DIRECT INSTRUCTION LESSON PLAN DESIGN AND RUBRIC
Families From Long Ago & Families Today
Second Grade Social Studies Unit
Michelle Martinez
Fall 2013
EDU 512/ Elementary Curriculum and Instruction:
Social Studies & Language Arts
Dr. Rachel E. Timmons
California Baptist University
Families From Long Ago & Families Today
Second Grade Social Studies Unit
Michelle Martinez
Fall 2013
EDU 512/ Elementary Curriculum and Instruction:
Social Studies & Language Arts
Dr. Rachel E. Timmons
California Baptist University
Table of Contents
Objectives & Standards………………………………..…………………………. 3
Lesson Plan Introduction………………………………………………………… 9
Classroom List…………………………………………………………..………. 10
Vocabulary List………………………………………………………………….. 12
Literature List……………………………………………………………….…… 13
Poetry Page………………………………………………………………….…… 14
Direct Instruction Lesson One.………...……………………………….…….….. 15
Direct Instruction Lesson Two.………...……………………………….…….….. 30
Concept Attainment Lesson Three.………...……………………………………… 32
Generalization Lesson Four…………..…………………………………………. 47
Inquiry Lesson Five……………….………………………………….……..…… 55
Vocabulary & Handwriting Lesson Six………………………….………….…… 59
Listening & Speaking Lesson Seven……………………………………………… 62
Writing Lesson Eight…………………………………..………………………… 65
Two Week Unit Schedule………………………………………………………… 68
Evaluation/ Assessment…………………………….….……………………..…... 71
Families Long Ago and Families Today
Objectives and Standards
LESSON ONE: DIRECT INSTRUCTION
After the lesson on the facts about families students in grade second will list 10 facts both orally and in writing with accuracy.
• Bloom’s Taxonomy level: Knowledge and Comprehension
• Standards
• Social Studies Standard
• 2.1 Students differentiate between things that happened long ago and things that happened yesterday.
• CCSS ELA Standard
• Listening and Speaking
• 1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
• 1.3 Paraphrase information that has been shared orally by others.
• 1.5 Organize presentations to maintain a clear focus.
• Reading Comprehension
• 2.5 Restate facts and details in the text to clarify and organize ideas.
• Writing Strategies & Application
• 1.2 Create readable documents with legible handwriting.
• Writing Conventions
• 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people. (ES)
• CCSS ELD Standard
• Listening and Speaking
Cluster 3 Level EI: Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).
Cluster 8 Level EI: Ask and answer questions by using phrases or simple sentences.
• Reading Fluency & Systematic Vocabulary Development
Cluster 1 ES Level EI: Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings.
• Reading Comprehension
Cluster 1 Level EI: Understand and follow simple two-step directions for classroom activities.
Cluster 4 Level EI: Draw and label pictures related to a story topic or one’s own experience.
Cluster 5 ES Level EI: Respond orally to simple stories read aloud, using phrases or
simple sentences to answer factual comprehension questions.
• Writing Strategies & Applications
Cluster 3 ES Level EI: Write one to two simple sentences
Cluster 1 ES Level EI: Use capitalization to begin sentences and for proper nouns. Use a period or question mark at the end of a sentence.
• Listening and Speaking
Cluster 1 Level EI: Restate and execute multiple-step oral directions.
LESSON TWO: CONCEPT ATTAINMENT
After the lesson on the concept of siblings students in grade 2 will be able to state both orally and in writing the correct definition of sibling with accuracy.
Standards
Social Science Standard
2.1Students differentiate between things that happen long ago and things that happened yesterday.
Bloom’s Taxonomy: Knowledge, Comprehension, Application, and Analysis
• CCSS ELA Standard
Listening and speaking
• 1.4 Give and follow three- and four-step directions.
• 1.6 Speak clearly and at an appropriate pace for the type of communication.
• 1.3 Paraphrase information that has been shared orally by others.
• 1.2 Ask for clarification and explanation of stories and ideas.
Writing Conventions
• 1.6 Capitalize all proper nouns, words at the beginning of the sentences and greetings, months and days of the week, and the titles and initials of people.
• CCSS ELD Standard
Level 1 (B)
Listening & Speaking
• Cluster 1 Respond to simple directions and questions by using physical actions and other means of nonverbal communication
• Cluster 3 Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). (ES*)
• Cluster 8 Answer simple questions with one- to two-word responses.
Reading Fluency & Systematic Vocabulary Development
• Cluster 1 ES Demonstrate comprehension of simple vocabulary with an appropriate action. (ES*)
Reading Comprehension
• Cluster 4 ES Draw pictures from one’s own experience related to a story or topic (e.g., community in social studies).
Level 2 (EI)
Listening & Speaking
• Cluster 3 Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).
• Cluster 8 Ask and answer questions by using phrases or simple sentences. (ES*)
Reading Fluency & Systematic Vocabulary Development
• Cluster 1 ES Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings.
• Cluster 3 Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.
Writing Strategies & Application
• Write one to two simple sentences (e.g., “I went to the park”).
Writing Conventions
• Cluster 1 ES Use capitalization to begin sentences and for proper nouns.
• Cluster 1 ES Use a period or question mark at the end of a sentences.
Level 3 (I)
Listening & Speaking
• Cluster 2 Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. (ES*)
• Cluster 3 Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).
• Cluster 5 Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
• Cluster 7 Ask and answer instructional question by using simply sentences
Reading Fluency & Systematic Vocabulary Development
• Cluster 1 ES Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings (e.g., classroom discussions, mediation of conflicts).
• Cluster 1 ES Apply knowledge of content-related vocabulary to discussion and readings (ES*)
Reading Comprehension
• Cluster 1 Understand and follow some multiple-step directions for classroom related activities.
Literary Response & Analysis
• Use expanded vocabulary and descriptive words in oral and written responses to simple texts.
Writing Strategies & Application
• Cluster 1 ES Produce independent writing that is understood when read, but may include inconsistent use of standard grammatical forms.
Level 4 (EA)
Listening and Speaking
• Cluster 2 Level EA Listen attentively to stories and information and orally identify key details and concepts.
• Cluster 3 Level EA Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors.
Reading Comprehension
• Cluster 2 Level EA Read and use basic text features, such as the title, table of contents, and chapter headings.
Writing Conventions
• Cluster 1 ES Level EA Produce independent writing that may include some periods, correct spellings, and inconsistent capitalization.
LESSON FOUR: GENERALIZATION LESSON
After the lesson on using data to support generalizations, students in grade 2 will apply this knowledge and develop generalizations concerning the topic of families in the past and families today with accuracy.
Standards
Social Science Standard
• 2.1 Students differentiate between things that happened long ago and things that happened yesterday.
Bloom’s Taxonomy Level: Analysis, Synthesis, Evaluation
• CCSS ELA Standard
Listening & Speaking:
1.4 Give and follow three-and four-step directions.
1.1 Determine the purpose or purposes for listening (e.g., to obtain information, to solve problems, for enjoyment).
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
1.2 Ask for clarification and explanation of stories and ideas.
1.5 Organize presentations to maintain a clear focus.
Reading Comprehension
2.2 State the purpose in reading (i.e., tell what information is sought).
Writing Strategies & Applications
1.2 Create readable documents with legible handwriting.
• CCSS ELD Standard
Listening & Speaking
Cluster 3 Level EI Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors.
Cluster 8 Level EI Ask and answer questions by using phrases or simple sentences. (ES*)
Reading Fluency & Systematic Vocabulary Development
Cluster 2 ES Level EI Read simple vocabulary, phrases, and sentences independently. (ES*
Cluster 3 Level EI Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.
Reading Comprehension
Cluster 1 Level EI Understand and follow simple two-step directions for classroom activities
Writing Conventions
Cluster 1 ES Level EI Use capitalization to begin sentences and for proper nouns.
Cluster 1 ES Level EI Use a period or question mark at the end of a sentence.
LESSON FIVE: INQUIRY LESSON
After a lesson on researching the history of a family on three specific topics, second grade students will conclude with accuracy the following three topics:
1. Family: Who did the person live with
2. Location: Where did this person grow up
3. Fun: What did this person do with his/her family
• Standards
• Social Studies Standards
2.1.1 Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents.
2.1.3 3. Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).
ELA Standards for Grade Level
Listening & Speaking:
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
1.3 Paraphrase information that has been shared orally by others.
1.7 Recount experiences in a logical sequence.
1.5 Organize presentations to maintain a clear focus.
2.2 Report on a topic with facts and details, drawing from several sources of information.
Reading Comprehension:
2.1 Use titles, tables of content, and chapter headings to locate information in expository text.
2.5 Restate facts and details in the text to clarify and organize ideas. (ES)
Writing Strategies & Application:
1.2 Create readable documents with legible handwriting.
Writing Conventions:
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people. (ES)
1.1 Distinguish between complete and incomplete sentences. (ES)
1.2 Recognize and use the correct word order in written sentences.
ELA/ELD Standards for Intervention
Listening & Speaking:
1.5 Use descriptive words when speaking about people, places, things, and events.
Reading Comprehension:
2.6 Relate prior knowledge to textual information
Writing Strategies & Applications:
2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details. (ES)
1.3 Print legibly and space letters, words, and sentences appropriately.
1.1 Select a focus when writing. (ES)
1.2 Use descriptive words when writing.
Writing Conventions:
1.7 Capitalize the first word of a sentence, names of people, and the pronoun I. (ES)
1.5 Use a period, exclamation point, or question mark at the end of sentences. (ES)
LESSON SIX: VOCABULARY & HANDWRITING MINI LESSON
After the vocabulary lesson, the students in grade 2 will be able to recall their vocabulary words and will be able to write their words neatly with accuracy.
• Standards
ELA Standards for Grade Level
Language standards:
1.a Create readable documents with legible print.
Listening & Speaking:
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
Writing Strategies & Application:
1.2 Create readable documents with legible handwriting.
LESSON SEVEN: LISTENING & SPEAKING MINI LESSON
After the writing lesson, the students in grade two will be able to demonstrate their comprehension by listening to a book and orally discuss the book with accuracy.
• Standards
ELA Standards for Grade Level
Speaking and Listening:
1. Participate in collaborative conversations with diverse partners about grade 2 topics and text with peers and adults in small and large groups.
1.b. Build on others’ talk in conversations by linking their comments to the remarks of others.
4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
4.a. Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and provides a conclusion.
LESSON EIGHT: WRITING MINI LESSON
After the writing lesson, students in grade two will be able to demonstrate their ability to write facts with accuracy.
• Standards
ELA Standards for Grade Level
Writing Standards:
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.
4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Lesson Plans: Introduction to Unit
The objective of this unit on families long ago and families today is for second graders to incorporate all of Bloom’s Taxonomy as they learn about the life that families lived long ago compared to families today. Each lesson included in this unit covers a different aspect of the state-adopted social studies standard 2.1. This unit consists of a total of five large lesson plans and three mini-lessons which incorporate various teaching styles and strategies. Other supplementary material is also included in this unit, like poetry resources and assessments.
The following lesson plans are part of this unit: two direct instructional lesson plans, concept attainment, generalization, and an inquiry lesson plan. The direct instruction lesson plan is important because it is the lesson that requires the teacher to present the students with the information and facts that will be built upon throughout the unit. Concept attainment lessons allow the students to grasp the understanding of a concept or a term through visuals and constant repetitions. The Generalization lesson gives student the opportunity to look for relationships among data applying the steps of Bloom’s Taxonomy. Although the teacher presents the information, the students determine the generalizations that can be applied to other circumstances. The inquiry lesson promotes research skills and encourages students to be lifelong learners. For this lesson, the students are given a chance to research and find the answers to their questions. The mini-lessons that were integrated into this unit reinforce the major theme of the unit while focusing on student’s language abilities.
Second Grade Class List
*3 Focus students in bold
|General Student List with Three Focus Students |
|Gender |General SES Level |General Academic Level |Ethnic Population |Describe Student Needs |
|Joshua Alvarez | |Below Level |Hispanic |Has difficulties concentrating|
|Stephen Angel |Economically Disadvantaged |Proficient |Caucasian |Free lunch |
|Elizabeth Bautista | |Gate |Hispanic |High parent involvement, |
| | | | |Academic challenges |
|Katherine Carrillo |Economically Disadvantaged |Proficient |Hispanic |Free lunch |
|Brandon Connor |Economically Disadvantaged |Proficient |Hispanic |Free lunch |
|Nicole Dicen |Economically Disadvantaged |Proficient |Asian |Free lunch |
|Racheal Evans |Economically Disadvantaged | |Caucasian |Free lunch |
|Tyler Kenney | |Below Level |Caucasian |ADHD, has difficulty staying |
| | | | |on task |
|Charles Love | |Proficient |Caucasian |Wears glasses |
|Elijah Martinez |Economically Disadvantaged |Below Level ELL |Hispanic |Limited English, trouble with |
| | | | |fluency, free lunch |
|Mckayla Mendez | |Proficient |African American |Wears glasses |
|Danielle Shim | |Proficient |Caucasian |Autism, Asperger’s syndrome, |
| | | | |difficulties with social |
| | | | |interaction |
|Mary Patterson | |Below Level ELL |Hispanic |Reading Disabilities, CEDLT |
| | | | |In need of monitoring and |
| | | | |support in class |
|Denise Romo | |Gate |Caucasian |Academic challenges |
|Jessica Salazar |Economically Disadvantaged | |Hispanic |Low Reading |
| | | | |Foster Child |
| | | | |Free lunch |
|Jordan Serrato | |Proficient |Caucasian |Wears glasses |
|Albert Simmons |Economically | |African American |Two grade levels below in |
| |Disadvantaged | | |reading |
|Melissa Topete |Economically Disadvantaged |Below Level ELL |Hispanic |Reading Disabilities, |
| | | | |following an IEP |
|Anthony Tron |Economically Disadvantaged | |African American |Uses a wheelchair, |
| | | | |Free lunch |
|Caleb Tahoe | |Proficient |Hispanic |Uses glasses |
|CamilaUitz | |Below Level |Asian |Low Reading |
|Clarissa Wade | |Gate |Caucasian |High parent involvement |
|Benjamin White | |Proficient |African American |Wears glasses |
|Mark Zuniga |Economically Disadvantaged |Below Level |Hispanic |Learning Disabilities, |
| | | | |following an IEP |
Vocabulary List
LESSON ONE
• Family
• Diversity
• Members
• Relatives
• Siblings
• Stepmother
• Stepfather
• Adopted
LESSON THREE
• Siblings
• Common
• Both
• Neighbors
LESSON FOUR
• Data
• Similarities
• Conclusions
Literature List
LESSON ONE: DIRECT INSTRUCTION
• Bridwell, N. (1984). Clifford's family. New York: Scholastic.
• Cheng, A. & Wong, N. (2010). Only one year. New York: Lee & Low Books.
• Garcia, R. (2010). One crazy summer. New York: Amistad.
• Hopkinson, D. & Ford, A. (2010). First family. New York: Katherine Tegen Books.
• Hoffman, M. & Asquith, R. (2011). The great big book of families. New York: Dial Books for Young Readers.
• Markle, S. & Marks, A. (2011). Family pack. Watertown, MA: Charlesbridge.
• McPhail, D. (2012). The family tree. New York: Henry Holt.
• Morris, A. (2000). Families. New York: HarperCollins.
• Schuette, S. & Smith, G. (2009). Families. Mankato, MN: Capstone Press Inc.
LESSON THREE: CONCEPT ATTAINMENT
• Crist, J., Verdick, E. & Mark, S. (2010). Siblings : you're stuck with each other, so stick together. Minneapolis, MN: Free Spirit Pub.
• Lewis, R. (2004). Brothers and sisters. London: Hodder Children's.
• Tucker, K. & Lin, G. (2003). The seven Chinese sisters. Morton Grove, Ill: A. Whitman.
• Whitney, B. & Cornell, L. (2008). Oh, brother-- Oh, sister : a sister's guide to getting along. Middleton, Wis: American Girl.
LESSON FOUR: GENERALIZATION
• Dorros, A. & Kleven, E. (1997). Abuela. New York: Puffin Books.
• Garza, C., Rohmer, H. & Schecter, D. (1996). In my family. San Francisco, Calif: Children's Book Press/Libros Para Niños.
• Post, S. (2011). Grandma's Memories of Growing Up A Keepsake Record Book. City: Harvest House Pub.
• Skutch, R. & Zarrinnaal, L. (1995). Who's in a family. Berkeley, Calif: Tricycle Press.
• Zolan, D. (2009). Grandma, What Was It Like Growing Up Country. City: Harvest House Pub.
LESSON FIVE: INQUIRY
• Pascal, J. & Harrison, N. (2011). Who was Dr. Seuss. New York, N.Y: Grosset & Dunlap.
• Stine, M. & Brien, J. (2013). Who is Michelle Obama. New York, New York: Grosset & Dunlap, An Imprint of Penguin Group (USA) Inc.
• Stewart, W. & Harrison, N. (2009). Who was Walt Disney. New York: Grosset & Dunlap.
LESSON SEVEN: LISTENING & SPEAKING
• Markle, S. & Marks, A. (2011). Family pack. Watertown, MA: Charlesbridge.
Poetry Page
[pic]
Family Bond
A family bond is really strong,
They'll accept you, if you're wrong.
Family is there for comfort and support,
Even love you, if you're short.
A family will bring laughter and joy,
Sometimes they just simply annoy.
But that's ok, since they care,
Many things with you, they'll share.
Life without family, wouldn't be the same,
It would be lonely, and definitely lame.
So make sure you thank, each family member,
For being there, from January to December.
-Anita Poems
Additional Resources:
LESSON ONE: DIRECT INSTRUCTION LESSON PLAN
[pic]
Families Today
Families Today
Direct Instruction Lesson Plan
Lesson Number 1
1. MATERIALS/PREPLANNING
Materials
• Social Studies journal
• Video:
• Teacher’s family photo
• Family Board
• Color pencils
• Pencils
• Butcher Paper
• Family PowerPoint
Vocabulary
• Family
• Diversity
• Members
• Relatives
• Siblings
• Stepmother
• Stepfather
• Adopted
Literature
• Bridwell, N. (1984). Clifford's family. New York: Scholastic.
• Cheng, A. & Wong, N. (2010). Only one year. New York: Lee & Low Books.
• Garcia, R. (2010). One crazy summer. New York: Amistad.
• Hopkinson, D. & Ford, A. (2010). First family. New York: Katherine Tegen Books.
• Hoffman, M. & Asquith, R. (2011). The great big book of families. New York: Dial Books for Young Readers.
• Markle, S. & Marks, A. (2011). Family pack. Watertown, MA: Charlesbridge.
• McPhail, D. (2012). The family tree. New York: Henry Holt.
• Morris, A. (2000). Families. New York: HarperCollins.
• Schuette, S. & Smith, G. (2009). Families. Mankato, MN: Capstone Press Inc.
2. OBJECTIVE
After the lesson on the facts about families students in grade second will list 10 facts both orally and in writing with accuracy.
• Bloom’s Taxonomy level: Knowledge and Comprehension
• List the standards met by this objective.
• Social Studies Standard
• 2.1 Students differentiate between things that happened long ago and things that happened yesterday.
• CCSS ELA Standard
• Listening and Speaking
• 1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
• 1.3 Paraphrase information that has been shared orally by others.
• 1.5 Organize presentations to maintain a clear focus.
• Reading Comprehension
• 2.5 Restate facts and details in the text to clarify and organize ideas.
• Writing Strategies & Application
• 1.2 Create readable documents with legible handwriting.
• Writing Conventions
• 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people. (ES)
• CCSS ELD Standard
• Listening and Speaking
Cluster 3 Level EI: Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).
Cluster 8 Level EI: Ask and answer questions by using phrases or simple sentences.
• Reading Fluency & Systematic Vocabulary Development
Cluster 1 ES Level EI: Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings.
• Reading Comprehension
Cluster 1 Level EI: Understand and follow simple two-step directions for classroom activities.
Cluster 4 Level EI: Draw and label pictures related to a story topic or one’s own experience.
Cluster 5 ES Level EI: Respond orally to simple stories read aloud, using phrases or
simple sentences to answer factual comprehension questions.
• Writing Strategies & Applications
Cluster 3 ES Level EI: Write one to two simple sentences
Cluster 1 ES Level EI: Use capitalization to begin sentences and for proper nouns. Use a period or question mark at the end of a sentence.
• Listening and Speaking
Cluster 1 Level EI: Restate and execute multiple-step oral directions.
3. ASSESSMENT STRATEGY
• The students will be able to state orally or in writing 10 facts about families.
• The students will draw a picture illustrating families and write 10 facts about families.
• The students’ discussion of their background knowledge of families will be informally assessed.
• Each student’s drawing and facts about families will be formally assessed. Each student will be expected to have ten facts about families. The attached rubric will be used.
• The assessment will be kept in each student’s portfolio.
|Score |Proficient (5 pts.) |Adequate/Standard (3pts.) |Below Standard (1pt) |
| |Student draws a picture illustrating |Student draws a picture illustrating |Student draws a picture illustrating |
| |families or their own family. |families or their own family. |families or their own family.. |
| |Writing has almost no grammar, |Writing has few grammar, spelling, and |Writing has many grammar, spelling, and |
| |spelling, and punctuation errors. |punctuation errors. |punctuation errors. |
| |Includes a total of 10 facts about |Includes a total of 8 facts about |Includes less then 6 facts about |
| |families. |families. |families. |
4. LESSON OPENING/PURPOSE
• Purpose: The purpose of this lesson is to teach second graders about families. Students will have an opportunity to learn about the different kinds of families in their society and will be able to share about their own families.
• State: Students, we are going to be learning about families. It is important for each of you to know about the families in your community.
• Class composition: There are thirty-two students in the class, seventeen students are boys and fifteen of the students are girls. There are two GATE students in the class, two students follow an IEP, and five students are English Language Learners.
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set
• When class starts, I will share a photo of my family with the students. After each student has had an opportunity to see my photo, I will staple my family photo on a special board and encourage students to bring a photo of their family to add to the board. I will encourage students to ask me questions regarding my family.
• If students do not have any questions or comments, I will ask the following questions:
• What are some things you noticed about my family?
• Is your family like my family? How is it different?
• After this short class discussion, I will play a short video on families to provide more facts about families that will help the students when they are asked “what are some of the things they already know about families”.
•
• The classroom will have books about families in our class’ library and on display. There will also be new family posters around the classroom.
|Provide Rationale for why you selected this strategy and link to this particular group of students. |
|I decided to share a photo of my family with the students because second grade students are often interested in learning about their teacher. By |
|sharing my family photo the students will be motivated in the lesson and will be encouraged to share about their own family. Additionally, my family|
|shows diversity and this encourages children from all backgrounds to feel welcomed. |
1. LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE
• POST STANDARDS
• Post Standards in front of room where students can easily see them.
• Draw student attention to standards.
• RESTATE OBJECTIVE IN STUDENT TERMS
• After the lesson on families, you (students) will list ten facts about your families 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 important to check for background knowledge to identify how much the students already know about this topic. Several students have |
|migrated from a different country and may have different understanding of families than their peers. While checking for background knowledge |
|the students share within themselves their knowledge about families. This allows the instructor to adjust and modify the instruction as needed.|
• Ask the students to brainstorm what they already know about Families. 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.
• Ask the students what they would like to learn about in regards to this subject. 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)
Lesson Topic: Families
|K (What we know) |W (What we want to learn) |L (What we learned) |
|Some families are big and some families are |My friend’s family is only him and his mom. Is | |
|small. |that a family? | |
|A family includes mother, father, brothers, and |Do all families look the same? | |
|sisters. | | |
|Family members love and take care of each other. |Can people have more than one family? | |
|People live with their family. |Do family members live together? | |
|Families sometimes have pets. |Is my dog part of my family? | |
|Sometimes parents get a divorce. |Can you still have a family after your parents | |
| |get divorced? | |
|Children who don’t have parents are orphans. |Where are the parents of children who are | |
| |orphans? | |
• 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. |
|I will provide direct instruction to ensure that all the students in the class learn a minimal of 10 facts regarding families. This particular |
|class includes students that vary intellectually; therefore direct instruction will allow students to learn the 10 facts about families. |
|Students that are in GATE will have an opportunity to explore families in depth through the books read and the books in the classroom library. |
• Go over vocabulary words which will be in the reading. The key vocabulary words are the following:
• Diverse: many kinds
• Members: a person who is part of a group
• Relatives: people who are a part of a person’s family
• Siblings: brothers or sisters
• Divorce: when two people who are married separate
• Stepmother: a woman who is married to one’s father in a new marriage
• Stepfather: a man who is married to one's mother in a new marriage
• Stepparent: stepmother or stepfather
• Adopted: to become a parent of a child who does not live with their parents
• Read page or view video clip… (provide sources for getting the ten facts) Source Title: Families by Ann Morris
• Read sections from the book entitled: First Family by Deborah Hopkinson
• Page 4
• Page 7-11
• Page 25-28
• Read sections from the book entitled, The Great Big Book of Families by Mary Hoffman
• Note the following pages:
• 5-10
• 18-22
• 27-35
• Students will see pictures of families on a PowerPoint.
• An artifact the students will be introduced to is a photo of the first family.
• See attached list of facts. Ask the students to give the facts they remember about families.
• Informally check for understanding the students will engage in a discussion about facts of families.
• Be sure all students understand the facts by listening to responses. The students will work in groups of two to answer the questions that will be written on the board.
• 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. |
|I selected this strategy of modeling because by gathering facts about families as a class, the students will be triggered by their classmates’ |
|answers to remember the things they have learned about families. Also, this modeling strategy shows the students the work that is expected from|
|them when they work on their own. |
• Write the facts about families 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 families at the top of the page.
• Then they will write the title, “Facts about families” under the picture.
• Next, they will write ten facts about families 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.
• 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. |
|I will continue to check for understanding and I will monitor progress to ensure that all students understood the instruction that they received. I |
|will also continue to review the vocabulary and the pronunciation of these words since several of the students are English Language Learners and |
|other students who follow an IEP for speech. |
• 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 families 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.
• Call on some of the students to define the vocabulary terms.
|Learning facts about families. |
|K (What we know) |W (What we want to learn) |L (What we learned) |Q (What new questions emerged?) |
|Some families are big and some |My friend’s family is only him and |Families can be made up of a mother |What is the biggest family in the |
|families are small. |his mom. Is that a family? |and her child. |world? |
|A family includes mother, father, |Do all families look the same? |Families are different. There are | Why do some families have different|
|brothers, and sisters. | |many kinds of families. |skin color? |
|Family members love and take care of|Can people have more than one |People can have more than one |Why does my brother fight with me |
|each other. |family? |family. We feel like we have a |sometimes? |
| | |family at school. | |
|People live with their family. |Do family members live together? |Sometimes family members live |How can family talk when they live |
| | |together and sometimes they do not. |really far away? |
|Families sometimes have pets. |Is my dog part of my family? |Pets can be a part of a family. |What kind of animals stay together |
| | | |as a family? |
|Sometimes parents get a divorce. |Can you still have a family after |You can still have a family after |What do you call a person who has |
| |your parents get divorced? |parents get a divorce. Sometimes you|two families with two moms, two |
| | |get two families. |dads, and new brothers and sisters? |
|Children who don’t have parents are |Where are the parents of children |Sometimes the parents of orphans |Who can take care of orphans? |
|orphans. |who are orphans? |have died or they cannot take care | |
| | |of their child. | |
• Ask the students if anyone has anything to add about where they have learned about families.
• 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. |
|This homework assignment with allow the students to think of more facts to write about families. They will be encouraged to write facts about their |
|family. Writing about their own families will help the students that are struggling with the assignment. |
• 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 and will be on their desks for parents to see at open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION (Submit Student List Page with this lesson plan. Include detailed description of three key special needs students that you are making adaptations for in the three areas below.)
Color highlight the strengths, weaknesses, and your adaptation
Red- Weakness
Green – Strengths
Yellow - What you are doing about both strengths and weaknesses.
|Describe EL Focus Student (Elijah) |
|Include several (at Least 3) of the following data points: |
|Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other |
|behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression? |
| |
|Home Language: Spanish |
|Approximate level of proficiency: Early intermediate |
|Elijah uses simple sentences to communicate basic needs in social and academic settings. Elijah mispronounces many English terms and has limited |
|Vocabulary. |
|Learning style: Kinesthetic and Visual learner |
|Personal interest: He enjoys running in the fields and playing tag with his friends. Elijah feels frustrated when he is unable to pronounce |
|words. |
|I gathered this information by observing Elijah in the classroom and during recess. I know that Elijah likes to run because he spends his recess |
|running in the fields. Some of the things I have observe Elijah race and play tag with his peers. Elijah withdraws from group discussion when he |
|mispronounces words. |
|Prescribe /Describe Three Potential Adaptations for Instruction |
|Link each adaptation to specific characteristic of this student’s needs. Link to specific parts of standard /objective. |
|1. Because the student has difficulties mispronouncing English terms, I will consistently require the class to pronounce our vocabulary words and|
|new words that the class encounters. |
|2. To expand Elijah’s social and academic language, he will be paired with a student that can speak English and Spanish. |
|3. Because Elijah vocabulary is limited, I will provide vocabulary flash cards with pictures that will help Elijah learn the meaning of the words|
|and make connections. |
|Provide Rationales for each Adaptation |
|Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so|
|that reader can easily see the connections between your decisions and the student needs. (You can include links to theory/frameworks, or text |
|resources if appropriate.) |
|1. By requiring the whole class to pronounce terms, Elijah will have an opportunity to practice with class the pronunciation terms and will have |
|an opportunity to hear the correct way to pronounce words. |
|2. Elijah will work with peer that speaks English and Spanish so that he can imitate and learn to use the vocabulary words. |
|3. The vocabulary word flash cards will be provided as a tool for Elijah. Since Elijah is a visual learner, having the pictures on the cards will|
|help him remember the meaning of the words. |
| |
|Rational for making Adaptations Sentence Frame |
|Because the student is weak in this particular skill of listening and speaking which is linked to 1.6 standard, I selected the instructional |
|focus of practicing the pronunciation of this lesson’s vocabulary words. |
|Because this student’s strength is cooperative work I choose this adaptation. Because Elijah is weak in the skill of speaking the English |
|language I am selecting this strategy: the entire class will practice the pronunciation of all the vocabulary words. |
| |
|Describe Focus Student Presenting Instructional Challenge (Joshua) |
|Include several (3+) of the following data points: |
|Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other |
|behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression? |
| |
|Home language: English |
|Learning style: Visual learner |
|Asthma: Joshua often has asthma symptoms during the night causing him to be sleepy during class. Due to his lack of sleep Joshua’s concentration |
|level tends to be lowwhich leads to low comprehension. |
|Personal Interest: Joshua enjoys playing basketball with his peers, watching movies and building with Leggos. He does not like to take his |
|medication for asthma. |
|I know this about Joshua because he frequently talks about the movie premiers that his father and him went to go watch at the movie theatre. |
|Moreover, on home assignments Joshua will always attempt to incorporate his Leggo creations. When Joshua has to go to the nurse’s office he tends|
|to take longer than he should because he tries to convince the nurse that he does not need his medication. Lastly, during recess I observe Joshua|
|play basketball with his peers. |
|Prescribe /Describe Three Adaptations for Instruction |
|Link each adaptation to specific characteristic of this student’s needs. Link to specific parts of standard /objective. |
|1. Because the student is often sleepy during the class lessons, I will group Joshua with one of the peers he plays basketball with. |
|2. In attempt to maintain Joshua’s concentration, I will assign him a classroom job. |
|3. Because Joshua is fascinated with building leggo creations, I will ask him to build a family made out of leggos and bring it to school to |
|share with his friends. |
|Provide Rationales for each Adaptation |
|Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so|
|that reader can easily see the connections between your decisions and the student needs. (You can include links to theory/frameworks, or text |
|resources if appropriate.) |
|1. By working with his peers, Joshua will be encouraged to be an active participate in his learning. Also since he is working with his friends, |
|Joshua might be embarrassed to fall behind in his work. |
|2. Joshua will be able to maintain his concentration if I give him an important job that makes him accountable for the learning of his peers. |
|3. By asking Joshua to integrate his strengthens by building a family with leggos, he will become excited about the class lesson which will |
|result in a higher level of concentration. |
| |
|Rational for making Adaptations Sentence Frame |
|Because the student is weak in this particular skill of maintaining concentration and comprehending the lesson which is linked to Speaking and |
|Listening Standard 1, I selected this particular instructional focus of active learning and participation. |
|Because the student is strong /has strength in this particular area working with peers I choose this adaptation. Because Joshua is weak in this |
|skill of comprehension and concentration I am selecting strategies that will allow movement and participation through the lesson. |
|Describe Advanced Focus Student (Elizabeth) |
|Include several (3+) of the following data points: |
|Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other |
|behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression? |
| |
|Home Language: English |
|Level of language: Proficient |
|Learning Style: Auditory and Visual learner |
|Personal Interest: This student enjoys music and photography. She is part of her church’s music program and likes to take photos of people and |
|objects. Elizabeth’s mother rewards her by allowing her to choose recorded books when they visit the library. |
|I know this information because Elizabeth has her folder covered in photographs that she has taken. She also often talks about the music events |
|she participates in. |
|Prescribe /describe Three Adaptations for Instruction |
|Link each adaptation to specific characteristic of this student’s needs. Link to specific parts of standard /objective. |
|1. Since this student is n auditory learner and likes music, she will have some class time to find a song about families on the internet. |
|2. Because Elizabeth enjoys photography, I will ask this student to take pictures of families in different settings and create a collage. |
|3. After gathering photos of families and creating the collage, Elizabeth will give an oral presentation to our class explaining the pictures |
|that she has taken. |
|Provide a Rationale for each Adaptation |
|Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so|
|that reader can easily see the connections between your decisions and the student needs. (You can include links to theory/frameworks, or text |
|resources if appropriate.) |
|1. Searching for a song about families will build Elizabeth’s research abilities. |
|2. Elizabeth will use her strength in photography and the things she has learned in class to reinforce and learn new things about families. |
|3. This student will share her family project will the class. This will increase Elizabeth oral presentation skills. |
| |
|Rational for making Adaptations Sentence Frame |
|Because the student’s strength in this particular skill of music and photography which is linked to 2.1 social studies standard, I selected this |
|particular instructional focus of independent work. |
|Because the student is strong strength in this particular area of presentation I choose this adaptation for her. Elizabeth will use higher level |
|of thinking to search for a song; and will create a family collage which she will present. |
| |
10. ATTACHED STUDENT WORK:
• See student journal.
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis
This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was utilized because the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner. Scaffolding was used in writing facts on the board in order to guide the students in writing their facts using complete sentences. After completing the activities for this lesson, the students will be able to list ten facts about families and will be able to present these facts to their peers. The students will create a drawing that will demonstrate the new things they have learned about families. By the end of this lesson the students’ prior knowledge of families will be enriched.
Structure of Knowledge
[pic]
|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 | |
|Synthesis | |
|Analysis | |
|Application | |
|Comprehension |I used a direct instructional lesson for this standard because it would teach the students 10 facts about families for them to|
| |be able to rewrite them in their own words. |
|Knowledge |I used a direct instruction lesson for this standard because it is an efficient and fast way for students to learn 10 facts |
| |about families. |
|Lesson Summary of Instructional Preparation |
|Adaptation Features for Focus Students |
|Preparation |Scaffolding |Grouping |Adaptation |
|Background Knowledge |Modeling |Whole group |Advanced |
|Links to past learning |Guided Practice |Small groups |EL |
|Strategies Used |Independent Practice |Pairs |Other |
|Resources Selected |Comprehensible Input |Works Independently | |
|E-resources | |Mixed groups |Adaptations for Advanced, ELL, and |
| |The teacher will model the assignment and|Flexible groups |other students will be made if |
|The class will review the |monitor each student’s progress to | |necessary. |
|vocabulary used in this lesson to |provide clarification if needed. |Students will be grouped in pairs. | |
|ensure all students understand the| |For most of the lesson the students| |
|words being used. | |will work in one large group. | |
|Integration of Processes |Application |Assessment |Objective |
|Reading |Hands on |Rubric |Linked to Standard |
|Writing |Meaningful |Group |Integrated with Language Arts |
|Speaking |Linked to objectives |Written |Age Appropriate |
|Listening |Engaging |Oral | |
|Viewing |Active Learning |Formative |Objectives were met. |
|Vocabulary | |Summative | |
| |Students will apply their learning by |Test | |
|Students in the class had an |creating a product. |Checklist | |
|opportunity to present their work | | | |
|to their partner or to the class. | |Informal and formal assessments | |
|Reading, writing, listening, and | |will be conducted for each student.| |
|viewing were also addressed | | | |
|throughout the lesson. | | | |
| |
|Notes for next lesson: |
|Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc. |
|Strengths of the lesson are the opportunities the students have to increase their vocabulary, share about their families, and work cooperatively. |
|Weakness of the lesson dealt with the limited artifacts. |
| |
|Students needing more help can receive assistance after school. |
| |
|Content adaptations will be made for students with IEPs. |
| |
|Reading skills will vary with different groups of students. However, the classroom library should provide a wide range of books at different reading|
|levels. |
| |
|Vocabulary clarification should be taken into consideration for the specific group of students in the class. Vocabulary list should be expanded if |
|needed. |
LESSON TWO: DIRECT INSTRUCTION LESSON PLAN
[pic]
Families Long Ago
Families Long Ago
Direct Instruction Lesson Plan
Lesson Plan Number 2
Lesson plan:
• With a few adjustments this lesson plan could be beneficial for students in second grade learning how families long ago are different to families today
LESSON THREE: CONCEPT ATTAINMENT LESSON PLAN
[pic]
Are We Siblings?
Are We Siblings?
Concept Attainment Lesson Plan
Lesson Number 3
1. MATERIALS/PREPLANNING
• Materials
• PowerPoint of sibling images
• PowerPoint of non-sibling images
• Library Books
• Sibling Posters
• Video:
• Vocabulary
• Siblings
• Common
• Both
• Neighbors
• Literature
• Crist, J., Verdick, E. & Mark, S. (2010). Siblings : you're stuck with each other, so stick together. Minneapolis, MN: Free Spirit Pub.
• Lewis, R. (2004). Brothers and sisters. London: Hodder Children's.
• Tucker, K. & Lin, G. (2003). The seven Chinese sisters. Morton Grove, Ill: A. Whitman.
• Whitney, B. & Cornell, L. (2008). Oh, brother-- Oh, sister : a sister's guide to getting along. Middleton, Wis: American Girl.
2. OBJECTIVE
After the lesson on the concept of siblings students in grade 2 will be able to state both orally and in writing the correct definition of sibling with accuracy.
Social Science Standard
2.1Students differentiate between things that happen long ago and things that happened yesterday.
Bloom’s Taxonomy: Knowledge, Comprehension, Application, and Analysis
• CCSS ELA Standard
Listening and speaking
• 1.4 Give and follow three- and four-step directions.
• 1.6 Speak clearly and at an appropriate pace for the type of communication.
• 1.3 Paraphrase information that has been shared orally by others.
• 1.2 Ask for clarification and explanation of stories and ideas.
Writing Conventions
• 1.6 Capitalize all proper nouns, words at the beginning of the sentences and greetings, months and days of the week, and the titles and initials of people.
• CCSS ELD Standard
Level 1 (B)
Listening & Speaking
• Cluster 1 Respond to simple directions and questions by using physical actions and other means of nonverbal communication
• Cluster 3 Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). (ES*)
• Cluster 8 Answer simple questions with one- to two-word responses.
Reading Fluency & Systematic Vocabulary Development
• Cluster 1 ES Demonstrate comprehension of simple vocabulary with an appropriate action. (ES*)
Reading Comprehension
• Cluster 4 ES Draw pictures from one’s own experience related to a story or topic (e.g., community in social studies).
Level 2 (EI)
Listening & Speaking
• Cluster 3 Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).
• Cluster 8 Ask and answer questions by using phrases or simple sentences. (ES*)
Reading Fluency & Systematic Vocabulary Development
• Cluster 1 ES Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings.
• Cluster 3 Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.
Writing Strategies & Application
• Write one to two simple sentences (e.g., “I went to the park”).
Writing Conventions
• Cluster 1 ES Use capitalization to begin sentences and for proper nouns.
• Cluster 1 ES Use a period or question mark at the end of a sentences.
Level 3 (I)
Listening & Speaking
• Cluster 2 Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. (ES*)
• Cluster 3 Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).
• Cluster 5 Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
• Cluster 7 Ask and answer instructional question by using simply sentences
Reading Fluency & Systematic Vocabulary Development
• Cluster 1 ES Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings (e.g., classroom discussions, mediation of conflicts).
• Cluster 1 ES Apply knowledge of content-related vocabulary to discussion and readings (ES*)
Reading Comprehension
• Cluster 1 Understand and follow some multiple-step directions for classroom related activities.
Literary Response & Analysis
• Use expanded vocabulary and descriptive words in oral and written responses to simple texts.
Writing Strategies & Application
• Cluster 1 ES Produce independent writing that is understood when read, but may include inconsistent use of standard grammatical forms.
Level 4 (EA)
Listening and Speaking
• Cluster 2 Level EA Listen attentively to stories and information and orally identify key details and concepts.
• Cluster 3 Level EA Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors.
Reading Comprehension
• Cluster 2 Level EA Read and use basic text features, such as the title, table of contents, and chapter headings.
Writing Conventions
• Cluster 1 ES Level EA Produce independent writing that may include some periods, correct spellings, and inconsistent capitalization.
• College and Career Readiness Anchor Standard CCSS
3. ASSESSMENT
|Score |Proficient (3 pts.) |Adequate/Standard (2pts.) |Below Standard (1pt) |
| |Student will illustrate siblings on |Student will illustrate siblings on their| Student will illustrate siblings on |
| |their paper. |paper. |their paper. |
| |Students will write their own |Students will write their own definition |Students will write their own definition |
| |definition of what makes people |of what makes people siblings. Students |of what makes people siblings. Students |
| |siblings. Students need to include |include 2 sentences describing siblings. |include 1 sentence describing siblings. |
| |three sentences describing siblings. | | |
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 sibling.
Students will also be assessed informally by listening to their oral definitions of the concept of Siblings.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET
As the students enter the classroom, they will see posters of siblings around the classroom. Shortly after, a video clip will begin to play. The video is a song with images of brothers and sisters.
5. PURPOSE
Boys and girls, today we will be learning about siblings. It is important to understand what siblings are because many of us have siblings that we love and care for.
2. LESSON BODY
|Students are shown what siblings are through repetition of the term’s definition. The students will obtain an understanding of this concept by |
|hearing the definition many times. Additionally, the visual aid will assist students understanding of this term. In the non-examples images, I |
|included things the students are familiar with and could confuse siblings with. These examples and non-examples strengths the students |
|understanding of siblings. |
Prior to starting the lesson body do the following:
• Restate the Objective in Kid terms: After our lesson today you will know what siblings are and you will be able to write and talk about it.
• Mark SDAIE in bold type where it applies.
Step One- Definition:
Today we are going to study the term siblings.
According to the dictionary siblings: belong to the same family, are brothers and sisters, and have one or both parents in common.
Step Two - Examples:
▪ This is a picture of a brother and a sister.
▪ They are siblings because they belong to the same family, are brothers and sisters, and they have one or both parents in common.
▪ This is a picture of two brothers.
▪ They are siblings because they belong to the same family, are brothers, and they have one or both parents in common.
▪ This is a picture of an older sister and a baby sister.
▪ They are siblings because they belong to the same family, are sisters, and they have one or both parents in common.
▪ This is a picture of a stepbrother and a stepsister.
▪ They are siblings because they belong to the same family, are brothers and sisters, and they have one or both parents in common.
▪ This a picture of a half-brother and a half-sister.
▪ They are siblings because they belong to the same family, are brothers and sisters, and they have one parent in common.
Step Three - Non-examples:
▪ This is a picture of a group of friends.
▪ They are not siblings because they do not belong to the same family, they are not brothers or sisters, and they do not have any parents in common.
▪ This is a picture of a basketball team.
▪ They are not siblings because they do not belong to the same family, they are not brothers or sisters, and they do not have any parents in common.
▪ This is a picture of two neighbors.
▪ They are not siblings because they do not belong to the same family, they are not brothers or sisters, and they do not have any parents in common.
▪ This is a picture of a soccer team.
▪ They are not siblings because they do not belong to the same family, they are not brothers, and they do not have any parents in common.
▪ This is a picture of the students in a class.
▪ They are not siblings because they do not belong to the same family, they are not brothers or sisters, and they do not have any parents in common.
Step Four - Mixed Examples:
▪ Here is a picture of a brother and a sister.
▪ Is this an example of siblings? It is an example of siblings because they belong to the same family, are brother and sister, and they have both parents in common.
▪ Here is a picture of cousins.
▪ Is this an example of siblings? It is not an example of siblings because they are not brothers or sisters, they do not have any parents in common, even though they belong to the same family.
▪ This is a picture of a softball team.
▪ Is this an example of siblings? It is not an example of siblings because they do not belong to the same family, are not sisters, and they do not have any parents in common.
▪ Here is a picture of two adult brothers.
▪ Is this an example of siblings? It is an example of siblings because they belong to the same family, are brothers, and they have both parents in common.
Vocabulary
• Siblings
• Common
• Both
• Neighbors
Step Five - Redefine Concept:
Ask students to define the concept in their own words. Students should be able to easily repeat and write in their journals what it means to be a sibling.
English Language Learners could illustrate their understanding of the vocabulary.
Boys and girls, turn to your partners and say the definition of siblings in your own words. This is your chance to practice saying (rehearsing) this new term. Be sure you both state the definition and give several good examples and state why they are good examples.
Student responses to the teacher:
• Siblings are relatives.
• My brother is my sibling.
Student to write definition in journal:
• Next, please take out your journals and enter this term siblings.
• Also write the definition in your own words and give several examples. Explain what siblings are.
Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to show their understanding.
Students, now it is your turn to own this concept. You are the experts so your task is to find more examples. You could look in the books I have gathered in our classroom library or on the internet. You could look in the books about families.
You might find more examples by asking an adult in your home about their siblings.
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 1 Response to learning:
Listening-Student will listen to the teacher, but will be increasing focused on visuals.
Speaking-Student communicates understanding through gestures and answer questions by nodding.
Reading- Individual can read books in their native language and can follow an audio book.
Writing-Student can write in their primary language.
ELD Level 2 Response to learning:
Listening-Student is listening to acquire more language.
Speaking-Student speaks in simple sentences and gives short answers. Student benefits from repeating sentences.
Reading-Student is able to read some basic vocabulary.
Writing-Student’s writing responses are likely to be short simple sentences.
ELD Level 3 Response to learning:
Listening-Student listens attentively and understands the new concepts and skills taught.
Speaking-Student is able to engage in conversations with peers.
Reading-Student is able to read several of the books in the library area, but will likely need teacher’s assistance.
Writing- Student is able to write independently using the vocabulary they have acquired.
ELD Level 4 Response to learning:
Listening-Student listening skills continue to develop. Student’s understanding is enhanced with visuals and technology.
Speaking-Student answers and asks questions using their expanded vocabulary.
Reading-Student continues to improve their comprehension of the books read.
Writing-Student writes independently making minor punctuation errors.
7. CLOSURE
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.
Boys and girls please come to our “talking circle”. We have much to discuss.
Today we studied the term sibling. Now it is your turn to own this information. Let’s practice saying what we have learned about siblings. Who would like to begin?
Continue this dialogue until students have again rehearsed several times.
End with each student stating the learning to the person next to him/her.
8. INDEPENDENT PRACTICE
|Completing this independent practice will reinforce each student’s understanding of siblings. The students will learn to use the term siblings |
|in a real world context which will enrich their knowledge. Additionally, the students will be connecting what they learn in school to their |
|home. This assignment encourages that students investigate about their families while working with the term siblings. |
The teacher assigns the students the task of identifying if their parents have siblings. Students will draw a picture of their parent’s siblings and write sentences on their parent’s siblings.
• Students add the additional examples of siblings onto their journal.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION
Red- Weakness
Green – Strengths
Yellow - What you are doing about both strengths and weaknesses.
|Describe EL Focus Student (Elijah) |
|Include several (at Least 3) of the following data points: |
|Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other |
|behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression? |
| |
|Home Language: Spanish |
|Approximate level of proficiency: Early intermediate |
|Elijah uses simple sentences to communicate basic needs in social and academic settings. Elijah mispronounces many English terms and has limited |
|Vocabulary. |
|Learning style: Kinesthetic and Visual learner |
|Personal interest: He enjoys running in the fields and playing tag with his friends. Elijah feels frustrated when he is unable to pronounce |
|words. |
|I gathered this information by observing Elijah in the classroom and during recess. I know that Elijah likes to run because he spends his recess |
|running in the fields. Some of the things I have observe Elijah race and play tag with his peers. Elijah withdraws from group discussion when he |
|mispronounces words. |
| |
|Prescribe /Describe Three Potential Adaptations for Instruction |
|Link each adaptation to specific characteristic of this student’s needs. Link to specific parts of standard /objective. |
|1. Because the student has a limited English vocabulary, I will allow the student to use the class iPad to find the vocabulary in the dictionary |
|and check the pronunciation of the words, before the lesson on siblings. |
|2. Because Elijah often mispronounces English terms, I will ask the entire class to echo the vocabulary words to ensure that Elijah is having |
|several opportunities to practice pronouncing the new vocabulary. |
|3. Because the student’s writing skills need to be further developed, I will provide the student with sentence starters to help the student |
|express himself in writing. |
|Provide Rationales for each Adaptation |
|Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so|
|that reader can easily see the connections between your decisions and the student needs. (You can include links to theory/frameworks, or text |
|resources if appropriate.) |
|1. This adaptation will give the student the confidence needed to participate during class and peer discussions since previously the student |
|would withdraw from any group discussion when he was unable to pronounce words. |
|2. This adaptation will provide the student with the practice he needs to use and pronounce the vocabulary words. Additionally, this will not |
|embarrass or make the student feel excluded. |
|3. Sentence starters will give the student the vocabulary and sentence structures they need to help him express himself. This adaptation will |
|teach the student different ways to write his sentence and different vocabulary to use in his sentence. |
| |
|Rational for making Adaptations Sentence Frame |
|Because the student is weak in this particular skill of writing and speaking which is linked to an ELD standard, I selected this particular |
|instructional focus on writing and vocabulary acquisition skills. |
| |
|Technology: What tool did you select? |
|Provide the rationale for why you selected this tool. Link to student’s level of proficiency and learning needs. |
|The student will be using the classroom iPad to develop their understanding of the vocabulary used in this lesson. The iPad will help the student|
|acquire a complete understanding of the vocabulary words, but will also show the student a skill that he may use when he encounters words that he|
|does not know the meaning of or cannot pronounce. |
|Describe Focus Student Presenting Instructional Challenge (Joshua) |
|Include several (3+) of the following data points: |
|Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other |
|behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression? |
| |
|Home language: English |
|Learning style: Kinesthetic learner |
|Asthma: Joshua often has asthma symptoms during the night causing him to be sleepy during class. Due to his lack of sleep Joshua’s concentration |
|level tends to be low which leads to low comprehension. |
|Personal Interest: Joshua enjoys playing basketball with his peers, watching movies and building with Legos. |
|I know this about Joshua because he frequently talks about the movie premiers that his father and him went to go watch at the movie theatre. |
|Moreover, on home assignments Joshua will always attempt to incorporate his Lego creations. Lastly, during recess I observe Joshua play |
|basketball with his peers. |
|Prescribe /Describe Three Adaptations for Instruction |
|Link each adaptation to specific characteristic of this student’s needs. Link to specific parts of standard /objective. |
|1. To maintain Joshua’s concentration, I will allow him to help me pass out the needed materials. |
|2. Because the student is fascinated with movies, I will ask the student to draw and write about the siblings that he has seen in a movie. |
|3. Because the student is often sleepy during the class lessons, I will ask the instructional aide to work with Joshua to develop a song with |
|movements to help him remember the definition of siblings. |
|Provide Rationales for each Adaptation |
| |
|Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so|
|that reader can easily see the connections between your decisions and the student needs. (You can include links to theory/frameworks, or text |
|resources if appropriate.) |
|1. Joshua will be able to maintain his concentration if I give him a job that makes him accountable for the learning of his peers. |
|2. By incorporating Joshua’s favorite topic (movies), the student will be more engaged in his assignment. |
|3. By creating a song and movements to it, Joshua will have a way of remembering what the term sibling means. In addition, this will help Joshua |
|learn the term siblings in a setting he can best learn in. |
| |
|Rational for making Adaptations Sentence Frame |
|Because the student is weak in this particular skill of maintaining concentration and comprehending the lesson which is linked to Speaking and |
|Listening Standard, I selected this particular instructional focus of active learning and participation. |
|Because the student is strong in this particular area of movement, so I chose strategies that will incorporate movement and participation through|
|the lesson. |
| |
| |
|Technology: What tool did you select? |
|Provide the rationale for why you selected this tool. Link to student’s level of proficiency and learning needs. |
|The student will be asked to think about the movies that he has seen. By asking the student to use his previous knowledge that he has experienced|
|from movies, the lesson on siblings will become more meaningful to the student. |
|Describe Advanced Focus Student (Elizabeth) |
|Include several (3+) of the following data points: |
|Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and any other |
|behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression? |
| |
|Home Language: English |
|Level of language: Proficient |
|Learning Style: Auditory and Visual learner |
|Personal Interest: This student enjoys music and photography. She is part of her church’s music program and likes to take photos of people and |
|objects. Elizabeth’s mother rewards her by allowing her to choose recorded books when they visit the library. |
|I know this information because Elizabeth has her folder covered in photographs that she has taken. She also often talks about the music events |
|she participates in. |
|Prescribe /describe Three Adaptations for Instruction |
|Link each adaptation to specific characteristic of this student’s needs. Link to specific parts of standard /objective. |
|1. Because the student enjoys reading, I will ask the student to select a book about siblings from our classroom library and read it to the |
|class. |
|2. Because Elizabeth is music inclined, I will allow her to listen to a song about siblings and I will ask her to write her own short song about |
|siblings. |
|3. Because Elizabeth likes photography, I will provide the student with different photos of siblings and I will ask her to create a siblings |
|poster. |
|Provide a Rationale for each Adaptation |
|Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this student’s learning. Be specific so|
|that reader can easily see the connections between your decisions and the student needs. (You can include links to theory/frameworks, or text |
|resources if appropriate.) |
|1. This adaptation will help develop the student’s reading and oral skills. Since the student is a proficient reader and enjoys book, this |
|adaptation will challenge Elizabeth by requiring her to project her voice by presenting a book to her peers. |
|2. This adaptation will allow this student to explore a different area of music. The student enjoys music, yet will be adequately challenged by |
|this assignment. |
|3. Elizabeth enjoys different kinds of art forms; and for that reason allowing her to explore other forms of art can enrich and increase her |
|passion for it. Also, creating a poster will allow this student to reinforce the material of the lesson. |
| |
|Rational for making Adaptations Sentence Frame |
|Because the student is strong /has strength in this particular area of reading and artistic expression, I have selected adaptations that focus on|
|explore others areas in which the student can also seek mastery. |
| |
|Technology: What tool did you select? |
|Provide the rationale for why you selected this tool. Link to student’s level of proficiency and learning needs. |
|This focus student will be using the student computer to listen to the song about siblings. I selected this tool because it is the best tool for |
|the student to use for the assigned activity. In addition, the student will have the opportunity to practice her computer use skills. |
10. THEORETICAL OVERVIEW:
The concept attainment lesson plan is based on the information processing theory. The focus is on the information that is provided by the teacher for the students to acquire. The key components of this lesson method include the repetition of the definition, examples, non-examples, and mixed examples which will help students develop a strong understanding of the term sibling. This lesson model works best for students to learn the term sibling because it provides the definition of the term and it also offers visual examples of what the term is. Also important is that this lesson model gives students the opportunity to compare and contrast the concept which clarifies misconceptions that students may have regarding the concept addressed.
Structure of Knowledge
[pic]
|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 | |
|Synthesis | |
|Analysis |The students will compare the differences between people who are siblings and people who are not siblings depending on the |
| |definition of siblings. |
|Application |The students will relate the definition of siblings to additional groups of people or relatives they encounter. |
|Comprehension |The students will understand and be able to state the definition of siblings. |
|Knowledge |The students will be able to recall what siblings are. |
11. ATTACHED STUDENT WORK
The students work will be kept in their social studies journal.
|Lesson Summary of Instructional Preparation |
|Adaptation Features for Focus Students |
|Preparation |Scaffolding |Grouping |Adaptation |
|Adaptation of Content |Modeling |Whole group |Advanced |
|Background Knowledge |Guided Practice |Pairs |EL |
|Links to past learning |Independent Practice |Work Independently |Other |
|Resources Selected |Comprehensible Input |Flexible groups | |
|E-resources | | |Adaptions were made for ELL |
| |Modeling and guided practice were |Students participated in whole |students, advanced students, and |
|The students will have some |provided during lesson body. The visual |group and pairs during the lesson |students with learning |
|background knowledge of the term |aids for example of siblings were |body. Students complete their class|difficulties. |
|siblings since it is linked to |incorporated into the lesson. |assignment independently. ELL | |
|past learning. The resources used | |students will be paired with a | |
|were library books, sibling | |student to receive assistance if | |
|posters, and the video. These | |needed. | |
|resources will assist student’s | | | |
|understanding of siblings. | | | |
|Integration of Processes |Application |Assessment |Objective |
|Reading |Meaningful |Rubric |Linked to Standard |
|Writing |Linked to objectives |Group |Integrated with Language Arts |
|Speaking |Engaging |Written |Age Appropriate |
|Listening |Active Learning |Oral | |
|Viewing | | |This lesson is linked to the social|
|Vocabulary |The lesson was meaningful and it is |Rubric will be used to assess each |studies standard, ELA, and ELD |
| |linked to the objectives. The video and |student’s written journal entry. |standards. The lesson is age |
|These tasks were all targeted and |PowerPoint presentation encouraged |The students will be assessed on |appropriate for the students in 2nd|
|completed during this lesson plan.|engaging and active learning. |their group participation and oral |grade. |
| | |discussions. | |
| | | | |
| |
|Notes for next lesson: |
| |
|Strengths/Weaknesses of Lesson The strength of the lesson is that it gives many examples, non-examples, and mixed examples of siblings. This is a |
|strength because it allows students to connect it to their life. |
|A weakness of the lesson is that the visual aids are limited. It would have been beneficial for students to have a visual they can touch. |
| |
|Students needing more help Students are given the help they need by their teacher and their peers. |
| |
|Content adaptations Adaptions were made for students that needed them. |
| |
|Reading skills Reading skills are practiced with the books in the classroom library and the posters about siblings. |
| |
|Vocabulary clarification Vocabulary was clarified throughout the lesson. |
| |
| |
| |
| |
LESSON FOUR: GENERALIZATION LESSON PLAN
Families in the Past and Families Today
Families in the Past and Families today
Generalization Lesson Plan
Lesson Plan Number 4
1. MATERIALS
• Social Studies Journal
• Family Posters from the Past and from today
• Family Video:
• Family Video:
Vocabulary
• Data
• Similarities
• Conclusions
Literature
• Dorros, A. & Kleven, E. (1997). Abuela. New York: Puffin Books.
• Garza, C., Rohmer, H. & Schecter, D. (1996). In my family. San Francisco, Calif: Children's Book Press/Libros Para Niños.
• Post, S. (2011). Grandma's Memories of Growing Up A Keepsake Record Book. City: Harvest House Pub.
• Skutch, R. & Zarrinnaal, L. (1995). Who's in a family. Berkeley, Calif: Tricycle Press.
• Zolan, D. (2009). Grandma, What Was It Like Growing Up Country. City: Harvest House Pub.
2. 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 families in the past and families today with accuracy.
Hist. Social Science Standard
• 2.1 Students differentiate between things that happened long ago and things that happened yesterday.
Bloom’s Taxonomy Level: Analysis, Synthesis, Evaluation
• CCSS ELA Standard
Listening & Speaking:
1.4 Give and follow three-and four-step directions.
1.1 Determine the purpose or purposes for listening (e.g., to obtain information, to solve problems, for enjoyment).
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
1.2 Ask for clarification and explanation of stories and ideas.
1.5 Organize presentations to maintain a clear focus.
Reading Comprehension
2.2 State the purpose in reading (i.e., tell what information is sought).
Writing Strategies & Applications
1.2 Create readable documents with legible handwriting.
• CCSS ELD Standard
Listening & Speaking
Cluster 3 Level EI Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors.
Cluster 8 Level EI Ask and answer questions by using phrases or simple sentences. (ES*)
Reading Fluency & Systematic Vocabulary Development
Cluster 2 ES Level EI Read simple vocabulary, phrases, and sentences independently. (ES*
Cluster 3 Level EI Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.
Reading Comprehension
Cluster 1 Level EI Understand and follow simple two-step directions for classroom activities
Writing Conventions
Cluster 1 ES Level EI Use capitalization to begin sentences and for proper nouns.
Cluster 1 ES Level EI Use a period or question mark at the end of a sentence.
• College and Career Readiness Anchor Standard CCSS
3. ASSESSMENT
• Students will be informally assessed while they working in their groups discussing the concept of generalizations.
• Student’s journal response will be formally assessed.
• Student’s journal response will be authentically assessed with a rubric for each student’s final grade.
• Student’s journal response will be kept in their social studies notebook.
|Score |Proficient (3 pts.) |Adequate/Standard (2pts.) |Below Standard (1pt) |
| |Student will illustrate the families |Student will illustrate the families |Student will illustrate the families |
| |chosen to focus on. |chosen to focus on. |chosen to focus on. |
| | | | |
| |Student includes the list of his data |Student includes the list of his data |Student includes the list of his data |
| |found on their chosen families. |found on their chosen families. |found on their chosen families. |
| | | | |
| |Student make at least 3 |Student makes 1-2 generalizations about |Student fails to make generalizations |
| |generalizations about their two |their two families. | |
| |families. | | |
4. PURPOSE
• Purpose: The primary purpose of this lesson is for students to use the information they know about families in the past and compare the information to their background knowledge of families today.
• Teacher Statement: Boys and girls remember how we have been learning about families in the past. Today we are going to use the knowledge we already have and learn about families today. It is important to know about all kinds of families. By studying families, we will have a better understanding of how families have changed throughout time.
5. ANTICIPATORY SET/Motivation for Learning
• The classroom will display posters of families from the past and families today. The posters will be images of the families doing different activities; and the posters illustrating families from the past will be in black and white.
• The students will also watch two short video clips of families.
• Ask the students to share the things they remember about families in the past and families today.
1. LESSON BODY
|Rationale: The students will be able to apply their background knowledge as they learn about others families. By using their background |
|knowledge, the students will be able to analysis the data, draw conclusions, and apply what they have learned to new situations. |
Step 1.
Class, we have studied about many different kinds of families in our past lessons. We have learned so much about families in the past and families today. Today we are going to study these families even more. We will continue to study about families in general. I will divide the classroom in half.
• Rows 1 and 2 will list facts about families in the past.
• Rows 3 and 4 will list facts about families today.
• As soon as your group is finished, designate a classmate to list the facts on the whiteboard under families from the past or families today.
• Students are allowed to use textbooks, pictures, posters, library books, and videos for assistance.
|Families from the Past |Families Today |
| They love each other |They love each other |
|They play games together |They video games together |
|They celebrate holidays and birthdays together |They celebrate birthdays, Christmas, and 4th of july together |
|They ate meals together |They like to eat together |
|They worked together |Boys and girls help by doing their chores |
|They took care of animals |Both parents work |
|The fathers went to work and mothers stayed home |They have pets |
Class, what do you see about the things or the data we have in front of us?
Student Responses:
• Some of the things are the same.
• They match in some things, but not in everything.
How do you think we might organize this information?
Student Responses:
• We can find what they have in common first.
• You can circle the things that are the same.
Step 2.
Mind Talk
Have students compare and contrast the information that they have listed about families in the past and families today. Let students determine the generalizations that they have found.
• Let’s see, what do we notice about the information that we listed? What are some of the similarities that you see?
• Student responses:
o Both families love and care for each other.
o Both families celebrate holidays and birthdays.
• What are some explanations for this?
• Student responses:
o These things show up on both lists
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.
Class, how do you think we could explain why so many things in our lists are similar? Can anyone think of a way to say it?
• Student responses:
o Families like what they do, so they keep doing it
o Families do not change very much
• Is there anything we could say about how this could apply in a similar situation or in another place? Think how could we find something else that is like families from the past and families today?
• Student responses:
o Families around the world also love each other.
o Families around the world also have fun together.
o Families around the world also celebrate birthdays and holidays together..
Write the student’s generalizations on the board or on an overhead transparency as they think of them. Accept all that are suggested.
Have students consider each of the proposed generalization. Say, “Is each generalization supported by the data? The data is the list that you created.”
• Student responses:
• Our list shows us how families love each other.
• Our list shows us how families have fun together.
• Our list shows us how families celebrate birthdays and holidays together.
7. CLOSURE
Ask the students to state here, in their own words, what they learned about the use of data to form generalizations.
Ask:
• What did you learn from the data today concerning families?
• Student responses:
• Families love each other.
• Families have fun together.
• Families celebrate birthdays and holidays together.
• What have we learned about using facts/data/evidence to solve problems (generate new ideas, form conclusions, etc.)
• Student responses:
• We are able to use facts, data, and evidence about different families to learn the similarities that they all share.
• Ask, “Do you have any comments?”
• Student responses:
• If we look at different families, we would get the same generalizations.
• Restate the learning one last time in another way by saying, “Students today we used the information about families in the past and families today to make generalization about other families.”
8. INDEPENDENT PRACTICE
|Rationale: The students will be able to gather and evaluate the facts of other families and will have an opportunity to share with their |
|classmates. This assignment will allow students to implement the process and steps used to make generalizations. This will also allow students |
|to study a topic in depth and share with their peers what they have learned. |
• Students will pick another kind of family (blended families, small families, big families, multiracial families, foster families, adoptive families, single-child families) and will find generalization that they have in common with other families. On a large poster, they will list the facts about the families and they will list the generalizations they found. The poster should include a picture of the two types of families the student has chosen.
• The students will list the name of the book and author that they used to find the information.
• The assignment will be assessed with a rubric.
• The posters will be hung on one of the classroom’s walls.
9. THEORETICAL OVERVIEW:
This method of teaching is based on the constructivist and information processing theory. The students collaborate to provide facts on two types of families and then with the guidance of the teacher the students will examine their data to look for similarities and relationships which can lead the students to make generalizations. This method also teaches students that the generalizations that they made can be applied to other situations. Undoubtedly, this method of teaching shows students step by step how to make generalizations.
Structure of Knowledge
[pic]
|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 |I used a generalization instruction lesson because the student could evaluate why there were several similarities between |
| |families in the past and families today. |
|Synthesis |I used a generalization instruction lesson because the student could identify similarities of families around the world. |
|Analysis |I used a generalization instruction lesson because it gave the students the opportunity to compare and contrast families in |
| |the past and families today. |
|Application | |
|Comprehension | |
|Knowledge | |
10. ATTACHED STUDENT WORK
Student’s work will be hung on the classroom wall and a photo of the project will be taken and added to the student’s social studies journal.
|Lesson Summary of Instructional Preparation |
|Adaptation Features for Focus Students |
|Preparation |Scaffolding |Grouping |Adaptation |
|Adaptation of Content |Modeling |Whole group |Advanced |
|Background Knowledge |Guided Practice |Small groups |EL |
|Links to past learning |Independent Practice |Pairs |Other |
|Strategies Used |Comprehensible Input |Works Independently | |
|Resources Selected | | |Adaptations will be made to meet the|
|E-resources |Scaffolding elements were used through |The lesson was presented to the |needs of the students. |
| |the lesson to help students understand |whole group, but throughout the | |
|Students will apply their |the lesson. |lesson students worked in pairs, | |
|background knowledge to list facts| |small groups, and independently. | |
|about families. Books and videos | | | |
|will be used to motivate learning.| | | |
| | | | |
| | | | |
|Integration of Processes |Application |Assessment |Objective |
|Reading |Hands on |Rubric |Linked to Standard |
|Writing |Meaningful |Written |Integrated with Language Arts |
|Speaking |Linked to objectives |Oral |Age Appropriate |
|Listening |Engaging | | |
|Viewing |Active Learning |Student’s written project and oral |The lesson is linked to social |
|Vocabulary | |presentation is assessed with a |studies, ELA, and ELD standards. The|
| |Lesson on families was meaningful, |rubric. |lesson was appropriate for the grade|
|Skills were all used throughout |engaging and incorporated hands-on and | |level. |
|this lesson. |active learning. Additionally, this | | |
| |lesson is linked to objectives. | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |
|Notes for next lesson based on lesson results: |
| |
|Strengths/Weaknesses of student learning: Students learned about the different types of families in our society and they were given time to share |
|what they have learned with their peers. In the next lesson, I would like to ensure that I emphasize the structure of the lesson. This will help |
|students complete their independent practice. |
| |
|Students needing more help: Students that did not make connections during the lesson plan will have a difficult time completing their independent |
|practice. If students are struggling I will ask the classroom aide to review the student of the generalization process with the students and explain|
|to them that they are essentially building generalizations using a new type of family. |
| |
|Content adaptations: Adaptations were applied as needed for the students. |
| |
|Reading skills: Student’s will practice their reading skills when completing their independent practice. Each time I give a similar lesson I need to|
|ensure that the books I provide meet the reading levels of the students in my class, including English language learners and advanced students. |
| |
|Vocabulary clarification: Students will have access to online dictionary and classroom dictionary to learn the new words they encounter. |
LESSON FIVE: INQUIRY LESSON PLAN
[pic]
[pic][pic]
History of a Family
History of a Family
Inquiry Lesson Plan
Lesson Number 5
|Social Studies Standard |ELA Standards for Grade Level |
|2.1.1 Trace the history of a family through the use of|Listening & Speaking: |
|primary and secondary sources, including artifacts, |1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal |
|photographs, interviews, and documents. |discussion, report to class). |
| |1.3 Paraphrase information that has been shared orally by others. |
|2.1.3 3. Place important events in their lives in the |1.7 Recount experiences in a logical sequence. |
|order in which they occurred (e.g., on a time line or |1.5 Organize presentations to maintain a clear focus. |
|storyboard). |2.2 Report on a topic with facts and details, drawing from several sources of information. |
| |Reading Comprehension: |
|Objective: |2.1 Use titles, tables of content, and chapter headings to locate information in expository |
|After a lesson on researching the history of a family |text. |
|on three specific topics, second grade students will |2.5 Restate facts and details in the text to clarify and organize ideas. (ES) |
|conclude with accuracy the following three topics: |Writing Strategies & Application: |
| |1.2 Create readable documents with legible handwriting. |
|Family: Who did the person live with |Writing Conventions: |
|Location: Where did this person grow up |1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months |
|Fun: What did this person do with his/her family |and days of the week, and titles and initials of people. (ES) |
| |1.1 Distinguish between complete and incomplete sentences. (ES) |
| |1.2 Recognize and use the correct word order in written sentences. |
| | |
| |ELA/ELD Standards for Intervention |
| |Listening & Speaking: |
| |1.5 Use descriptive words when speaking about people, places, things, and events. |
| |Reading Comprehension: |
| |2.6 Relate prior knowledge to textual information |
| |Writing Strategies & Applications: |
| |2.2 Write brief expository descriptions of a real object, person, place, or event, using |
| |sensory details. (ES) |
| |1.3 Print legibly and space letters, words, and sentences appropriately. |
| |1.1 Select a focus when writing. (ES) |
| |1.2 Use descriptive words when writing. |
| |Writing Conventions: |
| |1.7 Capitalize the first word of a sentence, names of people, and the pronoun I. (ES) |
| |1.5 Use a period, exclamation point, or question mark at the end of sentences. (ES) |
|Materials |
|Posters |
|Writing utensils: Markers, Color Pencils, Crayons |
| |
|Resources: |
| |
| |
| |
| |
| |
| |
| |
|Literature: |
|Pascal, J. & Harrison, N. (2011). Who was Dr. Seuss. New York, N.Y: Grosset & Dunlap. |
|Stine, M. & Brien, J. (2013). Who is Michelle Obama. New York, New York: Grosset & Dunlap, An Imprint of Penguin Group (USA) Inc. |
|Stewart, W. & Harrison, N. (2009). Who was Walt Disney. New York: Grosset & Dunlap. |
|Learning Activities for Whole Group: |Learning Activities for Targeted Intervention |
| | |
|Assigning Topic: |Assigning Topic: |
|3 different papers will be hanging on the wall with the names: Michelle |Same as whole group |
|Obama, Dr. Seuss, and Walt Disney. | |
|Students will write their name on the paper that has the name of the |Research and Group Presentation: |
|person they would like to do their research about. |Students will be separated into 6 groups to research their chosen topic. |
| |Teacher will explicitly teach student how to do research. |
|Research and Group Presentation: |Teacher will show student how to find key information. |
|Students will be separated into 6 groups to research their chosen topic. |Students will make a cluster on a poster about their chosen topic. |
|Students will make a cluster on a poster about their chosen topic. |Aide will review descriptive words with students; and will encourage |
|Groups will decide who will present each fact they have found. |student to use descriptive e words on poster. |
|Students will present their information to the class. |Groups will decide who will present each fact they have found. |
| |Aide will make sure student knows what they will present. |
|Journal: |Aide will practice the student’s presentation section with them. |
|Individually student write about the family history of the people |Students will present their information to the class. |
|addressed. | |
|Cluster posters will be available for students to reference to. |Journal: |
| |Individually student write about the family history of the people |
| |addressed. |
| |Cluster posters will be available for students to reference to. |
|Technology for Whole Group |Technology for Intervention |
|Students will use laptops and iPads to research their person’s family |Student will use laptop and/or iPad to research their person’s family |
|history. |history. |
|Assessment: |
|Assessment for whole Group: |
|Each group of students will create poster board that illustrates the things they have learned about their person’s family history. |
|Their poster and their oral presentation of the information they gathered will be graded informally with the use of a checklist. |
|Each student’s journal will be graded using a checklist and the assessment will be kept in the grade book. |
| |
|Assessment for Intervention: |
|Same as whole group for poster and oral presentation. |
|Student will receive sentence starters, if needed, to write their journal. |
|Reflection- |
| |
|What do you anticipate to be a problem for specific students? |
|I think students will take some time to find useful information regarding their topic. Several students might be nervous about presenting their |
|information in front of their peers. |
| |
|What would likely go well? |
|I anticipate that the students will like the topics offered and will enjoy collaborating in a group to find and to create their cluster poster |
|boards. |
| |
|What area would you likely need to develop further? |
|Students will likely need to further develop their researching skills. This can be done through direct instruction as a whole class activity. |
| |
LESSON SIX: VOCABULARY & HANDWRITING LESSON PLAN
[pic]
No Sloppy Joes
No Sloppy Joes
Vocabulary/Handwriting Lesson Plan
Lesson Number 6
|Standards |ELA Standards for Grade Level |
|Language standards: |Listening & Speaking: |
|1.a Create readable documents with legible print. |1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal |
| |discussion, report to class). |
|Objective: |Writing Strategies & Application: |
|After the vocabulary lesson, the students in grade 2 |1.2 Create readable documents with legible handwriting. |
|will be able to recall their vocabulary words and will| |
|be able to write their words neatly with accuracy. | |
|Materials |
|d’ Nealian cursive handwriting sheets |
|lined paper for students |
|vocabulary list |
|Learning Activities for Whole Group: |Learning Activities for Targeted Intervention |
| | |
|Teacher will discuss the importance of writing neatly. |Teacher will discuss the importance of writing neatly. |
|Students will gently fold their paper in half. |Students will gently fold their paper in half. |
|Teacher will show students how to neatly handwrite a few of the vocabulary|Teacher will show students how to neatly handwrite a few of the vocabulary|
|words. |words. |
|Teacher will show how to neatly write a few of their vocabulary words in |Teacher will show how to neatly write a few of their vocabulary words in |
|cursive on the other side of the page. |cursive on the other side of the page. |
|Students will work individually to finish writing their vocabulary words. |Students will work individually to finish writing their vocabulary words. |
|If students finish early they may begin their homework. (writing their |While the class works independently teacher will provide additional help |
|vocabulary words three times) |to intervention students. |
|Student’s work is their ticket out to recess. |Teacher will ask students to work with seat partner for extra assistance. |
| |If students finish early they may begin their homework. (writing their |
| |vocabulary words three times) |
| |Teacher will remind students that it is not a race and if their work is |
| |done incorrectly they will do it again during recess time. |
| |Student’s work is their ticket out to recess. |
|Technology for Whole Group |Technology for Intervention |
|Projector- students will be able to see how to neatly write through the |Projector- students will be able to see how to neatly write through the |
|projector. |projector. |
| |Student may also need to use individual whiteboard to practice and see |
| |examples. |
|Assessment: |
|Assessment for whole Group: |
|Each student’s work will be formatively assessed. |
|Student’s work will be placed in their portfolio. |
| |
|Assessment for Intervention: |
|Each student’s work will be formatively assessed. |
|Student’s work will be placed in their portfolio. |
|Reflection- |
| |
|What do you anticipate to be a problem for specific students? |
|I anticipate that students who tend to have bad handwriting will attempt to quickly finish this assignment since they are uncomfortable or |
|self-conscious of their own writing. However, these are the students that need the additional practice and assistance to encourage all students to |
|complete their best work I made the assignment the ticket out to recess. |
| |
|What would likely go well? |
|Most students are able to write neatly, so I expect that many of them will be able to complete the assignment and begin working on their homework. |
| |
|What area would you likely need to develop further? |
|I would confirm, and perhaps even clarify, that my students understood the importance of having good handwriting. |
LESSON SEVEN: LISTENING & SPEAKING LESSON PLAN
[pic]
Grand Conversation
Grand Conversation
Listening and Speaking Lesson Plan
Lesson Number 7
|Objective: |ELA Standards for Grade Level |
|After the writing lesson, the students in grade two | |
|will be able to demonstrate their comprehension by |Speaking and Listening: |
|listening to a book and orally discuss the book with |1. Participate in collaborative conversations with diverse partners about grade 2 topics and |
|accuracy. |text with peers and adults in small and large groups. |
| |1.b. Build on others’ talk in conversations by linking their comments to the remarks of |
| |others. |
| |4. Tell a story or recount an experience with appropriate facts and relevant, descriptive |
| |details, speaking audibly in coherent sentences. |
| |4.a. Plan and deliver a narrative presentation that: recounts a well-elaborated event, |
| |includes details, reflects a logical sequence, and provides a conclusion. |
|Materials |
|Paper |
|Crayons |
|Wolf howling audio |
|Literature: |
|Markle, S. & Marks, A. (2011). Family pack. Watertown, MA: Charlesbridge. |
|Learning Activities for Whole Group: |Learning Activities for Targeted Intervention |
| | |
|Anticipated set/ Motivation for learning: | |
|While the class is cleaning up from the last activity and putting their | |
|heads down, the teacher will play wolf howls for two minutes. | |
| | |
|Lesson: | |
|Teacher informs the students that their listening skills are important for| |
|this class activity; and that they will need to be able to share some of | |
|the things they learned and saw in the story. | |
|The teacher will read the story, Family Pack, to the class. | |
|After listening to the story, the teacher will give students five minutes | |
|to quickly draw some of the things they would like to talk about with | |
|their peers about the story. | |
|Students will be asked to stop drawing and think of how they will share | |
|some of the things they drew (for 2 minutes). | |
|Students will stand in a circle and discuss the story they listened to. |Ensure that the students have some ideas to draw about. |
|The teacher will provide leading questions concerning the author’s |If students are having difficulties, the teacher may show the student the |
|purpose, the illustrations, and the ending of the story. |book’s illustrations. |
|Each student will have an opportunity to share something about the story |Classroom aide will make sure that the student has articulated how they |
|they listened to. |will share with the class. |
| | |
| |Teacher will make sure students stand with peers that will not distract |
| |the students. |
|Technology for Whole Group |Technology for Intervention |
|Speakers will be used to play wolf howls. |Speakers will be used to play wolf howls. |
|The hover cam will be used to project the illustrations of the book while |The hover cam will be used to project the illustrations of the book while |
|the students draw and think of what they will share. |the students draw and think of what they will share. |
|Assessment: |
|Each student’s drawings and discussions will be informally assessed. |
|Each student will take listening assessment of this book and the discussion in the computer lab. |
|Reflection- |
|What do you anticipate to be a problem for specific students? |
|I anticipate that students will need some guidance during the grand conversation. The students will likely want to share the same things; so I will |
|prepare questions that will expand the class’ discussion. I also anticipate that the students will have some difficulty waiting for the whole class |
|to share during the grand conversation; but to avoid distractions I will assign several students specific spots. |
| |
|What would likely go well? |
|Most students will likely be engaged in the story about the wolf because the wolf howls audio will likely motivate them to listen to the story. |
|Additionally, I think several students will be happy to share during the grand conversation. |
| |
|What area would you likely need to develop further? |
|I would like to further develop the class’ ability to observe the book in more complex ways. For example, I would like the class to be able to |
|discuss during the grand conversation about the story’s ending and the author’s purpose without having to ask questions about these topics. |
LESSON EIGHT: WRITING LESSON PLAN
[pic]
Interactive Writing
Interactive Writing
Writing Lesson Plan
Lesson Number 8
|Objective: |ELA Standards for Grade Level |
|After the writing lesson, students in grade two will |Writing Standards: |
|be able to demonstrate their ability to write facts |2. Write informative/ explanatory texts in which they introduce a topic, use facts and |
|with accuracy. |definitions to develop points, and provide a concluding statement or section. |
| |4. With guidance and support from adults, produce writing in which the development and |
| |organization are appropriate to task and purpose. |
|Materials |
|1 large poster page |
|2 colored markers |
|White boards |
|Dry Erase Markers |
|Writing Journals |
|Resources: |
|Step up to Writing Poster |
|Learning Activities for Whole Group: |Learning Activities for Targeted Intervention |
|Teacher asks the students to write some of the things they remember from |Student is given the book that was read about long ago to review. |
|the story they read about long ago on their individual white boards. |The teacher tells the student to pay close attention to the pictures. |
|After a few minutes, the students stop and share with the class some of |Students are encouraged to look at their whiteboards to think of sentences|
|their ideas. |to share with the class. |
|The teacher writes the ideas on the whiteboard. | |
|Teacher tells the students they will be writing together as a class using | |
|the step up to writing steps. | |
|The class begins by sharing a topic sentence, a detail, an example, | |
|another detail, another example, and finally a closing sentence. (Using |Students use the word wall and help from their peers to spell words. |
|the step up to writing poster as a guide) | |
|The students take turns writing their sentences onto the poster size page | |
|that is one the white board. | |
|At the end the students write the passage onto their journal and reread | |
|it. | |
|Technology for Whole Group |Technology for Intervention |
|If student is having difficulties remembering the story, they use the |Student uses class iPad to look at the book about long ago. |
|class iPad to look at the book about long ago. | |
|Assessment: |
|Each student’s ability to remember facts/ideas about the story will be informally assessed. |
|Students will use the colored highlighters to identify the topic sentence, details, and examples in the passage. |
|Student’s work will remain in their writing journal and will be formatively assessed. |
|Reflection- |
|What do you anticipate to be a problem for specific students? |
|I anticipate that students will have a difficult time spelling some of the words; however, I will encourage the students to try to write their |
|sentence with the help of their peers and the word wall. |
|What would likely go well? |
|Most students will likely be excited about writing on the big poster sized paper since that material is usually only used by the teachers. |
|What area would you likely need to develop further? |
|I would like to further develop my student’s ability to edit sentences to make sure they make sense. |
Unit Schedule
[pic]
Unit Schedule
Week 1
| |Monday |Tuesday |Wednesday |Thursday |Friday |
|8:25 – 8:55 |Team Time |Team Time |SS- Interactive Writing |Team Time |Team Time |
| |ELL, Gate, Independent work|ELL, Gate, Independent work|Lesson #7 |ELL, Gate, Independent work|ELL, Gate, Independent work|
|8:55 - 10:10 |Reading |Reading |Reading |Reading |Reading |
| | | | | | |
|10:10 - 10:25 |Recess |Recess |Recess |Recess |Recess |
| | | | | | |
|10:25 - 11:10 |Grammar, |Computer |Grammar, |Computer |Grammar, |
| |Writing |Lab |Wording |Lab |Writing |
|11:10 – 11:55 |Lunch |Lunch |Lunch |Lunch |Lunch |
| | | | | | |
|11:55 -12:40 |Math |Math |Math |Math |Math |
| | | | | | |
|12:40 - 1:10 |SS- |SS- Generalization lesson |SS- Review on |SS- |SS- |
| |Review of Concept |#3 |Generalization lesson |Inquiry Lesson #4 |Quiz on Generalization |
| |Attainment lessons | | | |lesson and |
| | | | | |Inquiry lesson activities |
| | | | | |due |
|1:10 -1:25 |Recess |Physical Education |Recess |Physical Education |Recess |
|1:25 - 2:05 |Science |SS- Quiz on Concept |Science |SS- Inquiry Lesson |Science |
| | |Attainment, | | | |
| | |peer edit | | | |
|2:05 – 2:10 |Clean-up, dismissal |Clean-up, dismissal |Clean-up, dismissal |Clean-up, dismissal |Clean-up, dismissal |
Assessment Plan
[pic]
|Language Arts and Social Studies Unit Assessment Plan |
|Goals/ |Lesson 1 |Lesson 2 |Lesson 3 |Lesson 4 |Lesson 5 |
|Standards/ |Direct Instruction |Direct Instruction |Concept Attainment |Generalization |Inquiry |
|Objectives Assessed | | | | | |
| |After the lesson on the |After the lesson families |After the lesson on the |After the lesson on using |After a lesson on researching |
| |facts of families today |long ago, students in |term of sibling students |data to support |history of a family on three |
| |students in grade 2 will |grade 2 will identify |in grade 2 will be able to|generalizations, students |specific topics, second grade |
| |list 10 facts both orally |difference between |state both orally and in |in grade 2 will apply this|students will conclude with |
| |and in writing with |families long ago and |writing the correct |knowledge and develop |accuracy the following three |
| |accuracy. |families today both orally|definition of siblings |generalizations supported |topics: |
| | |and in writing with 95% |with accuracy. |by data concerning the | |
| | |accuracy. | |topic of families. |1. Family: who did the person |
| | | | | |live with |
| | | | | |2. Location: where did this |
| | | | | |person grow up |
| | | | | |3. Fun: what did this person |
| | | | | |do with his/her family |
|Type of assessment |Informal |Informal |Informal |Informal |Informal |
| |Authentic |Authentic |Authentic |Authentic |Authentic |
| |Formal |Formal |Formal |Formal |Formal |
|Purpose of Assessment |To determine that learning|To determine that learning|To determine that learning|To determine that learning|To determine that learning |
| |objectives have been met. |objectives have been met. |objectives have been met |objectives have been met |objectives have been met and |
| | | |and that higher thinking |and that higher thinking |the highest level of Bloom’s |
| | | |is being included. |is being integrated. |Taxonomy/depth of knowledge is|
| | | | | |being included. |
| | | | | | |
| | | | | | |
|Implementation: |Informal class |Informal class |Informal class |Informal class |Informal class discussions, |
|How will you do the |discussions, Questions & |discussions, Questions & |discussions, Questions & |discussions, Questions & |Questions & Answers, |
|assessment? |Answers, observations |Answers, observations |Answers, observations |Answers, observations |observations |
| | | | | | |
| |Formal assessment on |Formal assessment on |Formal assessment on |Formal assessment on |Formal assessment on paragraph|
| |written information in the|written information in the|written information in the|written information in the|written in the journal and |
| |journal. |journal. |journal. |journal. |cluster poster. |
| | | | | | |
| |Authentic: Rubric |Authentic: Rubric |Authentic: Rubric |Authentic: Rubric |Authentic: Rubric |
| | | | | | |
| |Quiz |Quiz |Quiz |Quiz | |
|Feedback: |Inform students verbally |Inform students verbally |Inform students verbally |Inform students verbally |Inform students verbally about|
|How will you let |about progress. Give |about progress. Give |about progress. Give |about progress. Give |progress. Give students scores|
|students know about |students scores on |students scores on |students scores on |students scores on |on journal essay and poster |
|their progress? |journal entries and quiz |journal entries and quiz |journal entries and quiz |journal entries and quiz |assignment. |
|How will this |Assessments used to guide |Assessments used to guide |Assessments used to guide |Assessments used to guide |Assessments used to guide |
|information guide your|further instruction, |further instruction, |further instruction, |further instruction, |further instruction, evaluate |
|next steps in planning|evaluate my instruction |evaluate my instruction |evaluate my instruction |evaluate my instruction, |my instruction and show |
|instruction? |and set a specific area to|and bring in videos of the|and provide more examples |and have students continue|students a completed project |
| |study. |areas that the students |of siblings that are |to research families that |so they have an example of |
| | |are looking at. |students may not be aware |they were already familiar|what they need to complete. |
| | | |of. |with. | |
|Who else will have |Students, parents, |Students, parents, |Students, parents, |Students, parents, |Students, parents, |
|access to the |administration and case |administration and case |administration and case |administration and case |administration and case |
|assessment results? |carriers if they are |carriers if they are |carriers if they are |carriers if they are |carriers if they are involved.|
|Why? |involved. Grades are |involved. Grades are |involved. Grades are |involved. Grades are |Grades are important to share |
| |important to share with |important to share with |important to share with |important to share with |with the students and their |
| |the students and their |the students and their |the students and their |the students and their |parents so they know how they |
| |parents so they know how |parents so they know how |parents so they know how |parents so they know how |are doing. Grades are also |
| |they are doing. Grades are|they are doing. Grades are|they are doing. Grades are|they are doing. Grades are|important to look at incase |
| |also important to look at |also important to look at |also important to look at |also important to look at |intervention may be needed to |
| |incase intervention may be|incase intervention may be|incase intervention may be|incase intervention may be|address learning difficulties.|
| |needed to address learning|needed to address learning|needed to address learning|needed to address learning| |
| |difficulties. |difficulties. |difficulties. |difficulties. | |
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