ELA 2/27-3/3

UNLV Student: Dana Hui PSMT Name: Ms. M

Lesson Plan Title: ELA-RL2.1& L2.4a Lesson Plan Topic: English

Date: 2/27-3/3 Estimated Time: 2 hours each

Grade Level: 2nd School Site: Roundy ES

Week Overview
Monday:
Warm up (11 min)
Reading - who, what, when, where, why (50 min)
Language - Context clues - language interactive notebook (24 min)

Tuesday:
Warm up (8 min)
Reading - who, what, when, where, why (50 min)
Writing - Valentines Zoo - editing drafts (27 min)

Wednesday:
Warm up (11 min)
Reading - who, what, when, where, why (44 min)
Language - Context clues - fan and pick (30 min)

Thursday:
Warm up (8 min)
Reading - who, what, when, where, why (47 min)
Language - Context clues - quiz, quiz, trade (30 min)
Writing - final draft (extra time)

Friday:
Reading - who, what, when, where, why review (15 min)
Assessment (20 min)
Language - Context clues review (10 min)
Assessment (20 min)

Monday Overview
1:05 Warm up (11 min)
1:16 Reading - Who, what, when, where, & why (50 min)
 ELA 2/27-3/3

2:06 Language - context clues (24 min)

2:30 Centers, technology, small groups (extra time)
3:10 Clean up (13 min)

Warm up 11 min
Packet (4 min)
Go over packet (4 min)
Fluency passage 2x (2 min)
Student reading (1 min)
Put away and get out main topic packets

Reading 50 min
1. State Standard(s):
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

2. Teaching Model(s):
Lemov technique: Do it again
Kagan strategy: Background music
Glossary A-Z: Shoulder partners

3. Materials and Technology Resources:

Sentence vs. Questions worksheet

Unit packet
Elmo projector
Pens/pencils
Highlighter
Glue sticks
Scissors

4. Objective(s):

SWBAT distinguish between a question and a statement.

SWBAT ask and answer who, what, where, when, why and how questions in a text.

Activating prior knowledge/Engagement: We say things everyday. Some are questions and
some are statements. Who can tell me the difference between the two? (DOK 1)
Field answer
Why do we need to know the difference? (DOK 2)
Field answer
Good answer. We need to come up with an answer when someone asks us a
question and know when someone is making a statement.
 ELA 2/27-3/3

When I say go, which is not...now

Take out your notebooks
Cut out these items below
Sort them into questions or sentences
Play music, set 5 min. and let them go
Turn off music. Go through each item
Question or sentence?
Tell shoulder partner.
Question or sentence?
Stand up if you think its a question/Stand up if you think its a
sentence
Vary between these two.
Now, that we practiced knowing the difference between a question or a statement
sentence
Transition to reading passage
Engagement: Who knows about The Little Mermaid? Raise your hand
Who is the main character? Ariel. What happens in the story? She wants to be
human. Where does it take place? Underwater in Atlanta and on land. Why does she want
to be human? She is curious and she wants to be with Eric. How? Ursula gives her legs.
Now you know about who, what, when, where, why!
We will try to find the same information in this text.
Be my echo...be your echo
Echo read with class: Brit in Ballet
What do you notice about the title? (Alliteration)
Go through each question
Who is the main character in the story?
What causes Brit to worry?
Where are Brits ballet classes?
What happens in the story
For each one:
Field answers
When I write you...read
Write that down and play music
Again Be my echo...be your echo
Echo read with class: Kick it to Kari
Go through each question
Who is the story mostly about?
Where does the story take place?
Where does the Ben follow directions?
What happens in the story?
For each one:
Field answers
When I write you...read
Write that down and play music
Remind me why this is important? (DOK 2)
 ELA 2/27-3/3

Student responses.
Because we want to understand what we read. The point of reading is to
understand
c. Closure: Great job learning about the difference between a question and a statement. Put
your notebooks on your name tags.
d. Extension: n/a

Language 24 min
1. State Standard(s): CCSS.ELA-Literacy.L.2.4.a Use sentence-level context as a clue to the
meaning of a word or phrase.
2. Teaching Model(s):
Lemov technique: No apologies
Kagan strategy: think, pair, share
Glossary A-Z: Shoulder partners

3. Materials and Technology Resources:

Root words worksheet

Elmo projector
Pen/pencil
Highlighter
Glue sticks
Scissors

4. Objectives: SWBAT use context clues to determine the meaning of a word.

a. Motivation/Engagement: On the topic of understanding what were reading. Does anyone

remember what context clues are? (DOK 1)
b. Developmental Activities or Learning Experiences:
Student responses.
Context clues help determine the meaning of an unknown word.
What does it mean? (DOK 1)
Repeat after me: I can use context clues to figure out the meaning of a word.
Why does it matter? (DOK 2)
Because we can use context clues to help us figure out unknown words
What does unknown mean? Un - known. Think about what un means and what
known means. Student responses.
What does un mean? (DOK 1) What does know mean? (DOK 1)
Lets review how we can use context clues
Whats restatement? (The clue sums up the idea)
Whats definition? (explains the meaning of the word)
 ELA 2/27-3/3

Whats synonym? (another word that has a similar meaning is

given)
Whats example? (author gives examples of the unknown word)
Pass out worksheets
Our class made a memory capsule whose casing enclosed the pictures to protect
them.
Who can tell me what capsule or memory capsule means?
Highlight casing enclosed the pictures and
memory
The golden sunset over the Grand Canyon was stunning or breathtaking.
Who can tell me some clues that help us figure out the meaning of
stunning?
Highlight breathtaking
The child wearily waited in line, unlike her patient parents.
What should I highlight to help me figure out wearily?
Highlight unlike patient
The art supplies, such as brushes, paint, and paper are on the workbench.
Workbench is a? (Compound word)
What should I highlight to help me figure out supplies?
Highlight:Art, brushes, paint, and paper
Did you feel like highlighting helped you find clues to the meaning of words you
didnt know?
c. Closure: Close your notebooks. Great job learning about context clues today.
d. Extension: If students have time, well play the spelling game SPARKLE.
7. Assessment and Evaluation of Learning:
a. Formative: Check on their progress in the notebook as I walk around.
b. Summative: Context clues assessment.
2:30 Centers, technology, small groups
3:10 Clean up 13 min

Tuesday Overview
1:05 Warm up (8 min)
1:13 Reading - Who, what, when, where, & why (50 min)
2:03 Writing - Valentines Zoo editing/final draft (27 min)
2:30 Centers, technology, small groups (extra time)
3:10 Clean up (13 min)\

Warm up 8 min
Packet (4 min)
Go over packet (2 min)
Fluency passage 1x (1 min)
Student reading (1 min)
Put away and get out who, what, when, where, why packets
 ELA 2/27-3/3

Reading 50 min
1. State Standard(s):
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

2. Teaching Model(s):
Lemov technique: Do it again
Kagan strategy: Background music
Glossary A-Z: Shoulder partners

3. Materials and Technology Resources:

Unit worksheet
Elmo projector
Pens/pencils
Highlighter
Glue sticks
Scissors

4. Objective(s):
SWBAT distinguish between a question and a statement.
SWBAT ask and answer who, what, where, when, why and how questions in a text.

Activating prior knowledge/Engagement: We talked about who, what, when, where, why
yesterday. Who can give me an example of who, what, when, where, or why for Beauty and the
Beast? (DOK 1)
Field answers
Why do we need to know the difference? (DOK 2)
Field answer
When I say go, which is not...now
Cut this standard and glue it on top of the paper
Cut this in half and glue it in the center (demo)
You can go when I pass out the papers
Pass out papers and ask faster cutters to cut out the questions for five
timer for 3 min and background music
Walk around to help
Good answer. Now, get out your notebooks and flip to the colored side
Go through notebook and find next blank page (from the colored side)
Okay, lets read the standard together. Be my echo...Be your echo
I can ask and answer questions to demonstrate I understand what I
read.
Nice. Now, when I write you...read
 ELA 2/27-3/3

Go through each example from the detective who, what, when,

where, why
What does the title tell me about the story?
Who or what is the text about?
What details are the most important?
When and where does the story take place?
What happens in the story?
Does the story/poem have illustrations?
If so, how do they help with understanding?
What is the lesson, message, or moral of the story?
Great job students!
lets go find who, what, when, where, why in our reading text.
Transition to reading passage: Bens Baseball Game
Be my echo...be your echo
Echo read with class
Go through each question
Who is the story mostly about?
What makes Ben feel nervous?
Why should Ben not have worried at all?
What events happen in the story?
For each one:
Field answers
When I write you...read
Write that down and play music
Next text: Down on the Farm. Be my echo...be your echo
Echo read with class
Go through each question
Who is the story mostly about?
Where does the story take place?
What did Sam want to do the most?
What events happen in the story?
For each one:
Field answers
When I write you...read
Write that down and play music
Remind me why this is important? (DOK 2)
Student responses.
Because we want to understand what we read. The point of reading is to
understand
c. Closure: Great job learning about the difference between a question and a statement. Put
your notebooks away and take out your writing about Valentines Zoo.
d. Extension: n/a

Writing - editing 35 min

 ELA 2/27-3/3

4. Materials and Technology Resources:

outlines
Rough drafts
Final draft paper
Editing checklist
Elmo projector
Pen/pencil
5. Instructional Procedures:

a. Motivation/Engagement: Who can remind me of the first step in the writing process?
(DOK 1)
b. Developmental Activities or Learning Experiences:
Here are the steps of the writing process
Have steps in the writing process cutout and adjustable on the elmo
What goes first? Brainstorming, drafting, revising, editing and publishing
Have it on the elmo
Brainstorming is coming up with ideas for your writing, drafting is starting your
writing, revising is making changes in your writing (like moving sentences around or
changing what you originally wrote), editing is correcting for grammar and spelling, and
publishing is printing it out and putting it on display
Repeat for each of the steps until theyre all correct.
If youre done with you draft, you may now edit. Since we wrote this together, we
do not need to revise.
If youre not done, finish your draft, but pay attention now so you know how to
edit
Give editing checklist
Spelling
Grammar
Punctuation
capitalization
Go over items on the checklist
Display examples of capitalization, punctuation, grammar, and
spelling
If youre not sure about spelling, you can check the spelling handbook (refer to
yellow book). If its not there, ask Ms. M or me.
Circulate to help students
c. Closure: Nice job writing today!
d. Extension: N/a
7. Assessment and Evaluation of Learning:
a. Formative: Check on their writing as I walk around.
b. Summative: Their final writing piece.
2:30 Centers, technology, small groups
3:10 Clean up 13 min
 ELA 2/27-3/3

Wednesday overviewI have seminar, so you will be teaching here

1:05 Warm up (11 min)
1:16 Reading - who, what, when, where, why (44 min)
2:00 Language - Context clues w/ fan and pick (30 min)
2:30 Centers, technology, small groups (extra time)
3:10 Clean up (13 min)

Warm up 11 min
Packet (4 min)
Go over packet (4 min)
Fluency passage 2x (2 min)
Student reading (1 min)
Put away and get out main topic packets

Reading 44 min
1. State Standard(s):
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

2. Teaching Model(s):
Lemov technique: Do it again
Kagan strategy: Background music
Glossary A-Z: Shoulder partners

3. Materials and Technology Resources:

clipboards
Unit worksheet
Elmo projector
Pens/pencils
Highlighter
Glue sticks
Scissors

4. Objective(s):

SWBAT distinguish between a question and a statement.

SWBAT ask and answer who, what, where, when, why and how questions in a text.

Activating prior knowledge/Engagement: What have we been talking about these past few days
in reading? (DOK 1)
Field answer
Good answer. Who, what, when, where, why!
 ELA 2/27-3/3

Okay, what does that have to do with the difference between a question or a
statement sentence? Someone give me an example of each.
Field answer
Transition to The Picnic
Be my echo...be your echo
Echo read with class: The Picnic
Go through each question
Who is the story about?
Where did the story take place?
What was the problem in the story?
How did the characters try to solve their problem?
For each one:
Field answers
When I write you...read
Write that down and play music
Again Be my echo...be your echo
Echo read with class: Looking at Bugs
Youll answer these questions with your shoulder partner (read to them?)
Who is the story about?
Where does the story take place?
What is Wills problem at the end of the story?
What events happen in the story?
Give students 10 min. (Timing? Let students leave their seats?)
Call students back.
Review answers.
Copy them down if you dont have something similar.
The story is about Will.
This story takes place in Wills backyard.
Will loves bugs so much he doesnt want to go to school.
Will looks at bugs.
Remind me why this is important? (DOK 2)
Student responses.
Because we want to understand what we read. The point of reading is to
understand
Now, I will read my favorite childhood book...Rainbow Fish you can read a
different book if you think it works better
And answer who, what, when, where, and why
Call students to carpet. Read
Dismiss students by table
Now, go over the Answer Questions worksheet
Who is the story about?
When does the story take place?
Where does the story take place?
What happens in the story?
Why do the events happen?
How do the events happen?
 ELA 2/27-3/3

c. Closure: Great job learning about the difference between a question and a statement. Put
your notebooks on your name tags.
d. Extension: n/a

Language 30 min
1. State Standard(s): CCSS.ELA-Literacy.L.2.4.a Use sentence-level context as a clue to the
meaning of a word or phrase.
2. Teaching Model(s):
Lemov technique: No apologies
Kagan strategy: fan and pick
Glossary A-Z: Shoulder partners

3. Materials and Technology Resources:

Root word cards

Pen/pencil

4. Objectives: SWBAT use context clues to determine the meaning of a word.

a. Motivation/Engagement: Whos ready for a fun new activity today?? (DOK 1)

b. Developmental Activities or Learning Experiences:
Kagan Expert said she would take over for fan and pick.
I will have the set of cards ready to go
c. Closure: Great job learning to use context clues today with this activity.
d. Extension: n/a
2:30 Centers, technology, small groups
3:10 Clean up 13 min

Thursday overview
1:05 Warm up (8 min)
1:13 Reading - Who, what, when, where, why (47 min)
2:00 Language - context clues - quiz, quiz, trade (30 min)
2:30 Writing (finish final draft) / Centers, technology, small groups (extra time)
3:10 Clean up (13 min)

Reading 47 min
4. Materials and Technology Resources:
Unit worksheet
Markers
Colored butcher paper
Elmo projector
Pen/pencil
 ELA 2/27-3/3

5. Instructional Procedures:

a. Motivation/Engagement: Who remembers what weve been learning about all week?
Who, what, when, where, why!
Grab your unit worksheets
Work with your shoulder partner for 10 min on Buying Bonnie and Jump Rope
Star
Grab a clipboard
Answer each who, what, when, where, why question
Call students back.
Review answers. Buying Bonnie
Copy them down if you dont have something similar.
The story is mostly about a girl choosing a pet
bunny.
This story takes place at Sarahs house, on the way
to the pet store, and the pet store.
Bonnie.
Saras mom allows her to buy a pet bunny, and they
go to the pet store to pick one out.
Review answers. Jump Rope Star
The story is mostly about Jen jumping rope.
Jens goal is to jump rope for 4 minutes.
Jen felt great.
Jen enters a jump rope contest and wins by jumping
the longest.

c. Closure: Nice job learning about who, what, when, where, why.
d. Extension: Read Enemy Pie
Call students to carpet, Read Enemy Pie
Go over the usual text features, author, illustrator
In your table group
Trace your hand with a marker on the butcher paper and write who,
what, when, where, why on each finger like so
Model
Once you are done, make sure you write in your answer about the
book we just read.
Who was Enemy Pie mostly about?
What happened?
When did it happen?
Why did it happen?
How did it end?
Language 30 min
1. State Standard(s): CCSS.ELA-Literacy.L.2.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.
 ELA 2/27-3/3

2. Teaching Model(s):

Lemov technique: No apologies

Kagan strategy: quiz, quiz, trade
Glossary A-Z: Shoulder partners

3. Materials and Technology Resources:

Quiz, quiz, trade context clues slips

4. Objectives: SWBAT use context clues to determine the meaning of a word.

a. Motivation/Engagement: Does anyone remember context clues from yesterday, when we
play fan and pick? (DOK 1)
b. Developmental Activities or Learning Experiences:
Today, were going to play quiz, quiz, trade
Instructions are:
Everyone is going to get a slip with a question like the ones
yesterday
Im going to give you 3 seconds to hand up, stand up, pair up
Ther shorter student will quiz the taller student
Help them answer or say good job! if they get it
right
The taller student will quiz the shorter student
Help them answer or good job!
The shorter student will go first, the taller one will go second
You must pick a new friend each time
Ready, set, go!
Repeat for 10 times
Kagan Expert will be here. I will check in with her on this
procedure/time
c. Closure: Great job with context clues today.
d. Extension: n/a
2:40 Centers, technology, small groups
3:10 Clean up 13 min

Friday overview
1:05 Reading - Who, what, when, where, why (15 min review)
Assessment (20 min) until they're done
1:40 Language - context clues (20 min review )
Assessment (10 min) until they're done
2:10 Finish final drafts for slowpokes / Centers, technology, small groups (extra
time)
3:10 Clean up (13 min)

Reading 50 min
 ELA 2/27-3/3

1. State Standard(s):
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

2. Teaching Model(s):
Lemov technique: Do it again
Kagan strategy: Background music
Glossary A-Z: Shoulder partners

3. Materials and Technology Resources:

Unit worksheet
Elmo projector
Pens/pencils
Highlighter
Glue sticks
Scissors

4. Objective(s):
SWBAT distinguish between a question and a statement.
SWBAT ask and answer who, what, where, when, why and how questions in a text.

Activating prior knowledge/Engagement: We talked about who, what, when, where, why
yesterday. Who can give me an example of who, what, when, where, or why for Zootopia?
(DOK 1)
Lets review and find who, what, when, where, why in our reading text.
Transition to reading passage: In the Computer Lab
Be my echo...be your echo
Echo read with class
Go through each question
Who is the story mostly about?
When does the class have computer time?
How does Time feel about the extra hour of time?
What events happen in the story?
For each one:
Field answers
When I write you...read
Write that down and play music
Next text: The Big Test. Be my echo...be your echo
Echo read with class
Go through each question
Who is the story mostly about?
Where does the story take place?
What makes Beth worry?
What events happen in the story?
 ELA 2/27-3/3

For each one:

Field answers
When I write you...read
Write that down and play music
Remind me why this is important? (DOK 2)
Student responses.
Because we want to understand what we read. The point of reading is to
understand
c. Closure: Now were going actually take a test on who, what, when, where, why. Dont
worry. Youve learned about this all week.
Pass out assessment
Give them 20 min
monitor
Language 30 min
1. State Standard(s): CCSS.ELA-Literacy.L.2.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.

2. Teaching Model(s):

Lemov technique: No apologies

Kagan strategy: quiz, quiz, trade
Glossary A-Z: Shoulder partners

3. Materials and Technology Resources:

Quiz, quiz, trade context clues slips

4. Objectives: SWBAT use context clues to determine the meaning of a word.

a. Motivation/Engagement: Someone tell me about context clues and why we care? (DOK 1)
b. Developmental Activities or Learning Experiences:
Today, were going to play a context clues review game
Instructions are:
Remember root word Jeopardy? Its the same
Each table will be a group
This time I will call on who comes up to answer
Each question is worth a certain amount of points
Everyone in the table must know the right answer (10 seconds to
discuss)
Let the games begin...
Context clues Jeopardy
c. Closure: Great job. Now, were going to take an assessment on context clues. You can do it!
Pass out assessment
Read each question
Give them 2 minutes on each question
 ELA 2/27-3/3

d. Extension: n/a
2:10 Centers, technology, small groups
3:10 Clean up 13 min

6. Accommodations: Students who have poor eyesight or hearing may be seated towards the
front of the room.
Modifications: Students who have ADHD or autism will benefit from getting a copy of the
lesson plan beforehand. Students who have trouble paying attention may be seated closer to the
teacher. Students who have behavior issues can be put on a behavior reward system, wherein
they get prizes for sitting still or achieving the desired behavior. Students who interrupt can
develop a hand signal with the teacher.