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SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructor’s needs)

Pre-Planning

|TOPIC |DETAILS |CK |

|Name |Brooke Leechalk | |

|Subject |Language Arts | |

|Grade Level |Second Grade | |

|Date/Duration |September 24, 2014/15 minutes | |

|Standards/ anchors/ |1.2 Reading Informational Text
: Students read, understand, and respond to informational text—with an emphasis on | |

|competencies PA/Common |comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on | |

|Core/Standards |textual evidence. | |

|(Plus any others as may be required)|CC.1.2.2.A: Identify the main idea of a multiparagraph text as well as the focus of specific paragraphs within the| |

| |text. | |

| |CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of | |

| |key details in a text. | |

| |1.4 Writing
: Students write for different purposes and audiences. Students write clear and focused text to convey| |

| |a well-defined perspective and appropriate content. | |

| |CC.1.4.2.C: Develop the topic with facts and/or definitions. | |

| |CC.1.4.2.D: Group information and provide a concluding statement or section. | |

| |CC.1.4.2.F: Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, | |

| |capitalization, punctuation, and spelling. | |

| |• €Capitalize proper nouns. | |

| |• €Use commas and apostrophes 
appropriately. | |

| |2nd Grade Early Learning Standards: 8.3a United States History | |

| |Identify contributions of individuals to United States history. | |

| |Formal Evaluation | |

|Formative AND/OR Summative |Students will use a self and peer rubric to evaluate their drafts. | |

|Assessment Evidence |Their final drafts will be displayed throughout the room. | |

| |Informal Evaluation | |

| |Make eye contact to ensure everyone is engaged. | |

| |Walk around the room and monitor as the students are working. | |

|Objective |The second graders will be able to: | |

|A-B-C-D |Participate in large group discussion to complete 3/3 parts of KWL chart. | |

| |Identify who Johnny Appleseed was and write a paragraph biography on him with 75% accuracy. | |

|Bloom's Taxonomy |Peer-edit their partner’s biography with checklist present. | |

| | | |

|Webb's Depth of Knowledge (DOK) | | |

Step-by-Step Procedures

|RATIONALE for the Learning Plan | |CK |

| |DETAILS | |

|Introduction |Activating Prior Knowledge | |

| |See Pre-Assessment of Students. | |

| |Hook/Lead-In/Anticipatory Set | |

| |Guessing Game | |

| |Students put thinking caps on… we’re going to play a guessing game called “Who am I?” I have three items to share | |

| |with you, and I want you to guess who I am. If you know, don’t shout out—put your hand on your head! (If know one | |

| |guesses correctly, give the fact. If they do guess, reiterate that in two days we celebrate Johnny Appleseed day!) | |

| |Cooking Pot | |

| |Burlap Sack w/seeds | |

| |Apple | |

| |September 26, this Friday, is Johnny Appleseed day | |

|Explicit Instructions |Big Idea Statement | |

|Big Ideas |There are many individuals in America’s history that we can research and write about. | |

| |Essential Questions | |

|Essential Questions |What is Johnny Appleseed known for? What is it called when you write about an individual? | |

| |Key Vocabulary | |

| |Biography, Autobiography, Johnny Appleseed | |

|Lesson Procedure |Pre-Assessment of Students | |

|Must include adaptations & |Complete K&W columns of the KWL chart through student volunteer and participation. | |

|accommodations for students with |See potential prompt questions on example. | |

|special needs |Modeling of the Concept | |

| |Read the mini-biography and complete the L column of KWL chart. | |

|Accommodations, Modifications |Transition | |

| |“Since Mr. Appleseed did, I want you to put on your thinking pots… it’s time to write a biography on what we knew | |

| |and just learned about him through reading.” | |

| |Guiding the Practice | |

| |Ask, what is a biography? Depending on responses, ask what makes it different from an autobiography? Show visual of | |

| |definition and review. | |

| |Share we are going to write a one-paragraph biography on Johnny Appleseed. Keep in mind the five parts of a | |

| |hamburger paragraph… show visual. | |

| |Write an example first sentence and then monitor student’s independent practice. | |

| |Providing the Independent Practice | |

| |Students will write biography draft on provided paper with KWL chart and hamburger diagram in plain view. | |

| |Teacher will monitor students. When everyone completes their draft, the teacher will pass out peer edit rubrics and | |

| |will instruct students to share their biography with their partner seated beside them. | |

| |Partner will complete rubric and return to partner. | |

| |Adaptations/Accommodations for Students with Special Needs | |

| |For autistic student in the classroom, teacher will provide special lined paper and a pencil gripper to modify fine | |

| |motor skills (writing, holding pencil). | |

|Materials |Dry erase markers or sharpies | |

|(reading, technology, equipment, |Johnny Appleseed mini-bio, poem & facts | |

|supplies, etc.) |KWL Chart | |

| |Student biography paper | |

| |Modification paper and pencil w/griper | |

| |ELMO projector | |

| |Agenda w/definitions | |

| |Peer rubrics | |

| |Cooking pot, seed sack, apple & calendar | |

|Closure |Summary & Review of the Learning | |

| |Students will briefly look over their rubric. | |

| |Pass the apple around-- when the apple reaches each student they are to read one of their supporting sentences. | |

| |Teacher will then call on two individuals to define biography and autobiography. | |

| |Homework/Assignments | |

| |Make any changes to make your biography your best work. Tomorrow we will make final drafts to illustrate/color and | |

| |display for everyone to see on Friday! | |

|Other—(This area is to be |If time permits, read Johnny Appleseed poem. | |

|determined by instructor OR student| | |

|as needed) | | |

|Supervising teacher comments and | | |

|signature | | |

|Teacher | | |

|Self-reflection | | |

|What worked? | | |

|What would you change? | | |

| | | |

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