Bria Burnette

Monday, August 31, 2015

I.
Lesson Foundation
Lesson Title: Week Three-Day One
Unit Title: Pets Are Our Friend
Day within Unit: 1

Time Allotted: 60-90 minutes

Grade Level: 2nd Grade
Subject Area: Reading/ ELA

Standard(s):
SL.2.3.: Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or issue.
L.2.2d: Generalize learned spelling patterns when writing words.
W.2.3: Write narratives in which they recount a well-elaborated event or short sequence
of events, include details to describe actions, thoughts, and feelings...
Essential Question: How can a pet be an important friend?
Instructional Objective(s):
The students will ask and answer questions to understand what is happening with 80%
accuracy during interactive read alouds and shared reads.
The students will spell 11 out of 15 words with two letter blends with 100% accuracy.
The students will use brainstorming strategies to associate at least 4 effective words with
their writing topic.
Formative Assessment: The teacher will use questioning, scaffolded prompts, thumbs up/down,
and observations to assess their grasp of the skills and content being covered. Also, the teacher
will use a journal entry to get pretest data for the Writing: Word Choice Unit.
Summative Assessment: Students will complete a weekly test on Thursday to summatively
assess the skills and content from the week. The teacher will use students final drafts from the
writing workshop to assess their growth on the word choice skill.
II.

Lesson Body
Morning Journal: Work samples from the following journal prompt will serve as the pretest data
for the Writing: Word Choice unit.: Write a letter to a friend about your favorite pet.
Introduction: Build background- The teacher will ask the essential question, How can a pet be
an important friend? Ask students, What kind of pet would you like to have? Could you have a
friendship with your pet?Allow them to turn and talk, and then share their contributions.
Teaching Procedures:
Description of Method(s) Used to Present Subject Matter:
The teacher will introduce the following skills and strategies during whole group
instruction: oral vocabulary; asking and answering questions; identifying character, setting, and
events; retelling; using illustrations; phoneme categorization; two-letter blends; closed syllables;
words in context; and context clues.
The students will practice these skills and strategies in guided practice during the whole
group instruction. They will also apply their learning by completing independent work stations,
independent practice handouts, and turn and talk work..
The teacher will conduct a writing workshop to work on the following writing and
mechanics skills: reviewing types of sentences; prewriting, drafts, revise, share and reflect; word
choice; subjects; letter punctuation; capitalization.

Guided Practice (GP)

Independent Practice (IP):
Oral Language:
GP:Use the Define, Example, Ask routine to introduce the following words: apologized, gazed,
partner, rummaged, and scent.
IP: Students will be prompted to practice using these words as they discuss how pets can be
important friends to us.
Interactive Read Aloud:
GP: Read My Partner and Friend aloud to students. Using think alouds, model how to ask and
answer questions to help them better understand what is happening. Also, model how to retell
important key details and events in order.
IP: Ask students to discuss the questions they asked themselves and how they found their
answers. Ask students to retell the events in order.
Phonological Awareness: Phoneme Categorization
GP:.Review short vowel medial sounds. Model how to identify the medial sound /a/ in the
following words: last, staff, top. Ask students to identify the words with the /a/ in the middle in
the following sets of words: pan, bat, top; lap, tan sip. Students will give a thumbs up when they
hear /a/ and a thumbs down when they dont/
IP: Students will practice independently with the following sets of words: bus, hot, run; hop, get,
ten; tip, tack, fit; pat, hen, red; sit, cup, him; top, fox, bit. Students must justify which word does
not belong and why.
Phonics: Two-Letter Blends
GP: Introduce consonant blends in the following words: clip, spin, slip, clock, stick, drop, best,
skin, sped, slop, grab, spot, stop, plan, belt. Ask students to practice the following blends with
you: /gr/,/kr/, /kl/, /pl/, /lt/, /sp/, /st/, /tr/, and /tw/.
IP: Display the Day 1 Phonics Practice and ask students to blend each word. prompt students to
read the connected text, sounding out the decodable words.
Spelling:
GP: Say the spelling word. Ask students to repeat the word and lesson to the two-letter blends.
IP: Students will write each word on a white board, and the teacher will observe students
spelling.
High-Frequency Words:
GP: Use the Read, Spell, Write routine to teach the following words: boy, by, girl. he. here. she.
small. want, where, what.
IP: Ask students to use each in a sentence.
Words in Context:
GP: Use the Define, Example, Ask routine to teach the following words in context: different,
friendship, glance, proper, relationship, stares, and trade.
IP: The students will create a foldable in which the may choose their own method to define the
words: definition, use it in a sentence, illustrate it.
Shared Read:
GP: Read aloud Finding Cal. Model how to cite evidence to answer questions, how to identify
how pets can be our friends, and how to summarize.

IP: Ask students to cite evidence to answer questions, identify how pets can be our friends,
summarize a paragraph.
Writing Workshop:
Writing Traits: Word Choice
GP: Review types of sentences by reading aloud an example of each and having students identify
it. Discuss word choice with the Expert Model and the Student Model. Help students listen and
identify the precise words in the models. Discuss why those words are more effective than other
words. Model how to brainstorm about a pet.
IP: Ask students to provide an example of each type of sentence. Students will use a concept web
to do prewriting for their writing. Students will put the pet the plan to write about in the center
and then use words that describe that pet in the outer circles.
Grammar:
GP: Review punctuation in a friendly letter. Explain that every sentence must have a subject that
typically comes at the beginning of the sentence. Model identifying the subject: Kara is tall. The
dog is furry. Work with students to identify subjects in the following sentences: The shelter has
many animals. The dogs are my favorite animals.
IP: Ask students to turn to a partner, come up with a sentence, and identify the subject.
Closure: Review the essential question with students and ask them to respond using new
vocabulary terms. Students will apply the skills and strategies they learned in literacy centers.
These activities are depicted in detail on Day 5s lesson plan.
III.

Lesson Essentials
Differentiated Learning Activities:
Students that may have trouble choosing effective and descriptive words to describe the pet of
their choice may require scaffolded modeling or one-on-one assistance with brainstorming.
Self- Students are given opportunities to work independently with the spelling practice, and
brainstorming for their writing drafts.
People- Students are given opportunities to work in pairs or in groups during shared discussion
about pets as friends,
Body- Kinesthetic learners may benefit from the write in the air portion of the high-frequency
words minilesson.
Word- Linguistic learners may choose to describe their understand of words in context by stating
the definition or using the word in a sentence.
Visual- Visual learners may choose to illustrate the words in context on their foldable.
Instructional Resources, Materials, and Technology:
Technology: SMART Board, Wonders Interactive Curriculum
Materials: individual whiteboards, Expo markers, blends anchor chart, concept web handouts,
pencils, notebook paper, pencils