Education 440 Lesson Planning Document

Name: Madison Sullivan

Date: November 22, 2020
Grade(s): 2

1.1. Common Core Standard(s) Addressed

 CCSS.ELA-Literacy.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral.
 CCSS.ELA-Literacy.RL.2.5
Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
 CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

1.2. WIDA Standard(s) Addressed:

 Standard 2 – Language of Language Arts
English language learners communicate information, ideas and concepts necessary for
academic success in the content area of language arts.

 Standard 1 – Social and Instructional Language

English language learners communicate for social and instructional purposes within the
school setting.

2.1 Learning Target(s)/Objective(s):

 Students will be able to identify the main topic of a longer text as well as the focus
of specific paragraphs.
 Students will be able to know and use text features to locate key facts or
information in a text.
 Students will be able to explain how specific images contribute to and clarify a text.

3.1 Assessments:
 Activity/Task I get it I kind of get it I don’t get it
1. Student is 1. Student 1. Student is not
1. Oral actively responds to actively
Discussion participating formative participating
2. Graphic in class checks for during
organizer discussion understanding class/not
about text (thumbs showing an
features, main up/down) understandin
idea of text, during our g of text
and about class features and
what was discussion main idea.
read aloud to about main 2. Student lacks
them. idea and text an
2. Student features but understandin
completes does not g of the text
graphic respond orally that was read
organizer in a to and/or does
way that demonstrate a not complete
demonstrates deeper graphic
understandin understanding organizer.
g of the text in .
full and
complete 2. Student pulls
sentences. some key ideas
from the text
to add to their
graphic
organizer but
does not pull
out all details
completely.

4.1 Justification
I displayed pictures for all students to see while the story is being read to them and
provided my level 1 ELL student with pictures on his graphic organizer to help guide him
through the reading and make connections to the words in the graphic organizer. Research
has shown that using pictures with not only ELL students, but all students, is an effective
way for students to learn to develop vocabulary, read, and connect pictures to text
(Ferlazzo, 2012).

Ferlazzo, L. (2012, October 04). Using Photos With English-Language Learners. Retrieved
November 23, 2020, from https://www.edutopia.org/blog/ell-engagment-using-photos

I chose to use a graphic organizer because I think it helps students organize their thoughts
and piece everything together. It will help them make connections of what is read to
them/what they are reading. They are also very beneficial to use when working with
ELL students. According to Terri Sigueza (2005), the visual illustration of the graphic
organizers helps the students see the connections between the ideas in the graphic
organizer to deepen their understanding and conceptualize the full meaning of the
material

Sigueza, T. (2020, March 04). Using Graphic Organizers with ELLs. Retrieved November
23, 2020, from https://www.colorincolorado.org/article/using-graphic-organizers-ells

5.1 Connecting to students’ lives and prior learning

In our society today, everyone is in constant communication with one another through
technology: cell phones, texting, calling, e-mail, and social media. Children today are
growing up with technology all around them and have likely been exposed to it at a young
age. This lesson is about connecting with friends all around the world and how to do it
safely. It is showing them something that they are probably already very familiar with but
explaining how it is actually done.

6. Activities/Tasks:
 Be active listeners while the story is read orally to all students
 Look at the main idea of the text and the text features/key details that help us define
what the main idea is
 Participate and be engaged with peers and class discussions
 Complete graphic organizer

6.1 Introduction/Activating/Launch Strategies:

Introduce story that we will be beginning this week – Friends Around the World.
“We are going to read this book to learn how to identify the main topic of a text.”
This text is an informational text – readers understand that informational texts have main
topics that are supported by key details.
6.2 Teaching Approaches:

Let’s look at some of the special text features on pages 4 and 5. I see a map of the world.
The map helps me understand where Isabel’s e-pals live. I also see boxes with information
about Isabel’s e-pals. Each box tells an e-pal’s name, age, the country and community or
place where he or she lives, and what kind of community or place it is.

Introduce the book Friends Around the World again. Explain that this book is different
from Trouble at the Sandbox because it gives information about a topic. Share the following
essential questions with students and tell them that they should think about the questions
as the class reads, talks, and writes about the texts in this module: how do readers
determine a text’s main topic? How do writers introduce and develop a topic in informative
writing? Tell students: In this lesson we are going to learn how readers can identify the
main topic of a text.
Introduce vocabulary – exchange pg.4, facts pg. 4, country pg. 4, and subway pg. 6.

Tell students we are going to be reading pg. 4-7 today. Tell students they should be
listening for an understanding of what the text is mainly about. After reading, have
students think about who is Isabel, and what does she share in these pages? (Isabel is a
student in Miss Thomson’s class, and she shares information about her e-pals and about
where she lives and what her life there is like).

Close read: “I’ll reread page 4 to see if I can tell what the main idea is on this page. The
text says that Miss Thomson’s class is going to exchange messages and pictures with e-pals
from around the World. When I think back to the title of this book, Friends Around the
World, I think that communicating with e-pals might be one of the book’s main ideas. Then
I read the text box with information about Isabel. I can see that Isabel is the one speaking
the words on the page. How do I know? In the text box on pg. 4, under Isabel’s name, the
text says that’s me! What is Isabel doing? She is writing to other children around the world
and sharing information about her e-pals. Show me the details in the text that say so”

Let’s talk about text features. Tell students that special text features can provide important
facts about the main idea and additional information in a text.
What is the purpose of the text boxes on pages 4 and 5? They give information about
Isabel’s e-pals
What is the text on page 6? It is a letter that Isabel write to her e-pals
Have children cite evidence by reading aloud details in the text that show this.

During close reading, define the following words for students involving known concepts
that can be stumbling blocks to comprehending the text:
 E-pals
o Tell students that a pen pal is a friend made and kept through writing letters.
Many people use computers to write and send letters. The E in e-pal stands
for “electronic.” An e-pal is a friend made and kept through communicating
by computer or another electronic device.
 Australia
o Tell students that Australia is a very large island bordered by the Indian
Ocean and the Pacific Ocean south of Asia. Australia is both a continent and
a nation.
 Vietnam
o Tell students that Vietnam is a country in Asia.

Formatively check for understanding using thumbs up/down strategies.

Allow students to share if they have an answer or something to add to our class discussion
to further check for understanding. Try to encourage different students to share out or
participate to check for each understanding and comprehension.
Introduce activity to students for filling a graphic organizer with the main topic being “All
About Isabel.” Remind students to pull key details from the text that tell us about Isabel
and what she had shared about herself based on what we read today.

6.3 Summarizing Strategies (Closure):

Review what we read today in our new story (informational text) and what the main topic
is. How did we use text features to figure this out? Preview what we will do tomorrow –
continue looking at text features and continue reading the story.

7. Differentiation for ELLs

Joe – for Joe’s graphic organizer, provide him with a picture for each answer and a choice
between three words (he will circle the word that matches each picture). Since Joe is still a
Level 1 for each domain, this will help him make connections from his first language
(Spanish) to English by seeing pictures and connecting the English word to the Spanish
word. I will also support Joe by reading the questions and answers to him and helping him
connect the correct word to the picture.
Example:

Cindy – for Cindy’s graphic organizer she will have choices to finish filling in the facts
about Isabel. Since she is still a Level 1 for speaking and listening, when the story was being
orally read she might not have fully comprehended what was read. Since she is a stronger
reader than listener, she will be able to read the choices on the graphic organizer and try to
make the connections to Isabel that way.
Example:
Frank – Since Frank is a level three for reading and writing, I provided him with an
answer that was partially started that he has to finish filling in. This will help him further
develop his reading and writing skills. I also provided him with some of the graphic
organizer already filled in since he is still a level 2 for speaking and listening. As the story
was being read orally, he may not have understood everything that was read for him so this
will help break down the key details from the text.
Example:
7.1 Process
While I am reading orally to students, the pages will be displayed for the entire class on the
Smartboard to read along with me. This will provide both a visual and oral way for
students to follow along and comprehend the story. There will also be pictures provided for
students on the pages to help make connections to what is being read to them to what they
are seeing on screen. I will be sure to read slowly and enunciate proper letter sounds for
students to accurately hear what is being read to them.

7.2 Product
I differentiated the graphic organizer for necessary students so that they are still
challenged while still being able to be successful. For students who finish early, I will
provide paper for them and have them write/draw what they might say back to Isabel if
they received her message. This will help me further understand if students comprehended
what was read to them and if they are able to relate things back to the graphic organizer
they filled in.

8.1 Additional comments, resources or materials (if applicable)

Graphic organizer students will be completing: