LESSON PLAN for CONTENT METHODS SEMESTER

Name: Roselyn KanuSection: 2

Subject: Social Studies & Language ArtsGrade Level: 2nd Grade

Title of Lesson: One Christmas Night

Association for Childhood Education International (ACEI) Elementary Education Standards

Please check the appropriate strand.

MATHSCIENCESOCIAL STUDIES

_____ Number and Operations and Algebra_____ Physical X Integrated study of history

_____ Measurement and Geometry_____ Life_____ Geography

_____ Data Analysis and Probability_____ Earth/Space X Social Sciences

LESSON PLAN TEMPLATE

Establishing the Lesson Framework

Texas Essential Knowledge & Skills:

Social Studies:

(13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:

(C)identify other individuals who exemplify good citizenship; and

(D)identify ways to actively practice good citizenship, including involvement in community service.

Language Arts & Reading:

(9)Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(B)describe main characters in works of fiction, including their traits, motivation, and feelings.

Objective(s):

Social Studies Objective: Students will identify individuals in One Christmas Night who exemplify good citizenship and will identify ways to actively practice good citizenship, including involvement in community service.

Language Arts Objective: Students will describe main characters in works of fiction (One Christmas Night), including their traits, motivation, and feelings.

English Language Proficiency Standards (ELPS):

(2)Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary.

ELPS Objective:

  • The students will demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
  • The students will express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.
  • The students will write using newly acquired basic vocabulary and content-based grade-level vocabulary.

Rationale for teaching this lesson:

The rational for teaching this lesson is show students the importance of being a good citizen and to describe to them ways that they can exemplify good citizenship.

This lesson is ideal to be done after the introduction of the two TEKS listed above. This is a follow up lesson to further describe the things that we want to reinforce. This book is a tradition/holiday book, so we would be reading it and performing this lesson plan in the month of December.

Evaluation Strategies

Pre- Assessment:

To pre-assess the students I would have a class discussion on citizenship and what are some characteristics of good citizenships such as how can it be displayed. As a class we will create a Venn diagram, listing and comparing the traits of a good and bad citizen to see where they are and some of the things that they do not understand.

Formative Assessment(s):

Before I read the book, One Christmas Night by M. Christina Butler, I will pass out sticky notes to the entire class. As I read I will have the students identify the main characters (traits, motivation feelings, plot, and sequence of events) and write them on the sticky note. As well as looking for the main characters the students will also identify ways that the characters in the story practice good citizenship.

When the book is over the class and I will have a discussion about the things they identified in the story. As the students share they will come to the front of the room and place the sticky notes with their ideas on the board. Students will openly share how they help others in the community as well as how they help their families during the holidays.

Summative/Post Assessment:

The students will perform an arts and crafts activity of making hedgehogs (the main character in the story is a hedgehog) out of their hands with construction paper. On the Santa Clause hat that the hedgehog will be wearing they will write their hedgehogs name and ways that they practice good citizenship.

Designing Supportive Learning Environments

TEACHER USE / STUDENT USE
Materials / One Christmas Night
By: M. Christina Butler /
  • Pencil
  • Sticky Notes
  • Scissors
  • Construction Paper
  • Markers
  • Pom-Pom Balls
  • Glue

Resources / An already made hedgehog in a Santa Clause house to show the students as an example. / The already made hedgehog that will be placed in the front of the classroom for the students to look at as an example.
Technology
(justify why needed or not needed) / We will be using the Elmo projector when doing the Venn Diagram with the class.
SETTING
Classroom Arrangement / The students will be sitting at their assigned seats at their desks during the story. I will walk around the classroom as I read so that everyone can see the book.
Materials Management / All of the materials needed for the lesson will be on the table in the back of the classroom for when it is time to perform the construction paper activity. The sticky notes that they need will be at my desk.
Student Grouping / The students will already be sitting at their desks. They are grouped in groups of four to each table section.
Technology Needs / The only technology that will be needed for this lesson is the Elmo projector for when we complete the Venn Diagram together.
Safety Concerns / Instead of the students all getting up at once to get their supplies I will release them by tables. This way they will not be running into each other and risk the chances of getting hurt.

Student Needs/Adaptations

STUDENT / CONTEXTUAL FACTOR / STUDENT NEED/ADAPTATION
Student A / ADHD /
  • Seat the student near the teacher and away from doors and windows.
  • Provide the child with a partner.
  • Let the student help pass out sticky notes or other supplies.

Student B / Dyslexia /
  • Make sure that I break the tasks down into small remembered pieces of information.
  • Seat the child near the front of the classroom so that I will be able to help if needed.
  • Make sure that things posted are big, bold, and easy to see anywhere in the classroom.

Student C / ELL /
  • Give directions in small, distinct steps.
  • Use positive reinforcement.
  • Allow students to answer orally.
  • Use bilingual dictionaries
  • Simplify language.

Content Knowledge

  • What content do you (the teacher) need to know in order to teach this lesson?

The teacher needs to know the story being read in detail and what comes next in case the students have questions. The teacher also needs to know correct attributes of good citizenship to see if the students are grasping the concept.

What other connections do you need to know?

The teacher needs to know the connections between good citizenship in the story and how they relate to acts of good citizenship in real life.

How will you make the content clear and meaningful to the students?

I will make the content clear and meaningful to the students by showing them examples of good citizenship and how to find the main character in the story. I will also be very clear and thorough in my explaining of the lesson.

  • What are some student content responses to be anticipated?

Some student content responses to be anticipated are the students checking their knowledge and seeing if they are right or not about what good citizenship is and clarification on the characters.

What possible errors or misconceptions could the students make?

The students might suggest supporting characters for main characters or they might not realize one of the attributes of good citizenship.

How can you correct these errors and misconceptions?

I can correct these errors by reminding them of how we find main characters and further describe more attributes of good citizenship.

  • What are some student behaviors tobe anticipated?

Some student behaviors to be anticipated are talking during the lesson, interrupting the story with questions, and/or bothering table partners to where they cannot pay attention.

How can you be prepared?

I can be prepared for this by reminding the class and going over our rules for when a story is being read. I will also be monitoring the class as I read so they know that I am paying attention to what they are doing.

Instructional Strategies

The instructional model(s) utilized in this lesson is (are):

__x__ Inquiry__x__ Direct Instruction__x__ Cooperative Learning

_____Discovery Learning_____ Simulations_____ Other /specify______

INTRODUCTION/FOCUS (Short – 5 minutes or so)
The teacher will… / Ask the students about characteristics of a good citizen/citizenship and ask the students to describe the feelings people would feel for a quick description to create a Venn Diagram.
The student will… / Raise their hands to give characteristics that can be listed in the Venn Diagram. Traits can be from places the students travel within their community and people they may come across.
Type of formative Assessment / Venn Diagram and quick discussion about the characteristics and feeling listed.
Approximate time / 8 minutes.
INSTRUCTIONAL PROCEDURE/METHOD/ACTIVITIES
Be sure to includeESL Strategies
The teacher will… / Read One Christmas Night, by M. Christina Butler.
The student will… / Listen to the story carefully to write down each characteristics on a sticky note. Then the student will walk to the white board to place each characteristic sticky note.
Type of formative assessments / Having the students writing down a characteristic trait they heard while listening to the book being read.
Approximate time / 10 minutes to read the book, 20 minutes for students to create their own hedgehog. 30 minutes total.
CLOSURE (short – reviews objectives, involves students in reviewing)
The teacher will… / Review who in the community exemplifies good citizenship and will identify ways to actively practice good citizenship, including involvement in community service.
The student will… / Reflect and share the good citizen characteristics and the feelings of their own hedgehog.
Type of formative assessment / Students creating their own hedgehog, displaying the feelings and characteristics of their good citizen hedgehog.
Approximate time / 7 minutes.

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