Learning Activity Plan for PreK-Grade 2

Name of Lesson Gabriel Ricard’s “The Name Jar” by Yangsook Choi- 2nd Grade ELA Lesson Plan
Content What concepts or developmental skills will this lesson address?
area(s)/developmental Approaches to learning- Students will work within groups
domain(s) addressed
Social Emotional- Students will work with their classmates and follow class rules

Physical development- Students will use their fine motor skills during the art activity

Language development- Students will expand their vocabulary

Cognitive development- Students will learn how to empathize with others

Brief description of the lesson Students will participate in a read along. After discussing what empathy is, students will
complete a story retelling rope.
This lesson is: * A new concept/activity

Why is there a need for this lesson?

Rationale To support students and their thinking skills, inquiry and build empathy and understanding of
different cultures.
Keep in mind appropriate length of an activity for preschool-aged children is 20 mins at
most, no more than 45 mins for children K-2 grade)
45 minutes total
2 minutes- Introducing the story, asking students if they know what empathy is.
3 minutes- discussing what empathy is for those who do not know
Timeframe
15-20 minutes- read loud, stopping to answer questions
8-10 minutes- discussing setting, characters, conflicts, events, and the solution
8-10 minutes- create the storytelling rope
2-5 minutes- students showcasing

Objective(s) of the activity What will children know, or demonstrate as a result of this learning experience?
 Learning Activity Plan for PreK-Grade 2

Students will be able to retell and identify a story by describing the characters, setting, conflicts
and solutions in the story.
Connections to standards Which NYS Early Learning, or Common Core Standards are addressed? Are there other
standards used?

2.AL.3.A- Uses standardized tools and specialized materials and ideas in innovative ways to
explore and express
ideas, characters, and objects
2.PDH.1.A- Demonstrates mature (fluid) patterns of locomotor, non-locomotor, and
manipulative skills
2.SEL.4.A- Recognizes that others may experience situations differently from oneself
2.ELAL.5.- In literary texts, describes how characters respond to major events and challenges; in
informational texts, describes the connections between ideas, concepts, or a series of events
2.SOC.3.A- Examines the ethnic and/or cultural groups represented in their classrooms

Language Objectives What language/vocabulary, communication, or literacy skill(s) do I want my students to

develop in this lesson? For edTPA consider this: Which academic language demands am I
targeting? Choose one, including language functions, vocabulary, syntax, or discourse that
is central to this learning segment. How is this activity using the specific language demand?

Students will learn/revisit vocabulary words used when describing the conditions outside.
-Setting
-Characters
-Conflict
-Problem
-Beginning
-Middle
-End
-Solution
 Learning Activity Plan for PreK-Grade 2

Resources/materials needed: -The Name Jar by Yansook Choi

(Include any worksheets or
sources of evidence for
children’s learning you will use
during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
-Sheets of elements
-Thin colored rope
-Hole puncher
-Scissors
-Worksheet provided
https://youtu.be/WM_TMAJX7ik
Anticipatory Set (Connection/Motivation)What will you do to get children’s attention, or
to introduce children to this learning activity? Describe the process in getting them
interested and engaged.
Ask students if they know what empathy is, and if so give an example. If student’s are unclear of
what empathy is, we will introduce it and give a brief intro of the story.
Instruction/Mini Lesson(Outline the procedures or sequence activities that will make up
this learning experience; for instance, you might follow a routine wherein you model (I try);
and ask for active involvement (we try) during a whole group session.
Teacher read aloud, stopping to ask and answer questions if students have.
Independent Practice(small group activity, working with partners, or independently)
As a class, share what we believe the elements of the storytelling rope are. Students will then
create the story telling rope and write the elements of each on their worksheet.
Closure (sharing/reflection, next steps)
Students will share their storytelling rope and discuss an element of the story.

Method of assessing children’s Pre-assessment Assessment of Student Assessment of Children’s

understanding of
lesson/activity/objective(s)
(Be sure to include any tools,
rubrics/checklists and/or
worksheets you will use for
Outline the steps you will
take to evaluate student’s
prior knowledge.
Students will be asked if they
Learning
Outline the steps you will take
to evaluate students’ learning.
What evidence will I have to
assess whether students have
Language Learning
Outline the steps you will
take to evaluate students’
language learning. What
evidence will I have to
 Learning Activity Plan for PreK-Grade 2

assessment(s) know the word empathy successfully achieved the assess whether students
means and if they can describe content objectives? have successfully
it. achieved the content
Students will be asked to share objectives?
the storytelling elements of the Ask students to either
story. define the elements of
storytelling or what
empathy is or give an
example.
Plans for differentiated Supporting children with Supporting English Language Learners
instruction/instructional identified delays or What modifications should I make to the activity to ensure
modifications disabilities all students are included and engaged in all steps required
What considerations should to meet the lesson’s objectives?
Storytelling elements will be I keep in mind regarding Teacher will provide translations and images for all weather
provided in Spanish, or other cultural relevance, age types. Instructions will be repeated several times.
languages if needed. Students appropriateness, and ability
may complete the storytelling levels for all learners? Supporting gifted students
elements with picture drawings Teacher will provide visual Gifted students may write about a time that they were
if they are unable to complete prompts, as well as different empathetic.
the writing assignment or the materials for those who are What modifications should I make to the activity to ensure
rope. uncomfortable with all students are included and engaged that may reach
beyond the lessons' objective?
Follow up/Extension activities How can I provide an opportunity to remediate, reinforce, or expand on students’ learning
today in class?
Families will be asked to discuss how they are empathetic to others in their daily lives.
Any additional information
that would be helpful for the
observer to know

Observer feedback on the lesson plan, including commendations and recommendations for improving aspects of the
 Learning Activity Plan for PreK-Grade 2

learning activity