Culturally & Linguistically Responsive Read Aloud

Childhood Lesson Plan

Administrative Details

Title of Lesson: Abdul’s Story and Writing Activity

Candidate: Nathaniel Bloom Date of Lesson: 19 April 2024

Host Teacher: Joanne Welch Approx. Length (min): 45 minutes

Grade level/Age: 2nd grade Anticipated # of Children: 26

FOUNDATIONAL ELEMENTS OF LESSON

Standard(s) Learning Target(s) Assessment of Learning Target

ELA - 2W3:Write narratives which Students will brainstorm as a group Students will write a personal
recount real or imagined and write a personal narrative. narrative. They will draw a
experiences or a short sequence of corresponding image.
events, including details to describe
actions, thoughts, and feelings; use
temporal words to signal event
order, and provide a sense of
closure.

Social Justice - Diversity 9:
Students will respond to diversity
by building empathy, respect,
understanding and connection
Students will connect the story to
their own lived experiences. They
will demonstrate respect and
empathy through their dialog with
peers.
Students will answer guided
questions during and after reading,
these will be documented.

CONCEPT PLANNING/SCAFFOLDING

Description of the Lesson Content/Concepts

● This lesson is based around the book Abdul’s Story by Jamilah Thompkins-Bigelow. I will lead the class
in a discussion aiming to have the students to empathize and reflect on the story while being able to see
themselves in the characters. Students should be able to compare their lived experiences with the main
character. This lesson will help students reflect on a time where they have been in a similar situation and
hopefully inspire the students to keep trying as they are able to do anything they set their minds to.

Background Knowledge Required

● Understanding of classroom rules and expectations

● Listening skills to sit quietly for the read aloud and corresponding assignment
● Writing skills to complete the corresponding assignment
● Speaking skills to participate in class discussion

Lesson Rationale (Why, where, and how does this CLR lesson fit into the curriculum?)

● The Syracuse City School District and Webster Elementary School are quite diverse and multicultural.
 The families and students enrolled are from places around the world and many are learning English as an
additional language. This lesson will allow the students to see that others face challenges similar to theirs
and are able to overcome them by persevering and asking for assistance. Students should be able to
connect to the story and will be expected to reflect on their personal experiences at a second grade level.

Targeted Vocabulary Words & Student Definitions

1. Clacking: A loud noise that is made when things hit together
2. Author: A person who writes a book or story
3. Wondrous: Something that is special or amazing

Teacher Materials/Resources Student Materials/Resources

● Book - Abdul’s Story by Jamilah ● Writing utensil and eraser

Thompkins-Bigelow ● Crayons
● Anker chart and a marker ● 1 page lined writing paper with a picture box
● 27 copies of lined writing paper with a ● 1 blank page of printer paper
picture box
● 26 pages of blank printer paper
● Document camera

LEARNING ACTIVITIES

Introduction/Openi Before reading:

ng /Anticipatory Invite the students to come sit on the main carpet in the classroom to read Abdul’s Story as a
Set class. Beginning the lesson by asking the students to remind me of the parts of the book:
How are you ● “Today we are going to be reading Abdul’s Story by author Jamilah Thompkins-Bigelow
hooking students
and illustrated by Tiffany Rose. Would someone be able to remind me what authors and
into the
illustrators do?”
lesson?
● Followed this up by asking “Can someone remind me what we call this part of the
book?” (One at a time point to front cover, back cover, title page, and spine)
Before reading ask:
● “Has anyone read this book before?”
○ Practice wait-time for their answers.
● “Using the pictures on the front and back covers can anyone make a prediction about
what this book is going to be about? If you have a prediction please raise your hand
quietly.”
○ Call on a student or two
● “Great guesses! Let's see if your predictions are correct! Pay close attention as we read!”
○ Begin reading
During the story:
● On page 6, I will stop and ask:
○ “Using your face can you show me how Abdul might be feeling as he tries to
write?”
● On page 14, I will stop and ask:
○ “Give me a thumbs up if you have ever felt like Abdul does on this page.”
● On page 18, I will stop and ask:
○ “Oh no! Why do you think that Abdul just broke his pencil?”
● On page 24, I will stop and ask:
 ○ “Turn to your neighbor and share if you think if Mr. Muhammad is talking about
Abdul’s story”
After Reading:
● Ask the students:
○ “Do you think that Abdul is feeling the same way at the end of the book as he
was in the beginning? How do you know that? Please raise your hand and don’t
forget to use supporting evidence”
○ “Think to yourself: Have you ever faced a challenge like Abdul did in the
story?”
■ Wait a moment and follow up with “Would anyone like to share?”

Body - Learning ● Students will now be instructed to head back to their seats and clear their desks of
Segment, everything except for a pencil.
Activities, ● I will have an anchor chart up at the front of the room and will open book up to to page
Timeline 26 with the illustration of Abdul drawn as a superhero under the document camera:
What will you
○ Once the class is quiet, explain: “We will be writing a short story about a time
say? What will
you felt like a superhero, just like Abdul did at the end of the story (point to the
you do?
What will your picture on the board)!”
students do? This is ○ “Take a minute and discuss with your table group about a time when you felt like
the place to write a superhero?” Teacher shares: “A time when I felt like a superhero is when I
out all that will helped a friend!”
happen during your ■ While the students are discussing, write on the anker chart
lesson. - Helped a friend
● Ask the class: “Would anyone like to share?”
○ Record their answers on the anker chart
○ Examples include: a time they helped a friend, learned something new, baked
cookies, learned how to tie their shoes, finished their homework, etc.
● Once their answers are recorded on the board, I will model the writing activity under the
document camera by writing on the paper you will hand to them:
○ “A time I felt like a superhero was when I helped a friend. I made my friend
laugh when they felt sad. This made me feel like a superhero!”
○ Make sure to point out how our writing will include a topic sentence, supporting
details, and a concluding sentence… Remind the students throughout to use their
“5 finger writing” skills
○ This can be left on the board as a reference throughout the activity
● Now I will hand out a blank sheet of paper in addition to the copies of lined writing
paper with a picture box, reminding students to write their name and the date at the top
of the page.
● Instruct the students to use the blank sheet to brainstorm and write their finished
sentences on the lined paper like Abdul did in the story and allow them to begin the
activity.
● I will walk around to facilitate the activity as students begin to work on their narrative
story and assist with questions when needed.
● Once the students have completed a minimum of three sentences including at least a
topic sentence, supporting sentence, and concluding sentence the students will be
instructed to draw a picture in the box at the top with the crayons in their desk.
● When all of the students have been given enough time to complete the activity they will
 be encouraged to turn the assignment to the blue bin in the front of the classroom.

Conclusion ● I will conclude this lesson by sharing two of the students' narrative stories with the class,
How are you just like Mr. Mohammad did in the story and compliment things that they included and
bringing closure remembered to do well.
to/wrapping up the
lesson?

Planned Supports for Emergent Bilingual Students

● Modeling will be used to demonstrate sentence structure and organization
● Students will be able to confide in their peers for guidance and support throughout the activity
● Students will be given feedback during the activity allowing for revision before turning in their work
● Visual aids such as pictures and illustrations throughout the book will be used to deepen understanding

Accommodations
● Students with attention difficulties
○ There will be frequent check-ins with each student throughout the lesson to maintain focus. I will use
wait-time and cold call on students to maintain engagement. Students will be allowed to take breaks if and
when needed. There will be time for collaboration with peers to share ideas, brainstorm, and learn
cooperatively.
● Students with writing difficulties
○ Will be encouraged to use the scrap drafting paper. They will be given the time they need to complete the
assignment to the best of their ability. I will be walking around the classroom and available if these
students need help as well as checking in periodically to see how each of them are doing. The model will
also be an asset to these students.
● Students with behavioral difficulties
○ Breaks will be provided if students feel as though they need a break or to stretch their legs. Students will
be encouraged to sit on the carpet with the other students but not mandated to, hopefully this choice will
help the students' engagement. The vast participation opportunities and positive reinforcement that this
lesson provides will also keep these students on track throughout.

FINAL NOTES

Next Steps
● Continue to improve students writing skills and their abilities to connect what they read to their lived experiences

References/Resources Used
- Abdul’s Story by Jamilah Thompkins-Bigelow
- Lined writing paper with art box