Trinity Lesson Plan Format

Lesson Overview Name: Kiana Dabay Date: April 21, 2019

Grade/Subject/Class: Unit/Theme/Topic:
Grade 2/ English/ Literature Reading: Literature
Understanding the Characters in the Book

In this lesson the teacher will use the following instructional strategies:
 Bloom’s Taxonomy
 Culturally Relevant Instruction
 Learning Centers
 Modeling
 Nonlinguistic Representations (Drawing of emotions on the
board)
 Read Aloud
 Peer Teaching or Collaboration
 Word Wall

CCSS.ELA-LITERACY.RL.2.1
Standards

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

Students will be able to ask and answer questions that begins in who, what, where, why, and how.
Lesson Objectives

Students will be able to explain how the characters in the story reacted to different events and challenges.
Students will be able to collaborate with other students in the class or in their group.
Students will be able to maintain good behavior.
Students will be able to genuinely answer and complete self-assessment worksheet.

For Bloom’s Taxonomy, the teacher will use the different levels of cognition such as knowledge for recalling information from the story,
comprehension when asking the basic questions and emotions, and analysis to explain their answer using information from the book.

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 One of the basic aspects of reading is to understand the characters in the story because they are the bridge to fully comprehend the meaning of the

Rationale
book. Furthermore, questions that starts with who, what, where, why, and how are used daily in and outside of the school grounds so students
should be able to understand the purpose of each questions. Questions that starts with those words are often used in classrooms and assessments
which often shows the level of students’ comprehension and understanding of the story. On the other hand, recognizing that events and challenges
affects characters’ emotions and how they respond to situations are important; because students can gain lessons and understanding of other
people. Some of the developmentally appropriate practices when delivering lessons are using grade level books or students’ reading level, and
support for each students’ reading and writing challenges.

The instructional methods that I will be using in the lesson are bloom’s taxonomy, culturally relevant instruction, learning centers, modeling,
nonlinguistic representations, read aloud, and word wall. For Bloom’s Taxonomy, the teacher will use the different levels of cognition such as
knowledge for recalling information from the story, comprehension when asking the basic questions and emotions, and analysis to explain their
answer using information from the book. For culturally relevant instruction, I will be relating the story to students’ life experiences if possible and
use different languages to translate the words. While the learning centers, will be for different level so of reading. Modeling and read aloud will be
executed to show the important strategies of reading. For nonlinguistic representations, the teacher or students can draw something that relates to
the vocabulary or emotions of the characters. Lastly, word wall will be used to present the words that students have used throughout the lesson.

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 Materials/Equipment/Preparation:

Materials
Materials:
 Projector
 Camera
 Tablet
 Headphones
 Whiteboard
 Dry erase markers
 Permanent markers
 Papers
 Dictionary
 Stapler
 Graphic Organizer/Easel Pad
 Pencils
 Pens
 Notebook
 Books: I Am a Bear by Jean-Francois Dumont, Someone New by Anne Sibley O’Brien, Hey, Wall by Susan Verde, and A Different Pond
by Bao Phi
Agenda:
 Do Now
 Read Aloud
 Group Activity
 Group Presentation
 Wrap-Up
 Homework Explanation
 Self-Assessment
Differences*
Planning for Learning

Accommodations: Accommodating students in the classroom is necessary so that they will learn and achieve to the fullest, regardless of their
challenges and exceptionalities. For students who are English Language Learners providing them with dictionaries and visual aids are important so
that they could still understand the lesson and readings in the class. If it is necessary, the teacher will provide a translation of the book to the
student so that the student can still fully comprehend the lesson. Furthermore, if there is another student who is proficient with the English
language learners’ native language then it might be necessary to pair them as peer buddy. On the other hand, if a student has dyslexia the teacher
records the story using a device like a tablet so that the student can still follow the story or provide the student with an audiobook. During writing,
the student with dyslexia can record his or her thoughts first and manually type their paper. Allowing extra time might be appropriate both for
English language learners and students with dyslexia so that they can submit a good-quality work. For gifted students, the teacher can provide the
student with higher reading level books so the students can still be challenge and answer more complex questions.

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 Differentiation: For English Language Learners, using a culturally relevant text might be appropriate especially if it is for independent reading.
While students with dyslexia can read and listen to audiobooks that corresponds to their reading level. On the other hand, gifted students will be
provided with higher reading level books, activity worksheets, and assessments. For visual learners, providing them with images throughout the
read aloud and learning centers might be necessary so that they can comprehend and understand the lessons better. While for kinesthetic-tactile
learning, doing the facial emotions and modeling appropriate movements for vocabulary words might be helpful. In regard to assessments, English
language learners and students with dyslexia can be assessed using technology to record their answer to questions and projects. While gifted
students can create a newspaper article that will be publish in the classroom library to extend their thinking and challenge their reading and writing
skills, which is also appropriate for other types of learners.
Assessment

Checking for understanding during the lesson: Teacher will ask several questions using who, what, when, where, why, and how throughout the
read aloud, learning centers, and presentations or projects. Furthermore, asking questions about the challenges that the characters faced are
important so that students can see the relevancy and relationship of the events to characters’ emotions and respond to situations. During learning
centers, teachers can observe and listen to student discussions to see how the students are responding to the questions; to appropriately support the
students’ comprehension of the story and questions.
Checking for understanding at the end of the lesson: The teacher will observe students’ presentations that answers the questions who, what,
when, where, why, and how; and how characters responded to the challenges. The homework/presentations could either be recorded or written in a
form of an article, but this all depends on students’ needs and challenges.

*Learning differences include (but are not limited to): English Language Learner needs, enrichment needs, and cultural differences.
Lesson Sequence and Steps (Including Introduction, Demonstration, Guided Practice, Independent Practice, Assessment and Closure)

Time/Duration (e.g.,
9:00-9:30, or 10-15
minutes)
Sequence of Steps: Detail each step you will use to acquire the desired outcome from your Materials and
introduction through closure. Differentiation
(Hint: You will likely include more than six steps. When typing into this document, just add on to the (Describe specific
steps). materials and how you
will differentiate
instruction in this
section).

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Introduction: 1. Purpose and Objective:
 Students will be able to ask and answer questions that begins in who, what, where, why, and
how.
 Students will be able to explain how the characters in the story reacted to different events and
challenges.
 Students will be able to collaborate with other students in the class or in their group.
 Students will be able to maintain good behavior.
 Students will be able to genuinely answer and complete self-assessment worksheet.

2. Value: One of the basic aspects of reading is to understand the characters in the story because they
are the bridge to fully comprehend the meaning of the book. Furthermore, questions that starts with
who, what, where, why, and how are used daily in and outside of the school grounds so students
should be able to understand the purpose of each questions. On the other hand, recognizing that
events and challenges affects characters’ emotions and how they respond to situations are important;
because students can gain lessons and understanding of other people.
3. Engagement: The teacher will post a short story about what happened in the previous class and the Projector, whiteboard,
students are responsible to answer several questions that corresponds to the lesson objectives. and dry erase markers
will be used during Do
Here is the story from that that the teacher will be posting on the board: Now.

Yesterday, Marie and Khalil were in the same group for a reading assignment. Ms. Dabay asked ESL students will be
5-6 minutes them to go to learning station number three of the classroom to work on their reading assignment. provided with a
After Marie and Khalil moved to the learning station, Ms. Dabay instructed them to read the story in translation of the story
the book. Also, they were asked to read the story aloud so that both of them can take turns on the and questions; however,
reading. they are encouraged to
read the story and
The questions for the Do Now are: questions in English
Who are the main characters in the story? afterwards. Students
When did the story took place? will be provided with a
Where did the story took place? dictionary that helps
Why did Marie and Khalil were put into group? translate their native
What do they have to read? language in English.
How re they supposed to read the book?
Students who have
The class will discuss the answers on the board to see how the students comprehended the short dyslexia will be paired
story and their understanding of the questions. with a partner who
could help read the
story and questions
aloud. In order for them
to answer the questions,
they can record their
answers using a tablet
or try writing their
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answers on the folder.
Core 4. The teacher will read a book titled I Am a Bear by Jean-Francois Dumont which is about ESL students will be
Instruction/Activities homelessness and having an empathy for one another. The book is grade level appropriate and can be provided with a
relatable for many students because they notice them around their neighborhood or the city. The teacher translation of the book
10-15minutes will pause reading aloud to ask questions about the book. before class, particularly
Some of the questions are: the night before the
 Who is the main character in the book? activity. So that the
student can participate
 Where did the Bear live?
during discussions. Also,
 Why do you think the Bear lives in the street? providing them with a
 Why do you think people dislike the Bear? dictionary might be
 What was the Bear’s problem? necessary so that they can
 What was the challenge that the Bear had to go through? translate the words they
need during discussions.
 When do you think the Bear will have a house? During summarization
 How do you think the little girl changed Bear’s emotion? with a partner, the
 How did the Bear react to his problems? student will be paired
with another student who
The teacher will ask the ESL students to translate some of the words in the story and write it on the they are closed with or
board, but the teacher should know the words beforehand. Some of the words in the book can be posted with their peer buddy.
in the Word Wall and those words are butcher, memory, fortunately, fainted, pastries, and particular. The The materials needed are
teacher will model some of the vocabulary words like fainted and students will repeat the movement. dry-erase markers,
whiteboard, permanent
After the discussion, the students will turn into their partners and summarize what they have learned in marker, paper, dictionary,
the story. However, they should provide the answers for who, what, when, where, why, and how. and stapler. The book
that is needed is called I
5. The students will be in flexible groups. These groups are labeled pirates, panthers, and tigers. Each Am a Bear by Jean-
group will be constituted with students whose reading level is different, each group will have one higher Francois Dumont.
reading level student, average, and low reading level student. The level of support from the teacher #5 ESL students, will be
depends on the group. Each group will read different books, but the books are not necessarily based on possibly put in the Pirates
their reading level since each group will be consisted with different reading level. The level of support group; however, this
5-8 minutes to read the might change once the
book will all depend on their reading level.
The group is responsible to answer the graphic organizer that asks them the who, what, when, where, students are progressing.
why, and how of the book. Also, the group will determine the challenges that the characters have faced Students will be provided
10-12 minutes to with a dictionary and an
answer the graphic and how the characters responded to those problems. After the presentation, the teacher will ask several
audiobook of the story in
organizer questions particularly on the lesson of the book and how they would respond to the challenges if they
their native language, if
were in that position, how would they solve the problems, if possible.
accessible.
7 minutes for Here are the lists of books for each group:
The student with dyslexia
presentation Pirates: Someone New by Anne Sibley O’Brien
might be able to draw
 According to the Junior Library Guild, the book Someone New is targeted for grades 2-6, so the pictures instead of writing
book is grade appropriate. in the graphic organizer.
https://www.juniorlibraryguild.com/book/landing/detailedview?itemcode=9781580898 The materials needed are
317J easel pads for graphic 6
organizer, markers,
books, worksheets,
pencil, and notebook for
Panthers: Hey, Wall by Susan Verde teacher during
 According to the Junior Library Guild, the book Hey, Wall is targeted for grades 2-6, so the observation and
book is grade appropriate.
https://www.juniorlibraryguild.com/book/landing/detailedview?itemcode=9781481453134J

Tigers: A Different Pond by Bao Phi

 According to the Junior Library Guild, the book A Different Pond is targeted for grades 2-6, so
the book is grade appropriate.
https://www.juniorlibraryguild.com/book/landing/detailedview?itemcode=9781479597468J

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Closure/Wrap-up: Closure/Wrap-up:
The teacher will ask students the following questions to review the objectives:
 Who is the main character of our read aloud? ESL students can be paired
3 minutes  What was some of the problems you encountered today? with a peer buddy to
translate the questions. The
 When did you last see your favorite teacher?
ESL student are
 Where did you celebrate Christmas? encouraged to participate
 Why do you think the characters in book had a problem? in class.
 How did the Bear react to his problems?
 How did you react to Bear’s problem, in our read aloud?

Before the students leave the classroom, they are required to answer the self-assessment which includes
the following question:
 What are the 5 W’s and what is the other question word?
3 minutes  How well did I understand the lesson today? ESL student will be
 How can I understand the lesson better? provided with the
 Did I behave well or bad today? worksheet with translated
questions.

The materials needed are

worksheet, pencil, and
folder.

School and Family Partnership

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Homework or Home Each student will either do a video recording, write a paper or article regarding on their independent reading book. It does not
Family Connection matter whether the students have not finished the book so long as they can answer the required questions.

The video or paper should answer the following questions:

 Who is the main character in the story?
 Where did the story take place?
 When did the story take place?
 What was the problem in the story?
 How did the main character react to the problem?
 Why did the main character react the way he or she did?
 Why did the problem occur?

ESL students will be provided with a translation of the questions and will not be forced to use English in their homework.
However, they be encouraged to use English so that they can practice their speaking skills.

Reflective Practice

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Student learning: How do you know the students did/did not meet the lesson objectives? What evidence from your assessment
supports your answer?

I will be able to know whether the students met the lesson objectives if they are participating during the read aloud, learning
center which is basically class groups, presentation, wrap-up, and self-assessment. As previously listed, there a lot of ways and
methods in which I could observe and assessed the students’ level of comprehension and understanding of the lesson. I will be
recording students answers during their group reading and activity; in order to see if they need extra support. Furthermore, their
homework whether it be video recorded or written assignment there will be a rubric using the Bloom’s Taxonomy to see the level
of students’ knowledge.
Your teaching:
What did you learn about teaching from this lesson? What was successful? What would you do differently? What were your proud
of?

The lessons that I have when teaching this lesson are students are already familiar with how they will respond to questions that
starts with who, what, when, where, and why compare to how and the challenges they face. Because the level of comprehension is
higher when asking for the hows and problems of the story. One thing that was successful in the story is use of different books per
group and its culturally relevant issues to students. However, if I was to do something differently then it will be whether I will use
different books per group or concentrate one group to answer one of the questions. One thing that I am proud of is the
accommodation that I have provided for the students whether they are English language learner, students with dyslexia, or gifted
students.

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