Ivy Hawn Lesson Plans – H. Bundick
Subject: Reading/LA Grade: 2 Time: 8:00 to 9:30 Length: 90 min Date: October 17 – 21
Learning Goal(s):
Students will:
·  Describe how an author uses reasons to support specific points in a text.
·  Compare and contrast the most important points presented by two texts on the same topic.
·  Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. / Standard(s)/Benchmark(s) Addressed:
Reading focus standards:
LAFS.2.RI.3.8
LAFS.2.RI.3.9
LAFS.2.RI.1.2
(Standards are for two-week period – this week and last week)
ESE/ESOL Accommodations: teacher and peer assistance, repetition, visuals / Differentiated Instructional Strategies:
Center 1 – schwa vowel book hunt (find vowels in trade books, point to vowel with finger, take picture with iPod)
Center 2 – writing: how Helen Keller’s life changed with sign language
Center 3 - signing spelling words (new words from last week)
Center 4 - MobyMax Informational Skills
Students will go to RTI groups based on beginning-of-year levels. / Engaging Student Activity:
All students will come over to Ms. Renzoni’s class (if time allows) for an introduction to sign language (this week – signing numbers), since our two new stories are about deaf people.
Materials: Spelling list, ASL handout page - numbers, Treasures textbook, Helen Keller RAZ story, bubble map, plain lined paper, double bubble map, reading story skills test, all SIPPS teaching materials
Higher Order Level Question(s): see questioning imbedded in lesson
21st Century Skills to Increase Rigor:
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility, Flexibility, and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written communication
Accessing and Analyzing Information
Curiosity and Imagination
Teamwork
/ Webb’s Depth of Knowledge Levels:
Level 1 Level 2 Level 3 Level 4
-Recall elements and details -Identify and summarize the major events -Support ideas with details and -Conduct a project that requires specifying
of story structure. of a narrative examples. a problem, designing, and conducting an
-Conduct basic math calculations. -Use context clues to identify the meaning -Use an appropriate voice to the experiment, analyzing its data, and
-Label locations on a map. of unfamiliar words. purpose and audience. reporting results/solutions.
-Represent in words or diagrams -Solve routine multiple-step problems. -Identify research questions and -Apply math model to illuminate a problem.
a scientific concept/relationship. -Describe the cause/effect of an event. design investigations for a scientific -Analyze and synthesize information from
-Perform routine procedures -Identify patterns in events or behaviors. problem. multiple sources.
like measuring length or -Formulate a routine problem given data -Develop a scientific model for a -Describe and illustrate how common
punctuation marks. and conditions. complex situation. themes are found across texts from
-Describe the features -Organize, represent, and interpret data. -Determine the author’s purpose and different cultures.
of a place or people. describe how it affects the story. -Design a math model to inform and solve
-Apply a concept in other contexts. a practical or abstract situation.
Lesson Activity/Experiences:
Monday: SIPPS Challenge Level Lesson 12
Read Meet Rosina once through again quickly with students and discuss key points about Rosina’s life: what activities she does at home and school that are the same and different from us. Guide students to the realization (if not previously discussed) that deaf people can participate in normal activities like anyone else – they just communicate differently.
Pose the question, “Does the author believe deaf people can have good lives?” When students answer, remind the to support their answer with details from the text.
Pass out writing paper and write the following prompt on the board: “How can deaf people do activities like hearing people?” Students need to write one complete paragraph; every sentence must have ideas from the text to prove their points.
Tuesday SIPPS Challenge Level Lesson 13
Quickly review various facts that we know about Rosina: went to a special school, likes games, does art, communicates through ASL, etc. Explain that students are going to learn about a very famous deaf woman today – but unlike Rosina, she was actually deaf and blind.
Explain that when authors write books, they often pick one idea, or topic, to write about. The different parts of the story are clues to figuring out what the main topic is. Also, each paragraph, or chunk of sentences, has its own special ideas, too. Tell students they are going to be “main topic detectives” and are going to use their highlighters to trace over any sentences in the story that help them figure out what it is all about.
Pass out student copies of Helen Keller to students and read through story once for them; as you read, students should highlight key points in their text. Model as needed in your own copy. Stop along the way and discuss certain paragraphs at your judgement after you read them, guiding students to see that all the sentences in a paragraph help tell about one idea (for example, some paragraphs tell how Helen was frustrated; some tell how she learned to communicate, etc).
After reading the whole story, invite students to share what they highlighted. How do these facts help us understand the story? Also, tie in what students discovered about what ideas the paragraphs in the story were all about. Explain how sentences build paragraphs around one idea, and paragraphs build stories around one idea. What main idea, or main topic, does the author of Helen Keller want us to know?
Have students complete a bubble map about the main topic of Helen Keller, writing one fact in each outer circle that tells the main topic, and writing the main topic in the center circle. Students need to use their own words and provide page numbers in each outer circle.
Wednesday: SIPPS Challenge Level 14
Reread Helen Keller again with students. Discuss that everyone has to prove their point sometimes, even authors. Read the various sentences and invite students to explain how the author used the other sentences in the story, often ones in the same paragraph as the given sentence, to prove his point.
Page 8: “At first, Helen did not like Anne.”
Page 10: “She used Helen’s sense of touch to teach her.”
Page 11: “But Anne did not give up.”
Page 12: “She realized that Anne was communicating with her.”
Page 13: “Helen learned to feel words.”
Page 14: “Once Helen learned to communicate, a new world opened up to her.”
Distribute lined paper and write the following prompt on the board: “How did Helen’s life change when she learned ways to communicate?” Remind students that Helen communicated in many ways: signing into hands, Braille, feeling people’s lips, even giving speeches/writing books. Students need to use the reasons the author provided from the text that show the answers to this question. Model writing a sentence on the board using text evidence, such as, “Learning to communicate changed Helen’s life because she then was able to write books.” Students need to write 5 complete sentences (formative).
Thursday: SIPPS Challenge Level Lesson 15
Skim through the pages of Helen Keller quickly with students, inviting students again to share highlighted facts and discussing the big ideas of each paragraph. Discuss how these big ideas helped us know the main topic of the story.
Pair students in teams to reread Meet Rosina together. Give students 5 minutes to read; tell them to reread the story with their partners again until time is up.
Orally compare and contrast Rosina and Helen Keller, especially their early lives (Helen’s was much more traumatic – she lost her vision/hearing through illness, fought with her tutor, etc). How are Rosina and Helen Keller both having good lives even though they have disabilities? Both are deaf, but their lives are still very different – how so? Pick various key ideas from each story and discuss if they happened in one character’s life or both characters’ lives.
Have students make a double-bubble map comparing and contrasting Rosina and Helen Keller (formative).
Friday: SIPPS Challenge Level Lesson 16
Spelling test (summative); reading story skills test (summative)