Lesson Plan Guide

Teacher Candidate:

Nicole Caraway

Date: April 30, 2015

Grade and Topic:

2nd Grade English Language Arts

Length of Lesson: 45 minutes for 2 days

Mentor Teacher:

IDT 2600

School: University of Memphis- IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson plan is a part of a unit plan on words with different meanings in the English language.
LESSON OBJECTIVE:
Given the book Amelia Bedelia, TLW recall the events and characters of the story orally with a score of at least
three out of four on the rubric.
Given access to the Trading Card Creator, TLW construct a trading card for a character in the given text with at least a
three out of four on the rubric.
Given access to the Comic Creator, TLW create a comic of Amelia Bedelia completing a chore incorrectly with at least a
three out of four on the rubric.
The goal of this lesson is for students to show understanding that some words in the
English language have more than one meaning and based on context clues the student can decipher the
correct meaning of the word. Students will complete a handout, create a trading card, and make a comic
of a chore Amelia Bedelia did incorrectly.

STANDARDS ADDRESSED:

State/District, Common Core Standards

CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, where, when, why,
and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support
comprehension.
CCSS.ELA-Literacy.SL.2.1.A Follow agreed-upon rules for discussions (e.g. gaining
the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).
CCSS.ELA-Literacy.SL.2.6 Produce complete sentences when appropriate to task and
situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and
3 here for specific expectations.)
ISTE Standards
1.b Create original works as a means of personal or group expression.
6.a Understand and use technology systems.
6.b Select and use applications effectively and productively.

MATERIALS:
Parish, P. (1963). Amelia Bedelia. New York: Harper & Row.

Trading Card Planning Sheet

Use of computers with internet access to:
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/
http://www.toondoo.com/ (access with given teacher log-in information)

BACKGROUND and RATIONALE:

The key concepts/ideas of this lesson are for students to be able to read and understand complex text, define
words and phrases with multiple meanings, and use textual evidence to support their opinions.
Academic Language:
Academic Vocabulary: words with two or more meanings; folks, snipped, powder,
switched off, aired out, measure, deliver, meat market, icebox, rushed, fade, unusual, lid
Language Function: recall, explain, construct, analyze, compare
Discourse: discussion, elbow partners
TS have studied vocabulary that has multiple meanings and now will decipher which meaning the author is
trying to use by context clues in the text.
TSW continue to look at complex texts and distinguish the correct meaning of words with multiple meanings.
Differentiation for instruction and assessment will include a large print book and handouts for the visually
impaired student. The students with writing disabilities will be provided special prompts and word banks for
writing. A Speech Pathologist will be available for students with speech disabilities. For students with reading
disabilities a teacher assistant will be available to help the students.
Students will make personal connections by relating to Amelia Bedelia through not understanding what their
parents may have asked of them before at home. Community connections will be made by learning how to be a
person who adds value to the community. The students will see what Amelia Bedelia was told to do, what she
did and what she was supposed to do to see how to decipher the correct meaning of words with multiple
meanings and contribute to the community by correctly following directions.

PROCEDURES AND TIMELINE:

Introduction: (10 minutes)
TTW: Ask the students what words they can think of that have been studied
already that have two or more different meanings and write the words on the white/chalk board
and discuss the different meanings of the words.
TTW: Tell the students they will be learning about Amelia Bedelia and using the
story to make a chart and trading cards.
TTW: Read the beginning of Amelia Bedelia.
TTW: Tell the students it is important to be able to know what meaning of a word that
has more than one meaning is
Procedures: (65 minutes)
TTW finish reading Amelia Bedelia. As the teacher is reading the book TSW read
the chore that Amelia Bedelia is supposed to complete. (10 minutes)
TTW discuss the literal meaning of words and then remind the students rules for
a class discussion. TTW ask the students to raise their hand when they want to ask a question or
make a comment in the discussion and ask some of the following questions and their anticipated
responses: (5 minutes)
Who is the main character in this story?
Amelia Bedelia
How do you know that is the main character?
Amelia Bedelia tells the story. The main character is
defined as the character through whose eyes the experience the story.
What words and phrases would you use to describe the character?
Silly, funny, doesnt follow directions, confused
TTW pass out the Trading Card Planning Sheet.
TSW complete the Trading Card Planning Sheet. TTW set up the students
computers to the website to create the trading cards while the students are finishing their
planning sheet. (10 minutes)
Students who need modifications to master the skill will work with
a teachers aide or with another student to complete this sheet.

 Students who are ready for enrichment will be allowed to complete

more than one trading card for characters in the book.
TTW show the students how to make a trading card by making one of his/her
own cards for Amelia Bedelia. (5 minutes)
TSW create a trading card and print it off once they are finished. Once they have
printed off their card they will place it in their folder at their desk. (10 minutes)
TTW explain to the students that they will be making a comic of one of the
chores Amelia Bedelia did incorrectly. TTW write the website, and login information of the
board and visually walk the students through how to log in to the comic maker and show them
how to use the tools. (5 minutes)
TSW create their own comic and print it off once it is finished. (10 minutes)

Closure:

TSW share their trading cards or comic with the class. (15 minutes)

ASSESSMENT EVIDENCE:
Formative Assessment: TSW turn in their Treading Card Sheet, Trading Card, and Comic, which will be
assessed with the rubric. TTW also assess student by observing and listening to the students conversations with
the use of a checklist. (See attached)
Summative Assessment: There is no summative assessment for this lesson.
MODIFICATIONS:
List specific future modifications/accommodations for students who did not master the objectives:
TSW read the book with teacher assistance.
TSW verbally tell about the chores Amelia Bedelia was told to do, what she did,
and what she should have done.
TSW draw a picture of Amelia Bedelia doing one of the chores from the book.
List specific modifications for students who are ready for enrichment activities.
TSW draw pictures of the characters. (I.e. Amelia Bedelia doing a different chore
incorrectly not in the book but made up by the students)
TSW create more trading cards for other characters in the book.

Class Assessment
Students
Name

Class
Discussi
on

Forming
Opinions

Trading
Card

Comic

Overall
Comment
s

Name _______________________________________________

Date______________________________
Rubric

1
Student does
not attend to
the discussion.

2
Student listens to the
discussion but does
not participate.

3
4
Student participates in Student actively participates
the discussion.
in the discussion.

Forming
opinions

Student does not

form an opinion,
although
attempting to
answer the
question.

Student forms an
opinion about whether
or not Amelia Bedelia
would be a good maid
but is unable to
support this opinion
with examples from
the text.

Student forms an
opinion about whether
or not Amelia Bedelia
would be a good maid.
This opinion is
supported with
examples from the
text.

Student forms a clear

opinion about whether or
not Amelia Bedelia would be
a good maid. This opinion is
supported with textual
evidence using words and
phrases from the text

Trading
Card

Student creates
an Amelia
Bedelia
character
trading card,
but answers are
either missing,
incorrect, or not
based on the
text.

Student creates an
Amelia Bedelia
character trading card,
attempting to answer
all of the questions,
although some
answers may be
incomplete or not
based on the text.

Student creates an
Amelia Bedelia
character trading
card, accurately
answering all of the
character trading card
questions, referencing
the text for the
majority of the
answers.

Student creates an Amelia

Bedelia Character Trading
Card in which questions are
answered with thorough
responses and textual
evidence.

Comic

Student did not

create a comic
or creates a
comic that is
not relevant to
the lesson.

Student creates a
comic of Amelia
Bedelia but she is not
incorrectly doing one
of the chores from the
story.

Student creates a
comic of Amelia
Bedelia doing a chore
incorrectly but it is not
a chore from the story.

Student creates a comic of

Amelia Bedelia doing one of
the chores from the story
incorrectly.

Discussi
on

Name __________________________________

Date___________________________

Trading Card Sheet

1. Description
Source: Where do you read about or see the character?
________________________________________________________________________
Appearance: What does the character look like?
________________________________________________________________________
Personality: How does the character act?
________________________________________________________________________
2. Insights
Thoughts: What are the characters most important thoughts?
________________________________________________________________________
Feelings: What are the characters most important feelings?
________________________________________________________________________
3. Development
Problem: What is the characters problem or challenge at the beginning of the
story?
________________________________________________________________________
Goal: What does the character want to happen by the end of the story?
________________________________________________________________________
Outcome: Does the character succeed? What happens as a result?
________________________________________________________________________
4. Memorable interactions
Quote: What memorable thing did the character say?
________________________________________________________________________
Action: What was the one thing the character did that got your attention?
________________________________________________________________________
Interactions: How did the Character get along with other characters?
________________________________________________________________________
5. Personal connection
Do you like the character? Why or why not? Who does the character remind you of
and why?
________________________________________________________________________

Name ____Ms. Caraway_____________

Date__April 30, 2015_______________

Trading Card Sheet (Example)

1. Description
Source: Where do you read about or see the character?
____Amelia Bedelia________________________________________________________
Appearance: What does the character look like?
_She has dark hair, wears a bonnet and apron, and is always
smiling.__________________
Personality: How does the character act?
_She is very silly and gets directions wrong._____________________________________
2. Insights
Thoughts: What are the characters most important thoughts?
She thinks the chores left for her are very strange but she is not doing
them_____________
correctly._________________________________________________________________
Feelings: What are the characters most important feelings?
_She is proud of herself.____________________________________________________
3. Development
Problem: What is the characters problem or challenge at the beginning of the
story?
_She has to do chores.______________________________________________________
Goal: What does the character want to happen by the end of the story?
_She wants to finish her chores._______________________________________________
Outcome: Does the character succeed? What happens as a result?
_She does complete the chores but not correctly. Her boss is very upset until she
eats her butterscotch
cake._______________________________________________________________________
4. Memorable interactions
Quote: What memorable thing did the character say?
_She said he would not like the sponge
cake________________________________________
Action: What was the one thing the character did that got your attention?
_She kept doing the chores wrong._______________________________________________
Interactions: How did the Character get along with other characters?
_She got along well but her boss thought she was
crazy______________________________

5. Personal connection
Do you like the character? Why or why not? Who does the character remind you of
and why?
_I liked her because she was funny. She reminds my of my Aunt Sally because
mommy said Aunt Sally never understands what she tells her to
do.____________________________________________

Trading Card Example

Cartoon Example