depending on modality, text type,
purpose, audience, topic, and content area.

Handwriting Productive
1.2 Create readable documents with legible handwriting 12. Selecting and applying varied precise vocabulary and
language structures to effectively convey ideas.
Grammar
L.2.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.

Spelling
RF.3a Distinguish long and short vowels when reading
regularly spelled one-syllable words.

ELA Language Objective: ELD Language Objective for Grade Level

Students in grade 2 will effectively use academic vocabulary
to collaboratively create a written work describing
information taught in previous lessons.
ELA Content Objective:
Students in grade 2 will work collaboratively on a written
work with their peers.
Cog. Taxonomy/DOK Levels
 Students will exchange information and ideas with
others through oral collaborative conversations on
a range of social and academic topics.
 Students will analyze how writers and speakers use
vocabulary and other language resources for
specific purposes depending on modality, text type,
purpose audience, topic, and content area.
 Students will select and apply varied precise
vocabulary and language structures to effectively
convey ideas.

 Remembering: Students recall information they

know about their vocabulary words.
 Understanding: Students discuss the definitions with
whole class and partners.
 Apply: students apply this knowledge to their
writing.
 Create: Students work together in their group to write
a paragraph about heroes incorporating their
vocabulary words.
53
Learning Focus
Central Focus Statement:
Students will be able to use the vocabulary related to heroes in an informational paragraph.

Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy:
Students will comprehend the meaning of the vocabulary words for the unit. Students will show comprehension in their
written work, in which they will also practice their handwriting.

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this
content?

 Students will use their language while working collaboratively with their peers to understand the vocabulary.

Language Supports:
Visual supports will be put in place to ensure that students are understanding the vocabulary enough to use it in a written
work.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols:

 Hero- a person noted for courageous acts or nobility of character

 Community- a social group of any size whose members reside in a specific locality, share government, and
often have a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated by others, especially by
younger people.
 Service- an act of helpful activity; help; aid:

Materials Planned Supports: Explain how Research Based Learning Strategies:

 Vocabulary cards strategies meet strengths/weakness of
 Whiteboard with vocabulary students so that all students meet the
words written on it targeted outcome.
 Pencil
 4 different colored pads of There will be supports put into place to
Sticky notes make sure that all students are able to
 Social Studies journal meet standards. I will be modeling
examples of what I expect on the
whiteboard for students to be able to see
if they have questions. I will also
encourage group work, and think-pair-
shares so that struggling students can
bounce ideas off of their peers.
(provide text chapters/reference)
 K-W-L Chart; Activating Prior
Knowledge; Scaffolding for
ELL students (50 Literacy
Strategies, Tompkins, p. 56-59;
SDAIE).
 Think-Pair-Share (SDAIE –
tap prior knowledge)

54
Pre-Assessment: How will you
determine prior knowledge?
Prior knowledge will be based on a
think-pair-share done before the lesson
begins. I will verbally give students a
vocabulary word and have them share
with their partners what they think the
meaning of the word is. I will walk
around the classroom to make sure that
students seem to be on the right page. I
will monitor student responses and
make notes on what I need to recover
and what students know enough about.
Misconceptions:
Misconceptions may come from
students being confused about the
actual meaning of the word. They may
have believed they heard the word
elsewhere, and actually not know the
correct meaning.
Motivation Strategy: How will you
catch attention of students and focus
their minds and attention on the
learning goals?
My goal when it comes to motivating
the students is to turn vocabulary into a
game. From past experience, I know
that students enjoy slight competition
which could increase the chances of
them remembering the material at a
later time. I want students to understand
the meaning of the word, and not
simply remember the definition so I will
incorporate that in my game, as well.
Personal/Cultural/Community
Assets: What assets will be utilized to
support learning these standards with
these students?
Students will be discussing community
members that they see everyday,
protecting citizens in the city they live.
They will learn more information
about the job that these people do and
how crucial they are to protecting the
cities they live in. Students will also be
responsible for discussing these
community members using the
vocabulary that we have discussed
throughout the entire lesson. I will be
walking around, listening to the
context in which students use the
vocabulary words and make sure they
are using them correctly.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
 Before introducing the activity we will be completing, I will introduce the vocabulary words that I
Before have created for this unit. There is a set for every table group and students will play around the
Teaching world with their table group using the vocabulary flashcards. This will serve as a way to activate
-Setting the prior knowledge on what has been taught during previous lessons. Some of the words will be words
stage. that the students have seen before, while there may be some unfamiliar words.
 I will then bring the class back together and we will go over the entire stack of vocabulary cards as
a class where students can share the definitions they used with their groups. This is another way to
informally assess the information that the students know.
 I will then discuss with the class what they think the definition for the new vocabulary words may
be. I will give students the opportunity to share what they think it may be. Once everyone has had
an opportunity to share, I will give the dictionary definition of each word to the entire class.

55
Lesson Body: Explain Strategies/Lesson steps for each CCSS area:
 Engage students in active meaning making of key concepts
During/active  Model strategy/skill by using examples or demonstrations
engagement  Guided practice
in learning  Planned supports for whole class, ELD or special needs
Explain your mini lesson steps in each of the following areas:

Academic vocabulary: Use chart to determine your vocabulary strategies. Strategies also in Ppt.
presented in class and texts.

 Students will then be responsible for writing a paragraph on the information that we have learned
while using the vocabulary that was included in our game.
 Students will work in the groups in which they initially played the game with. (I have made sure
that the abilities of these students have been mixed and each group has an equal number of all
abilities.)
 Each student will be responsible for contributing one sentence to the final paragraph. Students will
work together to write a coherent paragraph using as many vocabulary words as possible.
 I will hand out a different colored pad of Sticky notes to each student where they will write their
initial sentence so I can ensure that each member is participating.
 Once the group agrees that each sentence is written well enough, students will write their final
sentence in the final draft.
 I will remind them to use their best handwriting, and that their handwriting is a part of the rubric in
which they will be graded.
 Each student will be in charge of an illustration of the sentence they provided which they can use as
a way to remind them of their speaking point when they present to the class what their group came
up with.
 Finally, each group will present the information they wrote using the vocabulary words to the class.

Handwriting: must include a writing chart and directions on how to use it based on a writing
program like D’Nealian/other. (Read article in BB on research for handwriting instruction.)

 Students handwriting will be assessed based on the D’Nealian chart. Handwriting will have been
covered in class prior to this assignment and students will know what is expected of them.

Grammar
 Students will be responsible for writing their paragraphs with near perfect grammar. A rubric will be
given prior to writing their paragraph so they know what is expected of them before they submit a
56
 final draft.

Spelling
 Spelling will be graded based on the same rubric as the strategies above. Students will be given this
rubric prior to turning in the final draft to the teacher.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching
 I will restate the objectives that students are responsible for knowing by the end of the lesson. I will
then rephrase the objective in kid friendly verbiage and ask the students if they are able to meet the
standard.
 Students will be asked to share the responses to their questions out loud as an informal way to assess
whether they are on the right track.
I will ask leading questions that are directly lined up with the standard as a way to assess what
information has been well received, and what information I may need to teach again. I will give the
students an opportunity to ask any remaining questions they may have.
I will ask students to share any questions or concerns they may have regarding the presentations that
each group completed in order to make sure students are receiving the correct information.
As a class, we will discuss the importance of penmanship and having legible handwriting. I will
emphasize that we will continue to work on handwriting throughout the remainder of the year.
I will also explain that grammar and spelling in the final copies of their paragraphs should be as close to
perfect as possible and let students know that if they have any questions regarding those skills, to come
talk to me.

57
Monitoring Student Learning - Review and Assessment:
What specific assessment tools are being used for at least
two types of assessment?
Informal: Teacher will randomly pull vocabulary words
from the stack as well as pull popsicle sticks to ensure
students are being chosen fairly and randomly. Teacher will
then assess student responses and give feedback as needed.
Formal: Students will be formally assessed by the work they
choose to submit. Students will have the opportunity to show
the teacher a copy of the rough draft for feedback on
adjustments that need to be made. Students will also be
assessed based on their handwriting and penmanship.
Monitoring Student Learning - Student Voice:
Student voice will be encouraged during class time through
discussions as a whole class, as well as in smaller groups
during a think-pair-share. Much of the discussion will be
shared out as a way for the teacher to informally assess the
understanding of the students. The teacher will also call on
students who are not choosing to share in order to make sure
that all students are grasping the information. Lower students
may be paired with higher students in order to make sure that
the information is being relayed to all students correctly.

Feedback: I will provide oral feedback to students when they

answer questions presented during class time. If they are on
the right track, I will praise them and their effort. If they are
not, I will redirect their thinking until we are able to come to
terms with the correct answers. I will also provide written
feedback on the hardcopy of the final paragraph that each
group will submit.

Spelling/Word Analysis Chart.

Emergent Letter-Name Within -Word Syllables and affixes Derivational
Relations

Students do not Students represent Students are Students focus on two Students learn that
associate their phonemes with experimenting with syllables words and words with related
marks with any letters. Most patterns found in words. bringing multiple meanings can also
particular children still prefer Confusion can come in syllables. Students also have related
phonemes. Some writing in all spelling, and letters can be learn more about spelling, with some
students may repeat capital letters. reversed in certain words compound words, changes being made
a small number of Pronunciation is that are written. Students possessives, to vowels or
letters over and over much slower when learn how to identify homophones, and consonants.
again. Most children they are trying to complex sounds as well. contractions. Scaffolding is
prefer uppercase write the words important when
letters. they want to say. using this strategy.

Data Analysis Conclusions

75% of the class is meeting the grammar and spelling Overall, we are doing fairly well as a class when it comes
standards. to meeting standard. There are a few adjustments that can
be made in order to get the entire class meeting the
standards.

edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.

58
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for
instruction to impact student learning: Use the chart above to analyze and provide data on spelling for your Three
focus students.

1. ELL Learner – W/Few Words: Think-pair-share will be useful during these lessons because students with few words
can benefit from hearing their peers put their ideas into words. While our ELL learner may not be able to communicate as
well as other students, chances are that they would do better after hearing examples from myself and from their peers.
ELL students can also work with higher students in the class so they can get assistance with their vocabulary and their
speaking skills.

2. Student with low reading ability- I will make sure that there are plenty of photos visible for students to see when we
are discussing the material. The photos can better help students remember the material that we discussed, even if they are
having a hard time reading the stories. Also, I will make sure that I am reading my model and my examples out loud so
students with low reading levels are not dependent on their reading skills to do well in this activity. I want students to feel
comfortable enough to share and participate and not worry about not succeeding in reading comprehension.

3. Student with advanced literacy skills/other- Group work is important for this student. Because this student is
advanced, we do not want to only focus on lecturing and writing. This student will thrive in a group setting where they can
share their thoughts with their peers.

What theory or theorists would most strongly support use of this strategy?

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for
your answer and select research based strategies from the course resources.

Wright Text Describe strategy and provide
research base.
1. Prior Knowledge: The teacher will lead a
Activating the Known discussion to help students pull
p.40 on any prior knowledge that they
have on the concept being
discussed in class. Students will
activate prior knowledge by
playing the game with the
vocabulary cards.
2. Text Lookback p.52 Students will learn how to look
back in their resources to find
information about the topic that
is being taught. This can even
include notes that were taken in
previous lessons, or activities
that were done when the words
were first introduced.
Explain how strategy is
helpful for whole group or
specific student(s).
This strategy is helpful
because it is possible that
the information was learned
a long time ago and students
need help to recall what was
taught. This is also a fun
way for students to become
familiar with the words that
have already been taught.
This strategy will be helpful
when teaching students how
to find information for
themselves using resources
that they already have
available to them.
Rationale for selecting &
links to student/standards
Students need reminders on
what they have learned so
that teachers have a good
idea of what students
actually know, and what still
needs to be taught.
Students need to be taught
strategies to find more
information on their own
when they have questions.
This is why the vocabulary
game will be done as a
group. The goal is students
will pull on knowledge that
other students may have to
help them come to a
conclusion about what a
word may mean.

50 Literacy Strategies
59
1. Data Charts pg. 31 Students can use data charts to
organize the new information
that they have learned. This is a
good strategy for visual learners
because they can categorize the
information in sections that
makes sense to them. Students
are able to create a chart where
vocabulary is listed on one side,
and definitions on the other.
2. Interactive Read Students can use this strategy
Aloud pg. 50 when they are having difficulty
with the material. This is a great
way for teachers to interact with
students and the material. We
will see this when teacher is
reading vocabulary words and
definitions with students after
they have had opportunities to
work with their group members.
Technology Resources WikiHow
Language Function
Toolkit/other
This strategy is helpful for
students who have issues
when organizing their
information in a way that
makes sense. This can be
helpful when students begin
writing their sentences for
their group paragraph as
well.
This strategy is helpful for
students who struggle when
they read. This is a good
way to spend more time on
the reading and work on the
understanding that should
come from the reading.
Students who are struggling
in the class can use the
internet as another way to
find information on the
topic that is being covered
in class. If an entire group
does not know what a word
means, there are alternative
resources available to find a
definition and make sense of
a foreign word.
Students need to have
strategies to organize their
material. This can be
beneficial when they get
older and they have to write
essays, and such. The
younger the students are
when we teach these
strategies, the more
successful they will be when
they use them later on.
Students who are struggling
with reading need to spend
extra time on the story to
make sure their
understanding is up to
standard.
This is a good strategy for
struggling students because
the internet is full of
information and can be
found in a variety of
different languages for our
EL students.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress
toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart
below to describe and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:

Teacher will draw a random vocabulary card
from the pile. I will use popsicle sticks in
order to ensure that all students have an equal
chance of being called on. If I notice that some
students might be struggling more than others,
I may call on them in order to work with them
to get to a correct answer. I will make sure that
the entire class agrees with the definition a
student/group may give before we move on to
clear up any misconceptions that may arise.
Students will show how much information they have grasped from the
lessons in the sentences they are writing.
Evidence of Student Understanding:
Students will be giving me the definitions independently. I will be able
to assess based off of their answers if they have retained enough
information to meet the standard or not.
Student Feedback:

I will give feedback accordingly. If students are correct, I will give them
praise. If they are not correct, I will work with them until we get to a
correct answer.

60
Assessment Strategy #2: Alignment with Objectives:

Students will be responsible for working in
groups to come up with a cohesive paragraph
using the vocabulary we learned on heroes.
Students will not only be graded on the
sentence structure and usage of vocabulary
words, but also on their handwriting and
penmanship on their given sentence.
Students will submit their individual sentences to the final group
paragraph which teacher can assess their understanding of information.
Evidence of Student Understanding:
Students will be assessed on the sentence they contributed to the final
paragraph, as well as their penmanship skills. I will know that the
student understands the skill because their sentence will show clarity,
and be a thoughtful response.

Student Feedback:

I will provide feedback to the groups when they show me their rough
drafts, as well as written feedback on the final copy of their paragraph.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:

By having students compare the heroes that we are discussing in class to the people that they know in their actual lives,
they will be able to better understand the information in the context of their own lives. The material will become far more
meaningful when directly connected to their own lives.

Grouping Strategies:

Groupings will only be done in think-pair-share activities. Most of the time students will work with their shoulder
partners. On certain occasions lower students may be paired with higher students to ensure understanding and mastery of
the standard. The table groups in which students will be working together will be equally divided so students of all
abilities are working together. I will prearrange seats for students so I am sure that the groups will function independently.

Planned Supports:

Supports such as pictures on the wall, and teacher examples will be left for students to visually see what is expected of
them if they are unsure. I will again, pair lower students with higher students who have completed their assignments to
ensure mastery.

61
62
 Listening /Talk (Use Social Studies Topic)
MINI LESSON PLAN
Name: Kylie Kuhn
ELA Content Standard:
SL2.3 Ask and answer questions about what a speaker says in
order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
SL2.6 Produce complete sentences when appropriate to task
and situation in order to provide requested detail or
clarification.
Content Standard:
2.5 Students understand the importance of individual action
and character and explain how heroes from long ago and the
recent past have made a difference in others’ lives (e.g., from
biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull,
George Washington Carver, Marie Curie, Albert Einstein,
Golda Meir, Jackie Robinson, Sally Ride).
ELA Language Objective: Students in grade 2 will be able
to ask and answer such questions and who, what, where,
when, why, and how to demonstrate understanding of key
details in a text. Students will also be able to describe how
characters in a story respond to major events and challenges.
ELA Content Objective: Students in grade 2 will
understand the importance of individual action and character
and explain how heroes from long ago and the recent past
have made a difference in others’ lives.
Cog. Taxonomy/DOK Levels
 Remembering: Students recall information they
know about heroes and how they help us.
 Understanding; Students discuss the information they
know, and research and identify new information.
 Apply: Students apply the information they have
researched by reporting, explaining, illustrating the
new information.
 Evaluate: Students evaluate the information they
have gathered regarding the specified person.
 Create: Student take the information they have
gathered and plan on how to present it. Students are
organizing, preparing, arranging, and reporting the
information gathered from their research.
Grade Level: 2
ELD Standards:
 Emerging- Students will interact via written
English. The student will be able to collaborate
with peers on joint writing projects of short
informational and literary texts, using technology
where appropriate for publishing, graphics, and the
like.
 Expanding- Students write short literary texts and
informational texts collaboratively with an adult,
with peers, and with increasing independence.
 Bridging- Students will write longer literary texts
and informational texts collaboratively with an
adult, with peers and independently.
ELD Language Objective for Grade Level
RL.2.1 Ask and answer questions as who, what, where,
when, why, and how to demonstrate understanding of key
details in a text.
S.L.2.1 Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text
read aloud or information presented orally or through other
media.
SL.2.3 Ask and answer questions about what a speak says
in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
W.2.7 Participate in shared research and writing projects
(e.g., read a number of books on a single topic to produce a
report; record science observations).
63
 Learning Focus
Central Focus Statement:
Students in grade 2 will use listening and talking skills to recall information about heroes and apply it to new content taught
in todays lesson.

Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy:
Students will comprehend important information about historical heroes and apply it to the new content taught in todays
lesson.

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this
content?

 Students will compare and contrast historical heroes to the heroes we see today and decide how it is relevant to the
information taught in the lesson.

Language Supports:
Students will work collaboratively decide what aspects of the information we have learned is relevant in terms of heroes
from different time periods.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned

 Hero- a person noted for courageous acts or nobility of character

 Community- a social group of any size whose members reside in a specific locality, share government, and often have
a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.
 Leader- a guiding or directing head, as of an army, movement, or political group.
 Role model- a person whose behavior, example, or success is or can be emulated by others, especially by younger
people.
 Service- an act of helpful activity; help; aid:

Materials Planned Supports: Explain how Research Based Learning Strategies:

 Social Studies journal strategies meet strengths/weakness of
 Graphic organizer (individual students so that all students meet the
and group) targeted outcome.
 5o American Heroes Every Kid
Should Meet There will be supports put into place to
 Pencil make sure that all students are able to
meet standards. I will be modeling
examples of what I expect on the
whiteboard for students to be able to see
if they have questions. I will also
encourage group work, and think-pair-
shares so that struggling students can
bounce ideas off of their peers.
(provide text chapters/reference)
 K-W-L Chart; Activating Prior
Knowledge; Scaffolding for
ELL students (50 Literacy
Strategies, Tompkins, p. 56-59;
SDAIE).
 Think-Pair-Share (SDAIE –
tap prior knowledge)

Pre-Assessment: How will you Motivation Strategy: How will you Personal/Cultural/Community
determine prior knowledge? catch attention of students and focus Assets: What assets will be utilized to
64

Prior knowledge will be based on a
think-pair-share done before the lesson
begins. I will verbally give students a
vocabulary word and have them share
with their partners what they think the
meaning of the word is. I will walk
around the classroom to make sure that
students seem to be on the right page. I
will monitor student responses and
make notes on what I need to recover
and what students know enough about.
Misconceptions: Identify common
misconceptions regarding concepts
addressed in this lesson
Misconceptions may come from
students being confused about the
actual meaning of the word. They may
have believed they heard the word
elsewhere, and actually not know the
correct meaning.
their minds and attention on the
learning goals?
My goal when it comes to motivating
the students is to turn vocabulary into a
game. From past experience, I know
that students enjoy slight competition
which could increase the chances of
them remembering the material at a
later time. I want students to understand
the meaning of the word, and not
simply remember the definition so I will
incorporate that in my game, as well.
support learning these standards with
these students?
Students will be discussing community
members that they see everyday,
protecting citizens in the city they live.
They will learn more information
about the job that these people do and
how crucial they are to protecting the
cities they live in. Students will also be
responsible for discussing these
community members using the
vocabulary that we have discussed
throughout the entire lesson. I will be
walking around, listening to the
context in which students use the
vocabulary words and make sure they
are using them correctly.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities
Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
 Before the activity, I will ask students to remind me about the information that we have learned in
Before prior lessons about heroes. This will be a group discussion that is led by the teacher. Teacher will
Teaching facilitate the information which is relevant to todays lesson.
-Setting the  Students will then begin filling out a K-W-L chart based on the information that has been taught in
stage. the last few lessons on the topic. The beginning of the class will be spent individually working on
the K-W-L chart. After about 15 minutes, students will be able to think-pair-share with their partners
for additional details to fill in their charts.

Lesson Body: Explain Strategies/Lesson steps:

During/active  After students have completely filled out their K-W-L charts, teacher will begin an interactive read-
engagement aloud of the book 5o American Heroes Every Kid Should Meet by Dennis Denenberg. (50 Literacy
in learning Strategies).
 Teacher will cover heroes that have not previously been discussed in prior lessons such as Rosa
Parks, Harriet Tubman, and Barack Obama.
 Once we read the sections of our new heroes, teacher will pass out graphic organizer which students
will begin to fill in with the new information they have learned about our new heroes.
 In one section, students will write facts they learned about each hero. In the next section, students
will write about how our new heroes compare to the heroes we have already learned about. In the
final section, students will connect the actions of these heroes to their everyday lives and find
similarities between themselves and our new heroes.
 Students will have the opportunity to work with their table partners to completely fill out the graphic
organizer.
 Once the graphic organizer is filled out, including all of the heroes, students will be broken up and
assigned one of the above mentioned heroes.
 Once broken up into groups, students will fill out a larger version of our graphic organizer made out
65
 of butcher paper on their assigned hero.
 Each group will present to the class their information on the hero they were assigned.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching
1. I will restate the objectives that students are responsible for knowing by the end of the lesson. I
will then rephrase the objective in kid friendly verbiage and ask the students if they are able to
meet the standard.
2. Students will be asked to share the responses to their questions out loud as an informal way to
assess whether they are on the right track.
3. I will ask leading questions that are directly lined up with the standard as a way to assess what
information has been well received, and what information I may need to teach again. I will give
the students an opportunity to ask any remaining questions they may have.
4. I will ask students to share any questions or concerns they may have regarding the presentations
that each group completed in order to make sure students are receiving the correct information.

Monitoring Student Learning - Review and Assessment:
What specific assessment tools are being used for at least
two types of assessment?
Informal: I will walk around as students are working in their
groups and ask them questions about the hero they were
assigned. I will open it up to a whole group conversation to
activate background knowledge which they can use during
their presentation.
Formal: Group presentations will be used at their formal
assessment. Rubrics will be given so students know what is
expected from them before they present.
Feedback: I will provide oral feedback to students when they
answer questions presented during class time. If they are on
the right track, I will praise them and their effort. If they are
not, I will redirect their thinking until we are able to come to
terms with the correct answers. I will also provide written
feedback on the hardcopy of the final graphic organizer that
each group will submit.
Monitoring Student Learning - Student Voice: How will
you provide for student voice during instruction on their
learning (strategies, skills, knowledge) relative to learning
target?
Student voice will be encouraged during class time through
discussions as a whole class, as well as in smaller groups
during a think-pair-share. Much of the discussion will be
shared out as a way for the teacher to informally assess the
understanding of the students. The teacher will also call on
students who are not choosing to share in order to make sure
that all students are grasping the information. Lower students
may be paired with higher students in order to make sure that
the information is being relayed to all students correctly.

edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for
instruction to impact student learning:

For the three focus students and other individuals/groups with specific needs.

1. ELL Learner – W/Few Words: Think-pair-share will be useful during these lessons because students with few words
can benefit from hearing their peers put their ideas into words. While our ELL learner may not be able to communicate as
well as other students, chances are that they would do better after hearing examples from myself and from their peers.
ELL students can also work with higher students in the class so they can get assistance with their vocabulary and their
speaking skills.

66
2. Student with low reading ability- I will make sure that there are plenty of photos visible for students to see when we
are discussing the material. The photos can better help students remember the material that we discussed, even if they are
having a hard time reading the stories. Also, I will make sure that I am reading my model and my examples out loud so
students with low reading levels are not dependent on their reading skills to do well in this activity. I want students to feel
comfortable enough to share and participate and not worry about not succeeding in reading comprehension.

3. Student with advanced literacy skills/other- Group work is important for this student. Because this student is
advanced, we do not want to only focus on lecturing and writing. This student will thrive in a group setting where they can
share their thoughts with their peers.

What theory or theorists would most strongly support use of this strategy?

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for
your answer and select research based strategies from the course resources.

Wright Text Describe strategy and provide
research base.
1. Prior Knowledge: The teacher will lead a
Activating the Known discussion to help students pull
p.40 on any prior knowledge that they
have on the concept being
discussed in class. Students will
activate prior knowledge by
playing the game with the
vocabulary cards.
2. Text Lookback p.52 Students will learn how to look
back in their resources to find
information about the topic that
is being taught. This can even
include notes that were taken in
previous lessons, or activities
that were done when the words
were first introduced.
Explain how strategy is
helpful for whole group or
specific student(s).
This strategy is helpful
because it is possible that
the information was learned
a long time ago and students
need help to recall what was
taught. This is also a fun
way for students to become
familiar with the words that
have already been taught.
This strategy will be helpful
when teaching students how
to find information for
themselves using resources
that they already have
available to them.
Rationale for selecting &
links to student/standards
Students need reminders on
what they have learned so
that teachers have a good
idea of what students
actually know, and what still
needs to be taught.
Students need to be taught
strategies to find more
information on their own
when they have questions.
This is why the vocabulary
game will be done as a
group. The goal is students
will pull on knowledge that
other students may have to
help them come to a
conclusion about what a
word may mean.

50 Literacy Strategies
1. Data Charts pg. 31 Students can use data charts to
organize the new information
that they have learned. This is a
good strategy for visual learners
because they can categorize the
information in sections that
makes sense to them. Students
are able to create a chart where
vocabulary is listed on one side,
and definitions on the other.
This strategy is helpful for
students who have issues
when organizing their
information in a way that
makes sense. This can be
helpful when students begin
writing their sentences for
their group paragraph as
well.
Students need to have
strategies to organize their
material. This can be
beneficial when they get
older and they have to write
essays, and such. The
younger the students are
when we teach these
strategies, the more
successful they will be when
67

 Interactive Read Students can use this strategy
Aloud pg. 50 when they are having difficulty
with the material. This is a great
way for teachers to interact with
students and the material. We
will see this when teacher is
reading vocabulary words and
definitions with students after
they have had opportunities to
work with their group members.
Technology Resources WikiHow
Language Function
Toolkit/other
This strategy is helpful for
students who struggle when
they read. This is a good
way to spend more time on
the reading and work on the
understanding that should
come from the reading.
Students who are struggling
in the class can use the
internet as another way to
find information on the
topic that is being covered
in class. If an entire group
does not know what a word
means, there are alternative
resources available to find a
definition and make sense of
a foreign word.
they use them later on.
Students who are struggling
with reading need to spend
extra time on the story to
make sure their
understanding is up to
standard.
This is a good strategy for
struggling students because
the internet is full of
information and can be
found in a variety of
different languages for our
EL students.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress
toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart
below to describe and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:

Students will work individually on their own
graphic organizer. As they are working on
their assignment, I will walk around and ask
certain students questions about what they are
finding. I f I notice that some students might
be struggling more than others, I may call on
them in order to work with them to get to a
correct answer.
Students will show how much information they have grasped from the
lessons in the graphic organizer they are filling out.
Evidence of Student Understanding:
Students will be giving me the information independently. I will be able
to assess based off of their answers if they have retained enough
information to meet the standard or not.

Student Feedback:

I will give feedback accordingly. If students are correct, I will give them
praise. If they are not correct, I will work with them until we get to a
correct answer.
Assessment Strategy #2: Alignment with Objectives:

Students will be responsible for working in
groups to come up with a cohesive graphic
organizer on the hero they were assigned.
Students will not only be graded on the
sentence structure and usage of vocabulary
words, but also on their handwriting and
penmanship on their given sentence.
Students will submit their group graphic organizer for grading so I can
assess whether or not the standards are being met.
Evidence of Student Understanding:
I will know that the student understands the skill because their sentence
will show clarity, and be a thoughtful response.

68
 Student Feedback:

I will provide feedback to the groups when they turn in their final version
of their graphic organizer on their hero.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:

By having students compare the heroes that we are discussing in class to the people that they know in their actual lives,
they will be able to better understand the information in the context of their own lives. The material will become far more
meaningful when directly connected to their own lives.

Grouping Strategies:

Groupings will only be done in think-pair-share activities. Most of the time students will work with their shoulder
partners. On certain occasions lower students may be paired with higher students to ensure understanding and mastery of
the standard. The table groups in which students will be working together will be equally divided so students of all
abilities are working together. I will prearrange seats for students so I am sure that the groups will function independently.

Planned Supports:

Supports such as pictures on the wall, and teacher examples will be left for students to visually see what is expected of
them if they are unsure. I will again, pair lower students with higher students who have completed their assignments to
ensure mastery.

69
70
 Writing for Information in Social Studies
MINI LESSON PLAN
Name: Kylie Kuhn
ELA Content Standard:
SL2.3 Ask and answer questions about what a speaker says in
order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
SL2.6 Produce complete sentences when appropriate to task
and situation in order to provide requested detail or
clarification.
Content Standard:
2.5 Students understand the importance of individual action
and character and explain how heroes from long ago and the
recent past have made a difference in others’ lives (e.g., from
biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull,
George Washington Carver, Marie Curie, Albert Einstein,
Golda Meir, Jackie Robinson, Sally Ride).
ELA Language Objective: Students in grade 2 will be able
to ask and answer such questions and who, what, where,
when, why, and how to demonstrate understanding of key
details in a text. Students will also be able to describe how
characters in a story respond to major events and challenges.
ELA Content Objective: Students in grade 2 will
understand the importance of individual action and character
and explain how heroes from long ago and the recent past
have made a difference in others’ lives.
Cog. Taxonomy/DOK Levels
 Remembering: Students recall information they
know about heroes and how they help us.
 Understanding; Students discuss the information they
know, and research and identify new information.
 Apply: Students apply the information they have
researched by reporting, explaining, illustrating the
new information.
 Evaluate: Students evaluate the information they
have gathered regarding the specified person.
 Create: Student take the information they have
gathered and plan on how to present it. Students are
organizing, preparing, arranging, and reporting the
information gathered from their research.
Grade Level: 2
ELD Standards:
 Emerging- Students will interact via written
English. The student will be able to collaborate
with peers on joint writing projects of short
informational and literary texts, using technology
where appropriate for publishing, graphics, and the
like.
 Expanding- Students write short literary texts and
informational texts collaboratively with an adult,
with peers, and with increasing independence.
 Bridging- Students will write longer literary texts
and informational texts collaboratively with an
adult, with peers and independently.
ELD Language Objective for Grade Level
RL.2.1 Ask and answer questions as who, what, where,
when, why, and how to demonstrate understanding of key
details in a text.
S.L.2.1 Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text
read aloud or information presented orally or through other
media.
SL.2.3 Ask and answer questions about what a speak says
in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
W.2.7 Participate in shared research and writing projects
(e.g., read a number of books on a single topic to produce a
report; record science observations).
71
 Learning Focus
Central Focus Statement:
Students will create a narrative writing using the point of view of the heroes that we have learned about throughout our
lessons. Students will be responsible for incorporating the facts that have been taught and telling a realistic version of what
heroes of this time would have experienced.

Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy:
Students will compose a writing using the point of view of their assigned hero in order to show comprehension of the
information they have learned throughout the unit.

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this
content?

 Students will show their comprehension of the material taught during the unit by writing a piece that is to grade level
showing facts given during the unit.

Language Supports: Students will use vocabulary and facts that were given during the unit in order to write their written
work from the hero they were assigned.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols:

 Hero- a person noted for courageous acts or nobility of character

 Community- a social group of any size whose members reside in a specific locality, share government, and often have
a common cultural and historical heritage.
 Brave- possessing or exhibiting courage or courageous endurance.
 Volunteer- a person who performs a service willingly and without pay.

 Leader- a guiding or directing head, as of an army, movement, or political group.

 Role model- a person whose behavior, example, or success is or can be emulated by others, especially by younger
people.
 Service- an act of helpful activity; help; aid:

Materials Planned Supports: Explain how Research Based Learning Strategies:

Writing paper for final copy of writing strategies meet strengths/weakness of (provide text chapters/reference)
Social Studies journal students so that all students meet the
Pencils, crayons, and colored pencils targeted outcome.

There will be supports put into place to

make sure that all students are able to
meet standards. I will be modeling
examples of what I expect on the
whiteboard for students to be able to see
if they have questions. I will also
encourage group work, and think-pair-
shares so that struggling students can
bounce ideas off of their peers.

72
Pre-Assessment: How will you
determine prior knowledge?
I will ask students leading questions to
pull on the knowledge we have learned
in the previous lessons. I will ask these
questions as a whole class so I can
make sure that all students are on the
same page before they begin writing
their narrative.
Misconceptions: Identify common
misconceptions regarding concepts
addressed in this lesson
Misconceptions may come from
students being confused about what life
was like during the time these heroes
were living. Since it may have been
long ago, students may not know how
to make their writing completely
realistic so this may cause some
confusion.
Motivation Strategy: How will you Personal/Cultural/Community
catch attention of students and focus Assets: What assets will be utilized to
their minds and attention on the support learning these standards with
learning goals? these students?
I will capture student motivation by
letting them choose the hero they will
write about. We will talk about all of the
ones we have previously discussed and
I will remind students of some of the
facts of each hero. My goal is that by
reminding students of the traits that
these heroes possess, it will capture
their attention and spark interest in who
they decide to write about.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
1. Before the lesson, I will reintroduce the heroes that we have talked about previously (Abraham
Before Lincoln, Albert Einstein, Barrack Obama, Harriet Tubman, Rosa Parks, etc.)
Teaching 2. Students will share facts they can remember about each of the heroes and I will begin to fill in a
-Setting the chart on the write board for the whole class to see. Once students begin to run out of ideas, I will
stage. write a few of my own ideas to help students when they are writing their own narratives.
3. Once our graphic organizer begins to fill up, I will begin letting students choose which hero they
would like to write about.
Lesson Body: Explain Strategies/Lesson steps:

During/active  Once students have chosen the hero of their choice, I will hand out a graphic organizer to help
engagement students organize their information for their narrative.
in learning  Students will begin filling out the organizer using their chapter of 50 American Heroes Every Kid
Should Meet. Once they have found enough relevant information, they will have time to access the
Internet to find new facts that have not been discussed in class.
 After the graphic organizer is filled out, students will individually meet with me for feedback and
corrections on the information they have found. If everything looks satisfactory, students may begin
writing their rough draft.
 The rough draft will be started during class time, but will also be done for homework with parent
help.
 Rough drafts will be turned into me for edits based on what is expected from the rubric that was
given to students.
 Edits will be made, and final drafts will be written of specific paper I have printed for students. This
paper has space for both writing, and an illustration.

73
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching
 Once the final submission has been completed, students will present their writing to the class. On the
day of presentations, students will dress up as the hero of their choice and come prepared to tell their
story using the point of view of their specific hero.
 An entire week will be dedicated to presentations so the entire class can learn about each different
hero from their peers. Student motivation will come from being interested in their presentation and
getting to dress up as the hero they chose.
 Students will be given two separate grades: one for presentation, one for narrative written. Feedback
will be given within a week of submission.

Monitoring Student Learning - Review and Assessment:
What specific assessment tools are being used for at least
two types of assessment?
Informal: I will walk around as students are working on
their narratives and ask them to tell me more about what they
found about their hero during their research. By having them
explain what they found, I can make sure that they are giving
the right information in their writing before they turn in a
final draft to me.
Formal: The final draft of the writing that students turn into
me will be used as a formal assessment. By the time they
submit these to me, we will have gone through verbal
brainstorming, graphic organizers, a rough draft and editing
process, and then the final draft. There will be ample
opportunities for students to make edits to their work before
they turn it into me.
Monitoring Student Learning - Student Voice: How will
you provide for student voice during instruction on their
learning (strategies, skills, knowledge) relative to learning
target?
Student voice will be encouraged during class time through
discussions as a whole class, as well as in smaller groups
during a think-pair-share. The conversation will mainly take
place when we are talking about individual heroes and the
traits they possess. Much of the discussion will be shared out
as a way for the teacher to informally assess the
understanding of the students. The teacher will also call on
students who are not choosing to share in order to make sure
that all students are grasping the information. Lower students
may be paired with higher students in order to make sure that
the information is being relayed to all students correctly.

Feedback: I will provide feedback at all stages of the writing

process. Students will show me their brainstorming, and
rough draft at each step. I will be giving feedback on
everything that students show me so they can make the
adjustments before they turn in their final drafts.

edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.

Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for
instruction to impact student learning:

For the three focus students and other individuals/groups with specific needs.

1. ELL Learner – W/Few Words: Think-pair-share will be useful during these lessons because students with few words
can benefit from hearing their peers put their ideas into words. While our ELL learner may not be able to communicate as
well as other students, chances are that they would do better after hearing examples from myself and from their peers.
ELL students can also work with higher students in the class so they can get assistance with their vocabulary and their
speaking skills.

2. Student with low reading ability- I will make sure that there are plenty of photos visible for students to see when we
are discussing the material. The photos can better help students remember the material that we discussed, even if they are
having a hard time reading the stories. Also, I will make sure that I am reading my model and my examples out loud so
74
students with low reading levels are not dependent on their reading skills to do well in this activity. I want students to feel
comfortable enough to share and
participate and not worry about not succeeding in reading comprehension.

3. Student with advanced literacy skills/other- Group work is important for this student. Because this student is
advanced, we do not want to only focus on lecturing and writing. This student will thrive in a group setting where they can
share their thoughts with their peers.

What theory or theorists would most strongly support use of this strategy?
The information processing theory shows that students are receptive to the information they are being taught, and can
create an assignment that shows understanding. The assignment that students create is what will decide if students are
meeting the standards at grade level or if they need more work. Most of my teaching will be based on this theory, as I
believe it is extremely important to make sure students are comprehending.

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for
your answer and select research based strategies from the course resources.

Wright Text Describe strategy and provide
research base.
1. Prior Knowledge: Students will activate
Activating the Known background knowledge during
p.40 the class discussion of what
heroes we have talked about
throughout the previous lessons.
This will remind them of what
we have learned. I will also
include information they may
not have included to help them
in their writing.
2. Text Lookback p.52 Students will learn how to look
back in their resources to find
information about the topic that
is being taught. This can even
include notes that were taken in
previous lessons, or activities
that were done when the words
were first introduced.
Explain how strategy is
helpful for whole group or
specific student(s).
This strategy is helpful
because it is possible that
the information was learned
a long time ago and students
need help to recall what was
taught. This is also a fun
way for students to become
familiar with the words that
have already been taught.
This strategy will be helpful
when teaching students how
to find information for
themselves using resources
that they already have
available to them.
Rationale for selecting &
links to student/standards
Students need reminders on
what they have learned so
that teachers have a good
idea of what students
actually know, and what still
needs to be taught.
Students need to be taught
strategies to find more
information on their own
when they have questions.
This is why the vocabulary
game will be done as a
group. The goal is students
will pull on knowledge that
other students may have to
help them come to a
conclusion about what a
word may mean.

50 Literacy Strategies
1. Data Charts pg. 31 Students can use data charts to
organize the new information
that they have learned. This is a
good strategy for visual learners
because they can categorize the
information in sections that
makes sense to them. This can
be helpful if students include the
name of the hero on one side,
This strategy is helpful for
students who have issues
when organizing their
information in a way that
makes sense. This can be
helpful when students begin
writing their sentences for
their narrative as well.
Students need to have
strategies to organize their
material. This can be
beneficial when they get
older and they have to write
essays, and such. The
younger the students are
when we teach these
strategies, the more
75
 and all of the traits they possess
and information for their writing
on the other side of the
organizer.
2. Interactive Read Students can use this strategy
Aloud pg. 50 when they are having difficulty
with the material. This is a great
way for teachers to interact with
students and the material. We
use this strategy when reading
50 American Heroes Every Kid
Should Meet by Dennis
Denenberg. This is another way
to activate prior knowledge that
students may have forgotten
about.
Technology Resources WikiHow
Language Function
Toolkit/other
This strategy is helpful for
students who struggle when
they read. This is a good
way to spend more time on
the reading and work on the
understanding that should
come from the reading. This
can be beneficial to students
with low reading levels, as
well as EL students.
Students who are struggling
in the class can use the
internet as another way to
find information on the
topic that is being covered
in class. If an entire group
does not know what a word
means, there are alternative
resources available to find a
definition and make sense of
a foreign word. Students can
also find more information
about their heroes using
their technology.
successful they will be when
they use them later on.
Students who are struggling
with reading need to spend
extra time on the story to
make sure their
understanding is up to
standard. The teacher can
also see first hand what the
students are struggling with
so she can help them with
whatever may be more
difficult for them.
This is a good strategy for
struggling students because
the internet is full of
information and can be
found in a variety of
different languages for our
EL students. This can be
beneficial if a student cannot
make sense of the word they
want to use in English. This
can make their narratives
much stronger.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress
toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart
below to describe and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:

Students will work individually on their own
narrative. As they are working on their
assignment, I will walk around and ask certain
students questions about what they are
finding. I f I notice that some students might
be struggling more than others, I may call on
them in order to work with them to get to a
correct answer.
Students will show how much information they have grasped from the
lessons in the narrative they write and turn in to me.
Evidence of Student Understanding:
Students will be giving me the information independently. I will be able
to assess based off of their answers if they have retained enough
information to meet the standard or not.

Student Feedback:

I will give feedback accordingly. If students are correct, I will give them
praise. If they are not correct, I will work with them until we get to a
correct answer.

76
Assessment Strategy #2: Alignment with Objectives:

Students will work independently on their
final copy of the narrative. They will be
graded off of a rubric that will be presented to
them before they begin the assignment. I will
be looking for the information they found
from their research, as well as sentence
structure and penmanship.
Students will submit their final draft to me when they have completed all
of the editing steps.
Evidence of Student Understanding:
I will know that the student understands the skill because their writing
will show clarity, and be a thoughtful response.
Student Feedback:

I will provide feedback to the groups when they turn in their final
version of their narrative on their hero.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:

By having students write about their hero as if they are living their life, it gives students the opportunity to consider what
life may have been like during this time. It gives students the opportunity to compare what they may have experienced if
they were living life during this time period, and how things may have been different for them. This may spark an interest
and lead to students doing more research to find out more about life during a different time period.

Grouping Strategies:

Groupings will only be done in think-pair-share activities. Most of the time students will work with their shoulder
partners. On certain occasions lower students may be paired with higher students to ensure understanding and mastery of
the standard. I will prearrange seats for students so I am sure that the groups will function independently.

Planned Supports:

Supports such as pictures on the wall, and teacher examples will be left for students to visually see what is expected of
them if they are unsure. I will again, pair lower students with higher students who have completed their assignments to
ensure mastery.

77

1.
Select one Social Studies
Strategy from your text and
explain how it can be used to:
 Extend social studies
knowledge,
 Extend literacy learning
 Engage students at a
deeper level of learning
2.
Select one Literacy Strategy
from your text and explain
how it can be used to:
 Extend social studies
knowledge,
 Extend literacy learning
 Engage students at a
deeper level of learning.
3.
Feedback: Select 2 strategies
for providing immediate
feedback on learning from
any of your texts. Provide
evidence that it is research
based.
Professional Reflection
Provide a thorough answer for each question.
Historical Characters p. 51
 I think that this would be beneficial for my students when learning about heroes
because this is a way for students to compare historical heroes to heroes from
today.
 It gives students the opportunity to be creative in how they want to talk about
their specific hero. I think that this could be a beneficial supplemental activity to
when students are writing their assignment from a specific hero’s point of view.
 They could present their historical character and give details from the writing
that they did. This would be a great way for the teacher to formally assess the
information they got from the lesson.
Interactive Writing p. 53
 Interactive writing can be beneficial because students and teachers work together
to write about a certain topic.
 The entire writing is a group process and done collaboratively on the front board
so students can share ideas together and the final writing will be a single writing
piece.
 The focus of interactive writing is phonemic awareness, fluency, writing,
spelling, and content areas.
 As a teacher, the steps that need to be taken to complete this strategy is as
follows: collect materials for interactive writing, set a purpose for the activity,
choose a sentence to write, pass out writing supplies, write the first sentence, and
finally display the interactive writing.
Language Experience Approach- 50 Literacy Strategies p. 60- This can be beneficial
to students in terms of receiving feedback because in this assignment, students are
explaining their personal experiences and teachers are responsible for writing the
dictation of what students are saying. If the teacher hears something from the student that
might not necessarily be on point with the assignment, the teacher can make adjustments
right there with the student before the assignment is complete.
Literacy Centers- 50 Literacy Strategies p. 67- Literacy centers can be great for giving
students feedback because in some centers, students will work directly with the teacher,
or perhaps a teachers aide. One center that could work best would be a proofreading
center. This can be where students work directly with the teacher to proofread their
writing. Teachers could use this center to work directly with students who may be
struggling on their writing. This is a way to work one on one with struggling students
versus having them get lost in the class and end up seeing no progress on their skills.
78