Ivy Hawn Lesson Plans –N. Renzoni
Subject: Reading/LA Grade: 2 Time: 8:00 to 9:30 Length: 90 min Date: January 23 - 27
Standard(s)/Benchmark(s) Addressed:
LAFS.2.L.1.1f
LAFS.2.L.3.4
LAFS.2.RL.2.5
LAFS.2.RL.1.1
LAFS.2.RL.1.3 / Learning Goal(s):
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. use sentence-level context as a clue to the meaning of a word or phrase.
c. use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
e. use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Describe how characters in a story respond to major events and challenges.
ESE/ESOL Accommodations: teacher and peer assistance, repetition, visuals / Differentiated Instructional Strategies:
Students will go to RTI groups based on classroom needs / Engaging Student Activity:
Read-aloud of My Name is Yoon https://safeshare.tv/x/ss58854455935fb
Materials: included in lesson below
Higher Order Level Question(s): see below
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 48
Reading: Read through My Name is Yoon with students; use context clues/dictionaries to determine the meaning of unknown words; determine key events orally with students from the beginning/middle/end of the story; discuss how Yoon overcame her problem; make a 4-door foldable for vocabulary words (write the word on the outside and its definition under the flap. Use student desktops to load dictionary.com; allow students to access the online dictionary as needed to look up the vocabulary words, or provide paper dictionaries if possible. Options for vocabulary words: wisdom, symbols, Korean (emphasize the connection to the word Korea), shining (emphasize that this does not mean shining like the sun; show students how to identify the correct meaning in a multiple-definition word in the dictionary based on the word’s usage), settled (as in “settled in”), wrinkled (show how word is same/different with and without –ed ending), patient, suddenly.
Grammar: define adjectives with students (use a dictionary to look up terms if possible). Sit in a circle on the ground with students holding a small ball. Call out a noun (girl, butterfly, racecar, etc) and roll the ball to a student. The student needs to provide an adjective to describe the noun and then roll the ball to a new student to provide a new adjective. All students must answer; nobody gets the chance to opt out, but students may whisper to their neighbors for a few seconds for ideas if they get the ball and don’t know what to say.
Higher-order questions (use today or at various points during the week to aid comprehension):
Why was the name BIRD interesting to Yoon?
Since a bird symbolizes flying, why do you suppose she also picked the name CAT for herself? [think of her behavior at home; mews and mom cuddles her. She wants to feel cherished and loved in America, too]
Why did Yoon finally decide to use her real name?
In which part of the story did Yoon finally smile? Why?
If Yoon hated America so much, why did she want her teacher to like her and another girl to be her friend?
Tuesday
Reading: Read through My Name is Yoon with students; use context clues/dictionaries to determine the meaning of unknown words; determine key events orally with students from the beginning/middle/end of the story; discuss how Yoon overcame her problem; have students make a cause-and-effect flow map of events in the story that show Yoon adjusting to her new life in America (cause: seeing word CAT à effect: wants to be called CAT)
Grammar: define adverbs with students (use a dictionary to look up terms if possible). Have students spread around the room; call out various verbs (run, walk, sit) and have students list adverbs that could be used with the verb. Act out each adverb as students list it. For example, the verb might be “sitting,” and the adverbs could be “properly,” “tiredly,” etc.
Wednesday:
SIPPS: Challenge Level Lesson 49
Reading: Read through My Name is Yoon again with students, discussing/defining vocabulary words from yesterday as needed; review question words, model using them, and then pair students to ask each other who/what/when/where/why/how questions about the story, making up their own questions. Discuss how Yoon’s distaste for her name written in English led her to pretend her name was something else. Have students brainstorm why Yoon picked CAT and BIRD for her pretend names (discuss how this was her attempt to escape from reality, and at the end of the story she embraced her name because she was embracing reality and was happy with it). Discuss whether or not they would do the same thing if they were to move to a new country. Have students write a paragraph about how they would cope with the challenges of adapting to a new home.
Grammar: Mimio adjectives vs. adverbs activity
Thursday:
Reading: Read through the story in student pairs; have students pretend to “be the teacher” afterward and ask the teacher questions about the text to see if the teacher can answer correctly; share paragraphs from yesterday about adapting to a new home. Have students complete a flow map about the beginning, major events, and conclusion of the story
Grammar: review worksheet in preparation for tomorrow’s test
Friday:
SIPPS: Challenge Level Lesson 50
Grammar quiz (formative); reading story skills quiz (summative); spelling test