Direct Instruction Lesson Plan Design and Rubric

Alyssa Fisk
Families Today
and Long Ago
2nd grade
Alyssa Fisk
EDU 512
Dr. Rachel Timmons
California Baptist University
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Table of Contents
Objectives and Standards…………………………………………………………………………3
Introduction………………………………………………………………………………………….5
Student List………………………………………………………………………………………….6
Vocabulary…………………………………………………………………………………………. 7
Literature…………………………………………………………………………………………… 8
Poetry………………………………………………………………………………………………..9
Direct Instruction Lesson Plan……………………………………………………………………11
Concept Attainment Lesson Plan...………………………………………………………………23
Generalization Lesson Plan………………………………………………………………………33
Inquiry Lesson Plan………………………………………………………………………………..42
Vocabulary Lesson Plan………………………………………………………………………….49
Listening/Talk Lesson Plan……………………………………………………………………….57
Writing Lesson Plan……………………………………………………………………………….64
Unit Reflective Commentary…………………………………………………………………….. 70
Objectives and Standards

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Direct Instruction Lesson

Objective: After the lesson on the facts of diverse families, students in grade 2 will identify, list, and summarize
information on the topic of family history by writing 10 facts both orally and in writing with accuracy.
Concept Attainment Lesson

Objective: After the lesson on the concept of ancestry, students in grade 2 will be able to state both orally and in writing
the correct definition of ancestor.
Generalization Lesson
 Objective: After the lesson on using data to support generalizations, students in grade 2 will
apply this knowledge and develop generalizations concerning the topic of families today and in
the past with accuracy.
Inquiry Lesson
 Objective: After the mini lesson on diverse family cultures, students in grade 2 will be able to present information about a diverse
culture in informational text and orally.
 ELA (Academic) Language Objective: After the mini lesson on Diverse Families Around the World students in grade
2 will be able to define and correctly engage the vocabulary in writing with 90% accuracy.
 ELD (Academic) Language Objective: Students in grade 2 will listen actively to spoken English within an academic
context. Students will present an informational text, which utilizes the lesson vocabulary and writing.
Vocabulary Lesson
 Objective: Students in grade 2 will acquire and use grade appropriate general academic and domain specific words and phrases.
Students will write about families correctly using the domain-specific vocabulary content.
 ELD Language Objective: Students in grade 2 will listen actively to spoken English within an academic context. Students
will present an informational text, which utilizes the lesson vocabulary and writing.
 ELD Content Objective: Students in grade 2 will acquire and use grade appropriate general academic and domain specific
words and phrases. Students will write about families correctly using the domain-specific vocabulary content.
Listening/Talking Lesson
 Objective: Students in grade 2 will discuss and write about the family studied throughout the text using domain-specific vocabulary
content and compare and contrast families from previous studies.
 ELD Language Objective: After the mini lesson on Families Today and in the Past, students in grade 2 will be able to
compare and contrast families, which occur in My Family Is Forever and those from their research/textbook, students will discuss and
write a reflection paragraph.
 ELD Content Objective:
Writing Lesson
 Objective: Students in grade 2 will write about their family using domain-specific vocabulary content that conveys a short narrative
book.
 ELD Language Objective: After the mini lesson on Families Today and in the Past, students in grade 2 will be able to write
their own short narrative about their family in an “All About My Family.”
 ELD Content Objective: Students in grade 2 will listen actively to spoken English within the context and produce clear and
coherent writing, which display development and organization. Students in grade 2 will use precise and domain specific vocabulary to
write about their families.
Standards
Social Studies Standard
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 2.1 Students differentiate between things that happened long ago and things that happened
yesterday.
 2.1.1 Trace the history of a family through the use of primary and secondary sources, including artifacts,
photographs, interviews, and documents.
 2.1.2 Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians.
 2.1.3 Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).
CCSS ELA Standard

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.
RL 2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or
moral.
RL 2.3 Describe how characters in a story respond to major events and challenges.
RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
RI 2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
W 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points,
and provide a concluding statement or section.
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, use temporal words to signal event order, and provide a sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and
editing.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
L 2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 2.2.d. Generalize learned spelling patterns when writing words
SL 2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
CCSS ELD Standard

Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics.
Interpretive
5. Listening actively to spoken English in a range of social and academic contexts.
Productive
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.
C.2.9. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
College and Career Readiness Anchor Standard CCSS

Production and Distribution of Writing
 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Presentation of Knowledge and Ideas
 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Introduction to Unit Page
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SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective learning
environments and develop meaningful learning experiences which have an emphasis on developing a
deep understanding of content knowledge.
Relevance:
To fulfill the requirements of EDU 512, I created a second-grade social studies unit, which
focuses on the Common Core State Standards topic of Families. In this unit, I created lessons to
explore this topic through many different approaches of instruction. These lessons include direct
instruction, concept attainment, generalization, inquiry, and several mini lesson models that cover
vocabulary, writing, handwriting, listening and talking. By creating this unit I was able to improve and
refine my lesson planning abilities. All of the lessons provided throughout this unit apply to the
Common Core State Standards (CCSS) and are differentiated to meet the needs of English Learners,
Struggling Students, and GATE Students.
Link to Theory:
The lessons in this unit connect best with three major learning theories: behavioral theory,
information processing theory, and constructivist theory. Each theory involves their own sets of
strategies to appropriately teach an effective lesson. Each lesson and strategy connect the Common
Core State Standards to the students’ learning.
Professional Development:
This unit of incorporating social studies and language arts has been a tremendous step
forward in my abilities of teaching. By completing this unit, I have become equipped and prepared to
create effective lesson that are directly linked to the Common Core State Standards and objectives. I
will be able to carry on what I have learned in this unit process into my student teaching and teaching
career. Overall, creating this unit has successfully expanded my knowledge and ability to further my
education process of teaching.
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Student List with Three Focus Students

Use the chart below to describe the class you are observing. Submit this chart with each
Lesson Plan.
General Student List with Three Focus Students
Gender General SES General Ethnic Describe

Level Academic Level Population Student Needs
14 Boys Information not 2 GATE 10 Hispanic (No special needs)

available 4 low academics 1 African American 4 EL
8 average 1 Caucasian 3 SST
1 high academics 1 Filipino
10 Girls Information not 4 GATE 7 Hispanic Average Students

available 5 low academics 2 Caucasian (No special needs)
2 average 2 African American 3 SST
4 high academics
EL Focus Student Information not On level Hispanic Student
available understands verbal
instruction. Speaks
English well. The
student has a hard
time reading and
writing English.
SST Focus Information not Below level Hispanic Student struggles to
Student available complete
assignments.
Cannot read at
grade level.
Comprehension
very low.
Advanced learner Information not GATE Filipino Student picks up on
Focus Student available new ideas very
quickly, likes to help
others, excels in
every subject.
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Vocabulary Page
Lesson 1: Direct Instruction
 Family- a group consisting of parents and children living together in a household.
 Ancestor- a person, typically one or more remote than a grandparent, from whom one is descended.
 Culture- the way of life, attitudes, arts, and behaviors of a particular nation, people, or social group.
 Diversity- a range of different things.
 Heritage- valued objects and qualities such as cultural traditions, that have been passed down from previous
generations.
Lesson 2: Concept Attainment

generations.
Lesson 3: Generalization
generations.
Lesson 4: Inquiry
generations.
Lesson 5: Vocabulary
generations.
Lesson 6: Listening/Talk
generations.
Lesson 7: Writing
generations.
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Literature Page
The Great Big Book of Families by Mary Hoffman
The Keeping Quilt By Patricia Polacco
Me and My Family Tree by Joan Sweeny
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Poetry Page
Families are forever

And can grow and change over time.
My family is not the same are yours,
I share special traditions with mine.
Love is what keeps my family strong
You can always count on family.
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FYI: Use this information for each lesson.
edTPA LANGUAGE FUNCTIONS & DEMANDS
Language Functions: The content and language focus of the learning task represented by the
active verbs within the learning outcomes. Language functions are what students DO.
Language Demands: Specific ways that academic language (vocabulary, discourse, syntax) is
used by students to participate in learning task through reading, writing, listening, and/or
speaking to demonstrate their understanding.
Three Language Demand areas:
Vocabulary: Includes words and phrases that are used within disciplines including:
1. Words and phrases with subject-specific meanings that differ from meanings used in
everyday life (e.g., table)
2. General academic vocabulary used across disciplines (e.g., compare, analyze, evaluate)
3. Subject-specific words defined for use in the discipline.
Discourse: includes the structures of written and oral language, as well as how members of
the discipline talk, write, and participate in knowledge construction.
Discipline-specific discourse has distinctive features or ways of structuring oral or written

language (text structures) that provide useful ways for the content to be communicated.
Syntax: The set of conventions for organizing symbols, words, and phrases together into
structures (e.g., sentences, graphs, tables)
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Lesson Plans
EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
Families Today and Long Ago
Direct Instruction
Lesson Number 1
1. MATERIALS/PREPLANNING (5 points)
 Materials - List all of the materials you will need for teaching this lesson.
 Family pictures (my own included)
 artifacts (my own included)
 Social Studies Journal
 KWL Chart
 Vocabulary - List key vocabulary terms needed for this lesson
generations.
 Literature - List supporting literature or reading materials
 The Great Big Book of Families by Mary Hoffman
 Me and My Family Tree by Joan Sweeney
2. OBJECTIVE
After the lesson on the facts of diverse families students in grade 2 will identify, list and summarize information on the
topic of family history by writing 10 facts both orally and in writing with accuracy.
 The Objective should be one complete sentence with the ABCD Components.
 State the objective in behavioral terms, as follows:
 A=Audience, second grade students
 B=Behavior, Students will be able to list 10 facts
 C=Conditions, After the lesson
 D=Degree of accuracy needed to achieve the objective, 90-100%
 State the cognitive taxonomy level (Bloom’s )
 Knowledge, comprehension, application
yesterday.
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1. Trace the history of a family through the use of primary and secondary sources, including artifacts,
2. Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians.
3. Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).
CCSS ELA Standard

 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.
 RL 2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message,
lesson, or moral.
 RL 2.3 Describe how characters in a story respond to major events and challenges.
 RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
 W 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section.
 L 2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS ELD Standard

 Interpretive
 5. Listening actively to spoken English in a range of social and academic context.
 Productive
 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey
ideas.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout provided
in class.)
Students will summarize information by listing ten facts about families.
Essential literacy strategy: Summarizing (Summarizing strategy must be taught)
Students will summarize information about the topic studied by listing ten facts and using the appropriate
academic vocabulary (for the topic) both orally and in writing.
Related skills for the essential literacy strategy:

 Listening to information presented.
 Reading related documents/stories on the topic being studied.
 Learning the academic vocabulary terms.
 Students will write ten facts using correct writing conventions to demonstrate their learning about the
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topic of family history.
Language Function Statement: edTPA - The content and language focus of the learning task is represented by
the active verbs within the learning outcomes.
Ask yourself: What main communication language function do students need to use to communicate their
understanding of this content?
Use - Student uses language to: (see Toolkit samples -ex. Summarize their learning about______. )
Language Demand: The Language Function can have language Demands in each of the 3 areas below:
Academic vocabulary/symbols: ex. List/use vocabulary in sentence
Syntax: (Use language frames in Language of … section in Toolkit)
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this
content)
3. ASSESSMENT STRATEGY (10 points)

When students complete this assignment, they will be able to list 10 facts about families. Students will
demonstrate their background knowledge and well as their new knowledge by writing their facts into their Social
Studies journals. Students’ background knowledge will be informally assessed in their journals by completing the
KWL chart, while the new family knowledge facts will be graded by using the following rubric.
Proficient (10 pts) Basic (5 pts ) Insufficient (2 pts)

 Student provided 9-10 clear  Student provided 6-8 clear  Student provided 5 or less
facts about families, using facts about families, using facts about families, using
complete sentences. complete sentences. complete sentences.
 Student used lesson  Students used some of the  Student used one or none
vocabulary. lesson vocabulary of the lesson vocabulary.
 Student provided a detailed  Student provided am  Student provided vague
illustration for a fact illustration for a fact. illustration.
provided.
4. LESSON OPENING/PURPOSE (5 points)

Today we will be learning about families and how all families are diverse, or different. We will be able to list 10
fact about families, which will help us to better understand the diversity of families and cultures. We will also have a better
understanding why these topics are important.
 Mention the types of students you have in your class. (ELL, IEP, GATE, etc.)
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)
I will bring in pictures of my family to show to the class and explain how they are family to me and the importance
of my family to me. I will ask them to notice the differences and how things in the pictures might have changed over time.
Are the clothes the same? Do the pictures have color? Bright colors?
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Then I will ask them about their families. What is important to your family? Do you have anything that has been
passed down? I will ask if they have brothers, cousins, aunts, uncle, grandparents, etc.
Introduce vocabulary words.
generations.
Then I will read the book The Great Big Book of Families, while reading this book I will have it projected on the
elmo in order to make the words and pictures more visibly engaging.
Following the reading of the book, the students will receive a KWL chart, I will model my chart by using the elmo projector.
Provide Rationale for why you selected this strategy and link to this particular group of students.
I have chosen this strategy because it will take a more personal approach at engaging the students. Not only
will the students learn about me and get to see pictures of my family, they will also be able to share about their
own families and experiences. The book was chosen specifically because it talk about all different kinds of
family situations, this book is a great way to connect with the diversity of all students and any home dynamics.
By projecting the pictures and words onto the screen to make sure the whole class can easily see the words
and pictures, I create universal access.
 LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE,
PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE
 POST STANDARDS
 Post Standards in front of room where students can easily see them.
 Draw student attention to standards.
 RESTATE OBJECTIVE IN STUDENT TERMS

 After the lesson on families, you (students) will list ten facts about family history with accuracy (both orally and in
writing).
 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.
Checking for prior knowledge helps students to connect their background knowledge to the new learning
material. When students are able to make connections their learning is more engaging and creates a way for
them to have a better understanding of the material. By accessing the students prior knowledge and
experiences we create a way for all students to respond and participate in class discussion by sharing their
experiences.
 Ask the students to brainstorm what they already know about families. Place this information in the K (or What We
Know) column of the chart. Have them think about what they heard in the book to help them get started if needed.
 Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We Want to
Learn) column.
 Save the chart to be used at the end of the unit to when the students will report on what they have learned in order to
complete the L column.
 Use KWL Chart from 50 Literacy Strategies (Tompkins)
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
Throughout this lesson I will monitor the students progress by observing their responses and involvement in
class discussions, as well as observing engagement level during class discussion as well as while working on
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KWL charts. During class discussions I will also use different strategies to makes sure all students are
participating by pulling sticks and also having students share with their shoulder partner facts about their own
families.
K (What we know) W (What we want to learn) L (What we learned)

All families are different. What makes families different?
Families are important to Why are some families bigger than

everyone. others?
Everyone has a family. What are different family
traditions?
Families started a long time ago. How do families grow?
Families have different traditions. Why are some family members not
around?
Some families are different sizes. What kinds of things (artifacts) do
families pass down?
Some families live in different Why do families move to different
places. countries, states, or cities?
 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this particular group of students/class.
This strategy provides comprehensible input through direct instruction in which I provide visual aides such as
examples, pictures, and artifacts. By showing the class pictures of other families, as well as my own, I am able
to visually engage students. I chose a book that talks about the diversity of different families to specifically
connect with all different students in my class, because I know in this community especially many students do
not live with “traditional” family home lives.
Explain how your strategy incorporates EL student’s background.
This strategy incorporates my EL students’ backgrounds by providing examples that show diverse families.
Also, by showing pictures I can visually engage my EL students, as they often learn a lot by visually examples.
The pictures in Me and My Family Tree as well as the pictures in The Great Big Book of Families, clearly
illustrate the diversity of families and examples.
After completing the Know and Want to Know section, students will return to the rug and we will review key
vocabulary using pictures to visualize.
I will read Me and My Family Tree. After the story the students will help me make a family tree on the white board
of my family.
 MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
I have chosen this strategy of modeling in order to give the students a clear example of what their work
should look like. Making a clear, numbered list is a new learning and organizing strategy for the students, I
will be showing them my example in order for them to understand how to organize their facts
appropriately. I will demonstrate that their 10 facts will be listed on the left page, and their illustration will
be on the right, accompanied with a supporting fact below it. By demonstrating my example using the elmo
projection, I create universal access for all students, including EL students, to follow along.
 Write the facts about families on the board as the students say them.
 Tell the student they are going to write these facts into their journals.
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 They will illustrate at least one of the facts on family at the top of the page.
 Then they will write the title, “Facts about families” under the picture.
 Next, they will write ten facts about families from the list created above.
 Demonstrate each step by drawing/writing it on the white board as you describe it to them.
 Review simple sentence structure.
 Show the students a copy of what the page should look like.
 An example of the how the finished product in the student journal should look will be available to the students.
 TECHNOLOGY- (nearpods)
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
By demonstrating my example using the elmo projection, I create universal access for all students, including EL students,
to follow along.
 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.
To check for understanding I will informally observe by walking around to listen to students talk to their
shoulder partner and check on their progress of the 10 facts and illustration. This strategy allows me to help
students who may need further instruction. This also allows students to converse and exchange their thoughts,
ideas, and feedback with their peers. (Nearpods)
 Ask several of the students to repeat the instructions they have been given.
 The students will first write a rough draft of their facts. Check on the students as they work.
 Continue to check for understanding of the facts related to families through use of questioning strategies both during
and after the task is completed.
 GUIDED PRACTICE STRATEGY

 The teacher will check for accuracy while students are working on assignment and provide written and oral feedback.
 Students will share their facts with their shoulder partner and edit for capitals and punctuations.
 Check each student’s work and edit as necessary before the students make their final copy.
 Be sure to check for spelling, punctuation, capitalization and sentence structure.
 Once their final edits have been made, the students will copy the final work into their journals.
6. CLOSURE
EL/SDAIE: Questioning for review
 Ask students to share what they wrote for their facts.

 Ask them to show their pictures.
 Go back to the KWL chart and ask the students what they have learned about patriotic symbols that we studied today.
 Fill in the L section of the chart.
 Ask some specific questions about families. (tradition, passing down artifacts, heritage)
 Call on some of the students to define the vocabulary terms.
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Learning facts about Families.

K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)
All families are different. What makes families Some things that make Why aren’t some parents
different? families different are around?
color, religion, one
parent, two parents, one
mom, two moms, or step
parents. They are even
different by where they
live or how they act.
Families are important to Why are some families Some families are bigger
everyone. bigger than others? because they have more
children, who then have
children. Or some are
bigger because of
stepparents and half
siblings.
Everyone has a family. What are different family Some family traditions Do some families
traditions? are religious, others celebrate more than one
maybe be vacation holiday around
traditions, or the way the Christmas?
spend holidays, or
different activities they
do.
Families started a long How do families grow? Families grow by getting Can they be family if they
time ago. married and having are not related?
children.
Families have different Why are some family Some family members
traditions. members not around? are not around for many
reasons, some move
away, sometimes family
members pass away.
Some families are What kinds of things Different families pass
different sizes. (artifacts) do families down different things,
pass down? blankets, jewelry,
furniture, clothes, videos,
pictures, books
Some families live in Why do families move to Some move to be closer
different places. different countries, with other family
states, or cities? members, for jobs, better
opportunities
 Ask the students if anyone has anything to add about what they have learned about families.
 Remind the students about key elements of the facts they have listed and what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.
After the in-class assignment has been completed, I will assign the students a similar project to work on at
home. For this assignment, students will need to find out information about their own families as well as create
a family tree. Students completed assignments will include 5 facts about their families, a picture or illustration
of their families, and a family tree. This assignment will be added into their Social Studies journals. This
assignment allows to get more information about their families to share with their class, as well as show they
can put information into the same organization strategies that we practiced in class together.
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 Assign the students the project writing 5 more facts for their journal. They will also be asked to make a family tree of their
own to add to their journal.
 Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to use
good penmanship, correct spelling and sentences, and correct capitals and punctuation.
 The homework will become part of their journal on family history to be on their desks for parents to see at open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION
1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students
 With Individualized Education Programs (IEPs) or 504 plans

 With specific language needs (what is the need and how did you address it)
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic knowledge
Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 1 Close monitoring, large print text, window card to isolate text
In each section do the following: 1. Sentence Frames- 99 more ideas and activities for teaching
Describe Student & include: English learners with siop model pg 88
Sebastian, visual processing,
*This student struggles creating appropriate sentence structure,
Strengths
reading comprehension is low, and transferring thoughts from
brain to paper is difficult. This student also tends to fall behind
Present levels of performance
when the class is copying down notes and ideas. By providing
sentence frames for the student to fill in, she will be able to
keep up with the pace of the whole class instruction, which will
Weakness that you will support
help her to be apart of the current topic of conversation.
2. Pictures/examples with vocabulary and stories.
*Antoni excels when he has pictures to refer to, his English

vocabulary is low, so this provides her a way to connect words
to his visual database and existing schema.
3. A list of commonly used words in the lesson/ Possible

Sentences. 50 Literacy Strategies, Gail. E. Thompkins. pg 84.
*Providing a list of the words that we will be using gives the
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student a better grasp of understanding as well as spelling. It
also helps the student choose the appropriate words for the
lesson by providing an accessible and visual word bank.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,

Students Modifications
Example: English language learners 1 Pre-teach key words and phrases through examples and graphic
with only a few words of English organizers (e.g., word cluster, manipulatives, visuals)
Have students use pre-taught key words and graphic organizers to

complete sentence starters

In each section do the following:

Describe Student & include:
 1. Pictures/examples with vocabulary and stories.
Antoni
Strengths *Antoni excels when he has pictures to refer to, his English
vocabulary is low, so this provides her a way to connect words
Present levels of performance to his visual database and existing schema.
 2. Providing the Spanish translation for some main words

Weakness that you will support * By providing the keywords in his native language as well, Antoni is
better able to build an understanding of the topic as well as have a
clear idea of what we are talking about.
 3. Partner work/translator- 99 more ideas and activities for

teaching English learners with the siop model
Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Example: Struggling readers 1 Leveled text, targeted guided reading, ongoing reading assessment (e.g.,
running records, miscue, conferencing)
In each section do the following: 1. Sentence Frames- 99 more ideas and activities for teaching
Describe Student & include: English learners with siop model pg 88
Jayden, low comprehension in
*This student struggles creating appropriate sentence structure,
reading, listening, and writing.
reading comprehension is low, and transferring thoughts from
brain to paper is difficult. This student also tends to fall behind
Strengths
when the class is copying down notes and ideas. By providing
Visual learner
sentence frames for the student to fill in, she will be able to
Present levels of performance
keep up with the pace of the whole class instruction, which will
help her to be apart of the current topic of conversation.
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Weakness that you will support 2. Pictures for vocabulary words.
*Jayden excels when she has pictures to refer to, her vocabulary
is low, so this provides her a way to connect words to her visual
data base and existing schema.
3. A list of commonly used words in the lesson/ Possible

Sentences. 50 Literacy Strategies, Gail. E. Thompkins. pg 84.
*Providing a list of the words that we will be using gives the

student a better grasp of understanding as well as spelling. It
also helps the student choose the appropriate words for the
lesson by providing an accessible and visual word bank.
10. ATTACHED STUDENT WORK: Student Journals
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis (SAMPLE BELOW- Add to it and develop
it in appropriate manner)
Sample Statement: This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was
utilized because the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner.
Scaffolding was used in writing facts on the board in order to guide the students in writing their facts using complete
sentences. By writing the facts on the board and giving explicit direction and examples, students are able to make their
own list of facts about their own families as independent practice.
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
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Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
Analyzing
Students are applying what they learned in their independent practice by reproducing the steps we did
Appling
in class, but this time with 5 facts about their own families.
Understanding Students showed understanding by listing 10 facts about families.
I used Direct Instruction to introduce the main ideas about families in order to build a learning
Remembering
base for future lessons
Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You can add or delete
items in the check list. This is to help you become aware with the components you have
included in your lessons which will also help you write your commentaries for the EdTPA
tasks.
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o EL
Content o Guided Practice o Pairs o Low/Struggling
o Background o Independent Practice o Works Independently o IEP
Knowledge o Comprehensible Input
o Links to past Entire class participated in Adaptions were provided for
learning Organization of facts and providing what we know students that required it.
Content was adapted to illustrations were modeled to and want to learn for the Including sentence frames,
the class and background the students. They will copy KWL chart as well as first 5 pictures, translations, and
knowledge was activated that example when they do facts. Students worked in lessons frequent words.
when talking about own their own independent practice. pairs to share about their
families and experiences. own families. Students
worked independently to
finish their illustration and
facts 6-10.
Integration of Processes Application Assessment Objective
o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with
o Speaking o Linked to objectives o Written Language Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative
o Vocabulary Lesson was connected to
Student work was based on the Students were assessed both Social Studies and
Students read the second grade objectives and on their final product using Language Arts Standards, it
material, wrote their facts, based on meaningful a rubric. They were was age appropriate for
spoke to partners and information. informally assessed orally second grade.
shared with class their through classroom
knowledge and discussion and
experiences, listened to participation.
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the stories and
classmates, viewed
photos, and learned the
key vocabulary for the
lesson.
Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
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CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education
Our Families in the Past

Concept Attainment
Lesson Number - 2
1. MATERIALS/PREPLANNING (5 points)
 Materials must include examples and non examples of the concept being taught.
 Power Point
 Social studies journal
 Examples and non examples of ancestors
 Vocabulary –
 Literature – List supporting literature or reading materials
 The Keeping Quilt- Patricia Polacco
 Technology- power point
 Family tree
 Examples
2. OBJECTIVE (10 points)

After the lesson on the concept of ancestry, students in grade 2 will be able to state both orally and in writing the
correct definition of ancestor.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
This lesson will be Composition, students will be gathering and organizing information for writing and understanding the
definition of ancestor.
 Hist. Social Science Standard
 State Bloom’s Level on the Taxonomy in Bold Type
yesterday.
CCSS ELA Standard

lesson, or moral.
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speaking.
CCSS ELD Standard

 Interpretive
 Productive
ideas.
Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding of this content?
Classifying
Use: Student uses language to: Group objects or ideas according to their characteristics. It is critical to identify the rules that
govern class or category membership.
Essential Literacy Strategy

Classifying by using examples and nonexamples.
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary
Syntax: Language of classifying
Discourse Tools: Examples, non examples, charts, tree charts
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1. ASSESSMENT (10 points)
Note: A rubric would work well for this assessment
Formal Assessment:
This lesson will be assessed by the written definition in the student journal. The definition must include three descriptors
and three examples of the term/concept of ancestry.
Proficient (5) Basic (3) Not Sufficient (1)

 Student included a clear  Student included a definition  Student included a definition
definition using three using two descriptors. using one descriptor.
descriptors.  Student provided two  Student provided one example
 Student provided three examples of ancestors. of ancestors.
examples of ancestors.  Student provided an oral  Student did not provide an oral
 Student provided an accurate definition with some accuracy. definition.
oral definition.
Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept of ancestry.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for learning!
“Today we will be learning about ancestors, does anyone know, or have an idea about what an ancestor is?”
*Students will share their answers, I will document answers onto the board.
*Next, I will show the students pictures of my ancestors, and say “These are my ancestors. My grandparents and my great
grandparents.” The students will have the chance to add any additional ideas or thoughts about ancestors.
*Then, I will give the students the definition of ancestor.
Finally, I will read the story The Keeping Quilt, as we read through we will create a family tree in which I have prepared on
my PowerPoint. During the story we will stop for comprehension, as well as adding family members to the tree. When the
story is finished we will talk about who on the tree is an ancestor.
5. PURPOSE (5 points)
Boys and girls, today we will be learning about ancestors. It is important to understand ancestry because it will
give us a better understanding of where our families come from and how we came to be who we are.
 LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
In this lesson model I will help students build their knowledge on the concept of what an ancestor is. I will
model examples and non-examples while using different material to help students develop a greater
understanding of what an ancestor is to them. By using a lesson that includes the opportunities to relate the
concept to their own life experiences will help to connect to prior knowledge and deeper understanding.
Prior to starting the lesson body do the following:

 Restate the Objective in Kid terms
 By the end of our lesson today, you boy and girls, will be able to define ancestor and be able to give me
an example of who in your family is an ancestor.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition: The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of ancestors.
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According to the dictionary ancestor means a person, typically one or more remote than a grandparent, from one is
descended. OR, a person older than your parents that you are related to.
Step Two - Examples:

 This is a picture of my grandparents. They are an ancestor because they are older than my parents, lived in the
past, and they are related to me.
 This is the pictures of my great grandparents, they are also ancestors because they are older than my parents,
lived in the past, and they are related to me.
 This is a picture of my grandpa, he is an ancestor because he is older than my parents, lived in the past, and he is
related to me.
 This is a picture of my family tree, the people at the top are my ancestors because they are older than my
parents, lived in the past, and they are related to me.
 This is a picture of my family tree, these people over here are also my ancestors because they are older than my
parents, lived in the past, and they are related to me.
 This is a picture of my family tree, these are my grandparents, they are my ancestors because they are older than
my parents, lived in the past, and are related to me.
Step Three - Non-examples:
 This is my family tree, these are my brothers they are related to me, but they are not my ancestors because they
are not older than my parents and did not live in the past.
 This is my family tree, these kids are related to me, but they are not my ancestors because they are not older than
my parents and did not live in the past.
 This is my family tree, these are my cousins, they are related to me, but they are not my ancestors because they
are not older than my parents and did not live in the past.
 This is a picture of me and my niece and nephew. They are related to me but they not ancestors because they
are not older than my parents or live in the past.
 This is a picture of George Washington he is older than my parents and lived in the past, but he is not my
ancestor because he is not related to me.
 This is a picture of my brothers, they are related to me, but they are not my ancestors because they are not older
than my parents and did not live in the past.
Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very important
to go over each item and compare and contrast them so students can clearly understand the concept.
Step Four - Mixed Examples:
 Here is a picture of my mom’s dad. Is this an example of an ancestor? It is an ancestor because he is related to me,
lived in the past, and older than my parents.
 Here is a picture of my dad’s dad. Is this an example of an ancestor? It is an ancestor because he is related to me, lived
in the past, and older than my parents.
 This is a picture of another soldier, Is this an example of an ancestor? It is not, he is older than my parents and lived in
the past, but he is not related to me.
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 This is my best friend’s grandma. Is this an example of an ancestor? It is not, she is older than my parents and lived in
the past, but she is not related to me.
 This is a picture of someone else’s grandma. Is this an example of an ancestor? It is not, she is older than my parents
and lived in the past, but she is not related to me.
 This is a picture of my grandma. Is this an example of an ancestor? It is, she is older than my parents, lived in the past,
and she is related to me.
Vocabulary. This is where students have a chance to develop the correct

terms/vocabulary and really own the terminology.
Step Five - Redefine Concept:
The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write
the new term with the meaning and description in their journal under the vocabulary for this unit.
Boys and girls, turn to your partners and say the definition of ancestor in your own words. This is your chance to
practice saying (rehearsing) this new term. Be sure you both state the definition and give several good examples and
state why they are good examples.
Fully script 2 or 3 student responses.
Student: An ancestor is someone that is older than your parents, lived in the past, and is related to you.
Student: An ancestor is someone old and related to you, like my grandparents or older.
Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term ancestor.
Also write the definition in your own words and give several examples. Explain how an ancestor is related to you.
Lesson Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to show their understanding.
Students, now it is your turn to own this concept. You are the experts so your task is to find more examples. You could
look in the books I have gathered in our classroom library or on the internet. You could look in the school library or ask
your family members about your ancestors.
You might find more examples at the public library. (Give them several places to find more examples of this concept.
The more they see where it belongs the better they will come to understand and be able to use the vocabulary.)
Step Seven – Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on
the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening Demonstrate active listening to read‐alouds and oral presentations by asking and answering yes‐no and wh‐
questions about ancestors with oral sentence frames and substantial prompting and support.
Speaking Use a select number of general academic and domain‐specific words to add detail about ancestors while
speaking and composing.
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Reading Describe ideas, phenomena, and text elements based on understanding of a select set of grade‐level texts and
viewing of multimedia with substantial support about ancestors.
Writing Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include
a greater amount of writing, using technology where appropriate for publishing, graphics, etc. about ancestors.
ELD Expanding Response to learning:
Listening Contribute to class, group, and partner discussions by listening attentively, following turn‐taking rules, and
asking and answering questions about ancestors.
Speaking Use a growing number of general academic and domain‐specific words in order to add detail or to create
shades of meaning about ancestors while speaking and composing.
Reading Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade‐
level texts and viewing of multimedia with moderate support about ancestors.
some writing (e.g., short sentences), using technology where appropriate for publishing, graphics, etc. about ancestors.
ELD Bridging Response to learning:
Listening Contribute to class, group, and partner discussions by listening attentively, following turn‐taking rules, and
asking and answering questions about ancestors.
Speaking Use a wide variety of general academic and domain‐specific words, synonyms, antonyms, and non‐literal
language to create an effect or to create shades of meaning about ancestors while speaking and composing.
Reading Describe ideas, phenomena and text elements using key details based on understanding of a variety of grade‐
level texts and viewing of multimedia with light support about ancestors.
a greater amount of writing (e.g., a very short story), using technology where appropriate for publishing, graphics, etc.
about ancestors.
7.CLOSURE (5 points)
 Gather students at the discussion table or on the rug. It is now the end of the day and students are
prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.
 Provide something like the following dialogue:

Boys and girls please come to our “talking circle”. We have much to discuss.
Today we studied the concept of ancestors. Now it is your turn to own this information. Lets practice saying what we
have learned about ancestors. Who would like to begin?
 Continue this dialogue until students have rehearsed their learning several times.
 End with each student stating the learning to the person next to him/her.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.

In this independent practice, students are finding a deeper understanding to the concept of ancestors by
relating it to their personal family experience as well as connecting it to our previous lesson.
 The teacher assigns the students the task of finding additional examples of the concept on their own. For
example, students can look in books, library or computer for additional examples.
 The teacher clarifies what the students are to do with the additional examples of the concept that they
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identify. EX. Add to word wall, write on a 3x5 card and add to the file, enter them in the social studies journal
on this theme and draw the picture and write a paragraph defending your choice.
Student will look their family tree that they made in their journals in our last lesson, find if they have ancestors on their
tree, and circle them in RED.
If there are no ancestors on their family tree, ask family members if they can help add ancestors or find an example of
ancestors in a story from a book or online.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students
and rationale for selection.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner – W/Few Describe specific feedback type to help learn the essential literacy strategy
Words
Student with low For this lesson, Jayden will be able to follow and participate with little accommodation,
reading ability: do to minimal reading and writing involved.
Jayden, low 1. I will conduct a pre-teach group in which Jayden and others will be a part of. In this
comprehension in minilesson these students will learn about what an ancestor is. Since this lesson
involves the family tree as well, we will have a review on our family trees.
reading, listening, and 2. The reading in this class will done as a read aloud, I will be stopping for
writing. comprehension checks as well as pointing to the words as I read.
Strengths 3. Since Jayden is a visual learner I have provided a PowerPoint to following along with
Visual learner the lesson that provides large pictures and examples to be projected.
Student with IEP: Sebastian does well in lessons that connect directly to his personal experiences. Since
visual processing this is a lesson that connects to family, Sebastian will need less modification in this
Sebastian lesson.
Strength: connecting 1. Sebastian has a hard time with visual processing, more common when following along
with the white board or projector. For this lesson Sebastian will be given printed
material to person PowerPoint slides to follow along with.
experiences 2. The pictures in this lesson will help Sebastian make a connection between the school
lesson and his existing schemas.
3.
English Language Antonio excels when visuals are provided to help connect the concept.
Learner 1. To work with Antonio’s strength of using visuals, I have provided pictures to follow the
Home language: lesson, as well as examples that will be shown on the projection.
Spanish 2. The main vocabulary word and concept of the lesson will be shown with the Spanish
translation of the word.
Fill in chart below with additional strategies to support the learning or extend lesson
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Keywords: A Student learn to identify This strategy is helpful This strategy is helpful for
memorization strategy keywords that will help them to because it helps students this lesson because this
remember the main important remember the important lesson is based on learning
idea. words or phrases to connect those key facts.
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to the rest of the lesson.
2. Main Idea Maps Students use maps and charts to This strategy is helpful for This strategy is helpful in
visualize the main ideas and students to visualize the this lesson because it gives
connect supporting facts and information and narrow students to draw out the
ideas. down what is the main idea different factors of what it
and important facts. means to be an ancestor.
50 Literacy Strategies
1. Minilesson Lessons that last 15-30 minutes Minilessons are helpful Students learn strategies,
that will enhance the learning of when students need to learn skills, and procedures
the main unit. extra strategies or when a through minilessons that will
small group may need an be valuable in the unit.
intervention or modification. Students apply knowledge
about genres and
structures.
2.Clusters Diagrams are used to show This strategy is helpful in This strategy would be
connection of words, phrases, or brainstorming our ideas to helpful in the beginning of
ideas that relate to our main see all of the different our lesson when
topic or concept. connections. brainstorming our ideas of
what an ancestor is.
Clusters can help show
what ideas are connected
and even what may not be.
Students develop a topic
with facts, details, and
examples.
50 Social Studies
Strategies
1.Concepts: In order to grasp the idea of a The strategy is helpful Ask and answer such
Development and concepts student explore the because is gives students a questions as who, what,
Attainment different way the concept of clear understanding of what where, when, why, and how
choice exist. The teacher may the concept is and is not. to demonstrate
give several examples and also
understanding of key details
non-examples.
in a text.
2. Graphic Organizers Graphic organizers allow student This strategy is especially Produce clear and coherent
to organize information in a helpful in this lesson as a writing in which the
visual context. family tree is a form of development, organization,
graphic organization. It
gives the visual organization and style are appropriate to
of family members through task, purpose, and
history. audience.
Technology In this lesson I used a computer This strategy is helpful
Resources and projected a PowerPoint that because it provides students
followed along displaying with the visual aspect of
pictures and graphic organizers their learning experiences.
to help students better This strategy provides
understand concept by providing Universal Learning by
Universal Learning opportunities. providing all access to
students while they have the
opportunity to learn both
visually and auditory.
10. (10 points)

THEORETICAL OVERVIEW: Provide an overview of the theoretical basis for this lesson model and a
rationale for why you have selected this content for this lesson model. Link your rationale to the specific lesson
objective/standard cognitive level and corresponding descriptive words (i.e., analyze, compare).
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The concept attainment lesson model is taught by using information processing to attain the concept learned in class.
Students will retain what they are learning through repetition of the concept. The lesson provides repetition of the
definition while using visuals for students to view. This lesson provides students with the opportunity to explore the topic of
ancestors through visualizing, writing, and discussing.
thinking.
Evaluation
Synthesis
Concept attainment model is used to help students understand the concept of ancestors. Students learn
Analysis
to analyze and classify different examples of ancestors.
The Concept attainment model provides students with the opportunity to apply their knowledge to the
Application
concept of ancestors in order to determine who is or is not an ancestor.
Comprehension
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were a
student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.

Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
o Adaptation of Content o Modeling o Whole group o Advanced
o Background Examples, nonexamples, o Small groups o EL
Knowledge mixed examples o Pairs o Other
o Links to past learning o Guided Practice o Works Independently
Connects to previous Students copy the dictionary o Mixed groups Provided visuals enlarged by
lesson about families definition o Flexible groups ELMO and translation of
o Strategies Used o Independent Practice ancestors.
Concept attainment, Students find their own Students worked as a whole
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examples, visuals examples of ancestors class as well as sharing
o Resources Selected o Comprehensible Input examples and ideas with their
o E-resources shoulder partner.

o Writing o Meaningful A rubric is used to o Integrated with Language
o Speaking o Linked to objectives formally assess the Arts
o Listening o Engaging students definition and o Age Appropriate
o Viewing o Active Learning examples in their
o Vocabulary journals. The objective was linked to the
Lesson was meaningful by terms o Group social studies standards and
Students read the material, of connecting to their social studies o Written well as incorporating Language
wrote the definition as well as standards and objectives. The o Oral Arts. The lesson is age
examples, spoke to a partner students were engaged and o Formative appropriate for second grade.
to discuss the topic, listened actively learning by being apart of o Summative
to the stories and examples, the process, connecting the lesson o Test
and viewed different to their own families, and creating o Checklist
examples. their own examples.
Notes for next lesson:
o Strengths/Weaknesses of Lesson
o
o Reading skills
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GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education
Discovering Families in the Past and Today

Generalization Plan
Lesson number 3
1. MATERIALS (5 points)
 Materials
 Power Point
 Social studies journal
 Compare and contrast Chart for students
 Compare and contrast chart for teacher
 Vocabulary –
2. OBJECTIVE (10 points)
 The objective will state the learning that the students will attain by the end of the lesson.
 State the objective in behavioral terms, as follows:
1. A=Audience, second grade
2. B=Behavior, generalization
3. C=Conditions, students understand the generalizations they have made
4. D=Degree of accuracy needed to achieve the objective, students make accurate
generalizations about families
Objective: After the lesson on using data to support generalizations, students in grade 2 will apply
this knowledge and develop generalizations concerning the topic of families today and in the past with
accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

Lesson will be composition, because students will be gathering and organizing information on a graphic organizer to show
knowledge and also develop generalization of families today and in the past.
yesterday.
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CCSS ELA Standard

lesson, or moral.
speaking.
CCSS ELD Standard

 Interpretive
 Productive
ideas.
Language Function Statement: edTPA

Students will be synthesizing to find generalizations about families today and in the past.
Use: Student uses language to: Combine or integrate ideas to form a whole group.
Essential Literacy Strategy:

Students will use a compare and contrast strategy to find generalizations.
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
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3. ASSESSMENT (10 points)
 Describe clearly how you would assess student performance in this lesson.
 Label your method of assessment as authentic, formal, or informal.
 Clearly state where/how this assessment will be kept (portfolio, grade book)
 Include rubric, checklist, or other tool that will be used to assess each objective.
 How will this assessment be used? (part of final grade, to adjust teaching strategies, as part of a
portfolio, etc.?)

Proficient (3 points) Basic (2 points) Below Basic (1 point)
Student compared 4-5 points between Student compared 2-3 points Student compared at least one point
their family and families in the past. between their family and families in between their family and families in the
Provided 3 generalizations. the past. past.
Provided 2 generalizations. Provided 1 generalization.
4.PURPOSE (5 points)
The purpose of this lesson is to teach students how to develop generalizations, this lesson
they will be making generalizations about families today and in the past.
In order to successfully do this, students must access their knowledge from the previous lessons
about families.
Okay my friends, this week we have been learning all about families! Can anyone share
anything they have learned this week about families? It could be about families today OR families in
the past.
*students will share
Awesome! Today we are going to use ALL the information we have learned this week. Today
we will be able to talk about how families in the past are different and maybe even how they are the
same. It is important for us to know these things so that we can understand how our families have
changed or influenced us today. So first, let’s take a look at some pictures of families in the past and
families today.
5. ANTICIPATORY SET/Motivation for Learning (5 points)
 For this I will be showing the students some pictures of families in the past and families today.
These pictures will include pictures they may have already seen of my family, but I will also
include pictures of families in the past do things like cooking, working, and going to school. This
way students will get a better idea of what family life was like a long time ago.
6. LESSON BODY (25 points)
Justify for your choice of strategies. Link to students in your class. Include their interests and abilities.
Note: The inducing-a-generalization technique helps pupils arrive at an explanatory

generalization by applying their own logical thinking skills. The teacher begins by selecting a
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well-validated generalization and finding specific examples that support its truth. The learners
are presented only with this evidence. They are challenged to develop an explanatory
generalization that is consistent with the evidence. These steps are typically followed:
Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.
How do you think we might organize this information? (Student answers)

Families Today Families in the Past (ancestors)
Celebrate Birthdays Did not have TV
Watch TV and movies together Had kids
Have kids Lived together
Drive cars Went to school
Go on vacations Rode in carriages, on horses, walked
Live together Made food over fires
Go to school Made their own houses
Have family Traditions Had family traditions
Use microwaves and stoves Made their own clothes
Go shopping Grew their own food
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
“Now let’s look at the information we have, could we organize our information into a Venn Diagram to
see how families today and in the past are similar and different? We are going to work together to find
the appropriate place to put all of our information. First, I want you to work with your shoulder partner
to see where you think our information should go, then I will ask some students to help us fill out our
Venn Diagram”
Students will use our list like a word bank, and write our information into the Venn diagram,
from there we would have a class discussion about our findings.
Families Today Families in the Past

Same
Discussion:
Teacher: Now let’s look at our information, where could we put our ideas?
Student: Both families now and in the past have kids, we could put kids in the same section.
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Step 3. Finally, ask students to develop generalizations based on the
Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.
 Now that we have organized out information, what could we say about families
that is true no matter when they lived?
Write the student’s generalizations on the board or on an overhead transparency as

they think of them. Accept all that are suggested. In your lesson plan, be sure to script
possible responses from your students.
Add the list here.
Bullet responses:
 Families have kids.
 Families celebrate holidays together.
 Families celebrate birthdays.
 Families live together.
 The kids in families go to school.
Have students consider each of the proposed generalizations. Is each generalization

supported by the data? Script this discussion.
 Facts on the chart are from things we have studied.
 I remember the pictures we saw about different families these past few days.
 All families are different and I remember reading the book about it.
 Our textbook shared a lot of these things that help us see the differences.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Ask:
 What did you learn from the data today concerning families?
 What have we learned about using facts/data/evidence to solve problems (generate new
ideas, form conclusions, etc.)
 The issue here is to help students learn the PROCESS as well as to develop the PRODUCT.
They should be able to express in their own words the learning they acquired.
 Ask them if they have any other comments. Script possible responses.
 Does that mean families will always change?
 Do you think the similarities will always be the same?
 Why did families in the past grow and hunt their own food and build their own houses?
 Teacher should restate the learning one last time in another way.
 Fully script what you will say as well as possible student responses.
 Aright class, today we used our knowledge about families to discover how families in the
past and families today are similar. When we found out how they were similar we were able
to make generalizations about families over time. We have found that families have existed
for as long as we can tell, and the families in the past have influenced the way we live
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Alyssa Fisk
today. Families will probably continue to be similar in the future too as we continue to pass
down our traditions to our own families.
 Student: So it’s our job to pass on traditions?
 Student: It’s cool how families can different but still do the same things.
 Student: I’m glad families have changed, they families in the past didn’t do the fun thigs we
do.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale.
By having students create a Venn diagram using their own personal experiences, students show
understanding of gathering and organizing information while connecting the information to
themselves.
Students will create their own personal Venn Diagram that compares their family to families in the
past. Students diagrams should include specifics about things they do with their own families. Once
they have completed the Venn Diagram, student will create their own generalizations about families.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific strategies that might be
used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and provided in
person within 24 hours of the lesson. (See edTPA for directions on feedback)
ELL Learner – W/Few Describe specific feedback type to help learn the essential literacy strategy
Words
Student with low Some students will be provided with sentence frames to help construct their generalizations.
reading ability
Sebastian has a hard time copying assignments from the board, he will be provided with a
paper for his desk to copy from as well as some sentence frames.
Student with Chromebooks will be available for those to create their assignment with technology as well as
advanced literacy find some additional examples.
skills/other
Strategies to extend the lesson- Fill in chart below:
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Prior Knowledge: Teacher asks students questions This strategy is helpful This is an important strategy
Activating the Known to help activate their brains to because students are able in this lesson because we
remember information they may to link new information to an need to activate the
already know about the topic of existing schema. knowledge that the students
the lesson. had learned in the previous
lessons in order to
compare/contrast and
generalize what we know
now.
2. Question Students learn to find the main This strategy helps students This would be helpful to use
Generation idea and form their own find what is important and to extend the lesson
questions about the topic. gets them to think deeper because students are
about the topic. activting a deeper level of
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Alyssa Fisk
thinking by coming up with
questions that will further
their understanding of the
topic.
1. Data Charts Students organize information This strategy is helpful to The data chart in this lesson
into a visual chart to record organize our information to helps students to organize
information about the main topic. make it easier to form ideas the information we learned
about similarities, about families in the past
differences, and and today. By organizing
generalizations. this information, we are able
to better achieve our
objective of comparing
families today and in the
past.
2. Venn Diagram Students organize information to This strategy is helpful to The Venn diagram in this
create a clear visual of the organize our information to lesson helps students to
similarities and difference make it easier to form ideas organize the information we
between families today and in about similarities, learned about families in the
the past. differences, and past and today. By
generalizations. organizing this information,
we are able to better
achieve our objective of
comparing families today
and in the past.
50 Social Studies
Strategies
1.Graphic Organizers Students organize information to This strategy is helpful to The Venn diagram in this
similarities and difference make it easier to form ideas organize the information we
between families today and in about similarities, learned about families in the
the past. differences, and past and today. By
generalizations. organizing this information,
we are able to better
achieve our objective of
comparing families today
and in the past.
2. Home Living A center in the classroom where This is helpful by giving In this lesson the play center
Centers items are available to play and students the opportunity to would be catered to learning
interact with, so students can see what it would be like to about families in the past.
creatively act out the situation. be in the situation. This center could have
appliances or tools that
families may have used in
the past. This would give
students a small experience
and deeper understanding
of families in the past.
Technology Power point slides In this lesson they were to This strategy was chosen to
Resources used to show pictures with a create universal access and
projector. Showing tge focus to all students at the
picture at a large scale same time. Creating a visual
presents the picture with presentation available to all
universal access to all students.
students at the same time.
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Alyssa Fisk
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this
lesson model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words
(i.e., evaluate, generalize).
(10 points)
This generalization lesson model is based on the constructivist and information processing
theories. During this lesson students are able to take their knowledge and the knowledge learned in
previous lessons about families and find connections and generalizations about the families today
and in the past. Through this lesson students learn how to take information about a topic, find
connections, and make a generalization from it. By the end of the lesson students will also have a
better understanding about families in the past and how they are similar and have influenced our
families today.
thinking.
This generalization plan allows students to evaluate families in the past and today, by doing
Evaluation
so they will find similarities and differences.
Generalization Instruction plan allows students to organize a list of facts regarding families
Synthesis today and in the past by synthesizing their similarities and differences in order to form a
generalization.
Analysis
Application
Comprehension
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental
level of the class.
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Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
o Adaptation of Content o Modeling o Whole group o Advanced
o Background o Guided Practice o Small groups o EL
Knowledge o Independent Practice o Pairs o Other
o Links to past learning o Comprehensible Input o Works Independently
o Strategies Used o Mixed groups
o Resources Selected Modeling was used to show how to o Flexible groups Adaptations for this lesson
o E-resources make generalizations include projecting pictures large
This lesson draws on In this lesson we worked as a enough for universal access
Direct Instruction lesson Guided practice was used when whole group reviewing
and Concept Attainment whole class filled out Venn pictures and finding Provide sentence frames for
Lesson, using the diagram and generalizations similarities and differences. IEP students
together
information presented in Students worked in pairs to
previous lessons on Students did independent practice decide how to organize our
families by filling in their own Venn diagram information into Venn
about their own families and diagrams
Strategies used concept experiences.
attainment, concrete Students worked
examples, working in pairs independently to complete
their own Venn diagram and
construct generalizations

o Writing o Meaningful o Group o Integrated with Language
o Speaking o Linked to objectives o Written Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative
o Vocabulary o Summative
Student were writing their Student product was based on o Test Lesson connected to
information and meaningful information and o Checklist standards, such as Social
generalizations was linked to learning Studies. In addition, it was
objectives for 2nd grade. Students were formally age appropriate (2nd grade).
Speaking during discussion, assessed using the rubric.
with partners, providing oral During the lesson students
generalizations were informally assessed by
their writing and oral
Listening to comparisons participation.
Viewing pictures
Using appropriate vocabulary

for the lesson
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning

o
o Reading skills
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Diverse Families Around the World

Inquiry Lesson
Mini Lesson Format
Name: Alyssa Fisk Grade Level 2
ELA Content Standard: ELD Standards:

RL.2.1 Ask and answer questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text. Collaborative
RL.2.1 Recount stories from diverse cultures, and determine their central 1. Exchanging information and ideas with others through oral
message, lesson, moral. collaborative conversations on a range of social and academic topics.
W.2.2 Write informative/explanatory texts in which they introduce a Interpretive
topic, use facts and definitions to develop points, and provide a 5. Listening actively to spoken English in a range of social and academic
concluding statement or section. contexts.
Productive
12. Selecting and applying varied and precise vocabulary and language
Content Standard: structures to effectively convey ideas.
2.1 Students differentiate between things that happened long ago

and things that happened yesterday.
1. Trace the history of a family through the use of primary and

secondary sources, including artifacts, photographs, interviews, and
documents.
2. Compare and contrast their daily lives with those of their parents,
grandparents, and/or guardians.
3. Place important events in their lives in the order in which they

occurred (e.g., on a time line or storyboard).
ELA Language Objective: ELD Language Objective for Grade Level

After the mini lesson on Diverse Families Around the World students in
grade 2 will be able to define and correctly engage the vocabulary in Students in grade 2 will listen actively to spoken English within an
writing with 90% accuracy. academic context. Students will present an informational text, which
(Students will use primary and secondary resources to trace family utilizes the lesson vocabulary and writing.
history.)
ELA Content Objective: After the mini lesson on diverse family

cultures, students in grade 2 will be able to present information about a
diverse culture in informational text and orally.
Cog. Taxonomy/DOK Levels

Level 1: Define
Level 2: Categorize, Organize, Distinguish
Level 3: Contrast, Compare, Explain
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Alyssa Fisk
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will receive direct instruction relating to 5 domain specific academic vocabulary words. Following the instruction, students
will be able to correctly utilize the importance of family and its significance throughout the world.
Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.
This lesson will be Composition, students will be gathering and organizing information for writing and understanding
diverse cultures.
Language Function Statement:

 How does student use language (see Toolkit samples for use of language)
Students use language to observe and explore the environment, acquire information, and inquire.
 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:
Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.
Additional Language Demands in vocabulary, syntax and discourse:
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
Students will use cue words such as: who, what, where, when, why, how, according to, and specifically, while using the unit
vocabulary words to describe and explore different cultures.

Students will use Languse of Inquiry or seeking information:
I wonder why…
How does … work?
I’d like to know more about….
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
Students will use graphic organizer to sort the information they find.
Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
 PowerPoint slides presenting meet strengths/weakness of students so that all
pictures of families, cultures, and students meet the targeted outcome. (provide text chapters/reference)
traditions around the world.
The two strategies that will help my students the
 Prior Knowledge list most in this lesson are inquiry learning and think
 Informational texts about a variety pair share.
1. Inquiry learning (50 social studies
of cultures strategies K-8)
Vocabulary 1. Using the Inquiry learning strategy 2. Think Pair Share (Strtegies for
 Family- a group consisting of we tap into the students interests activating prior knowledge)
parents and children living by allowing them to choose which 3. Question Generation (Savvy
together in a household. topic, or in this case culture, they Teacher’s Guide: Interventions
 Ancestor- a person, typically one would like to study. This gives the that work)
or more remote than a grandparent, students control, which leads to 4. Data Charts (50 literacy
from whom one is descended. more interest in the assignment. strategies)
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Alyssa Fisk
 Culture- the way of life, attitudes, 2. Think Pair Share strategy gives the
arts, and behaviors of a particular students the opportunity to share
nation, people, or social group. their ideas with a peer. By sharing
 Diversity- a range of different ideas we give some students may
things. need a little extra help, courage, or
 Heritage- valued objects and ideas an opportunity to form a
qualities such as cultural traditions, response to contribute to the group
that have been passed down from discussion.
previous generations.
Pre-Assessment: Motivation Strategy: Personal/Cultural/Community Assets:

Students will show their prior by To motivate learning for this lesson I will In this lesson students will be using their
participating in a class discussion. First present photos of families in different own personal experiences and may also
students will Think-Pair-Share, then I will countries to show aspects of different use their own family history to choose the
bring the class together for a class cultures and traditions around the world. topic of their project.
discussion to share what students remember
from prior lessons or what they know from
their own families as well.
Misconceptions:
Although many families my share the same
culture, their families may still have a lot of
differences in traditions and lifestyles.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:  State objective/provide purpose for learning
By the end of this lesson you, my friends, will know all about another family culture and have the skills and
Before knowledge to present that culture using the correct vocabulary and writing skills on an informational poster.
Teaching -
Setting the  Check for background knowledge
stage. To check for background knowledge, students will Think-Pair-Share with their shoulder partner, this activity
will help students remember and discuss facts we have learned in previous lessons and also tap into their personal
knowledge and experiences. After sharing with their shoulder partner, there will be a class discussion for students to
share what they talked about with their partner. I will make a list on the projector so we can see, read, and hear what
each student is sharing to create universal access.
 Motivate for learning

To motivate learning for this lesson I will present photos of families in different countries to show aspects of
different cultures and traditions around the world.
Lesson Body: Explain Strategies/Lesson steps:

 Engage students in active meaning making of key concepts: Students will be guided in a group discussion about
During/active what makes the American culture. *symbols, traditions, where we live, where we come from, what is American
engagement food. Vocabulary words will be used to guide discussion.
in learning Vocabulary
Family- a group consisting of parents and children living together in a household.
Ancestor- a person, typically one or more remote than a grandparent, from whom one is descended.
Culture- the way of life, attitudes, arts, and behaviors of a particular nation, people, or social group.
Diversity- a range of different things.
Heritage- valued objects and qualities such as cultural traditions, that have been passed down from previous generations.
 Model strategy/skill by using examples or demonstrations

Using the information from our guided discussion about American culture, I will put together a model of what the
students project will be expected to resemble.
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Alyssa Fisk
 Guided practice
Students will choose a culture of their choice from a list provided.
Students will be placed in groups according to the culture they have chosen.
Students will use books, texts, and Chromebook to research the culture of their choice.
Students will work in groups to fill out research worksheet
 Independent practice: students use the strategy or skill independently
Students will work independently to put together a poster to best represent the culture of their choice to be presented
to the class.
 Planned supports for whole class. Individuals, special needs
Students will be shown an example in class for visual learning
All notes and direction will be projected on the Elmo to enhance visual learning needs.
Students will be given the key points they need to research and present on their posters.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 How you will restate key point of learning objective
 How students share learning
Students will present their projects to the class.
 How you will check for understanding
I will check for understanding informally through group discussions and observations of research worksheet.
I will formally check for understanding by using a rubric to assess their poster and presentation.
Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?
Informal: Students will be informally assessed orally by 1. Think Pair Share

participation in group discussion, as well as observing students’ 2. Students share their personal experiences, culture
participation in group research and worksheet. knowledge
3. Student choose which culture to research
Formal: Students will be formally assessed by following a rubric 4. Students share ideas with group
as they present their finished poster to the class.
Feedback: Explain how you will provide feedback to 2 students

needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.
edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:
For the whole class
For the three focus students and other individuals/groups with specific needs.
1.
2.
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Alyssa Fisk
3.
What theory or theorists would most strongly support use of this strategy?
The theory that would most strongly support this strategy would be, Constructivist Learning by Dewey, Piaget, and Vygotsky. This theory explains
how people learn through direct application. This means that students tend to construct knowledge and meaning from their own experiences. In
this particular lesson students use creative thinking and infer/generalize new information, which is all through or relates to their own experiences.
Attach photos or copy of student work and teaching tools.

Student will complete posters that will be hung in the room after they have presented them to the class.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research-based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
1. Prior Knowledge: Teacher asks students questions to help This strategy is helpful because This is an important strategy in
Activating the Known activate their brains to remember students are able to link new this lesson because we need to
information they may already know information to an existing schema. activate the knowledge that the
about the topic of the lesson. students had learned in the
previous lessons in order to
compare/contrast and generalize
what we know now.
2. Question Generation Students learn to find the main idea and This strategy helps students find This would be helpful to use to
form their own questions about the what is important and gets them to extend the lesson because students
topic. think deeper about the topic. are activating a deeper level of
questions that will further their
understanding of the topic.
1. Clusters Clusters are a web like diagram drawn This strategy is useful because it Clusters will be useful in this
out on paper to write down and connect provides a visual representation of lesson in order for students to
or organize information ideas and brainstorming. collect, organize, and brainstorm
ideas for their culture posters.
2.Data Charts Grids that students make as a tool for This is a useful strategy for when As this lesson requires students to
organizing information about a topic students need to organize gather information on a topic that
information they have collected. they have chosen to inquire,
students will need to organize their
information.
50 Social Studies Strategies
1.Graphic Organizers Students organize information to create a This strategy is helpful to organize The graphic organizers will be
clear visual of the similarities and our information to make it easier to important in this lesson for students
difference between families today and in form ideas about similarities, to organize the information they
the past. differences, and generalizations. have gathered on the culture they
are researching.
2. Inquiry Learning Students select the topic in which they This approach is useful in this This strategy links directly to the
are discovering information about. lesson because it gives the students inquiry of the lesson. Students are
the opportunity to choose which given the opportunity to discover
cultures they would like to learn information that connects to their
about, whether it is a new culture personal or community
or one their families is a part of. experiences.
Technology Resources
Language Function Think Pair Share engages students with This strategy is helpful to students This strategy is helpful for this
Toolkit/other a partner to share prior knowledge about because it gives them a chance to lesson due to the fact that part of
a topic. brainstorm with a partner and this lesson requires students to rely
Strategies for Activating create a response together before on prior knowledge from previous
Prior Knowledge we have our class discussion. lessons. By giving students a
chance to discuss with a partner,
gives them the opportunity to work
together to remember anything
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Alyssa Fisk
that may pertain to the topic.
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is it
Students will be informally assessed orally by assessing?
participation in group discussion, as well as This assessment addresses the language objective and will show students’ knowledge
observing students’ participation in group research about diverse cultures as they use the correct vocabulary to describe a culture or family.
and worksheet. Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.
Evidence of students understanding will be shown by their accuracy of vocabulary word
use.
Student Feedback:
Describe how you will provide feedback to students on this assessment.
Student feedback will be provided as we build off of their comments in our group
discussion, whether from a peer or myself. I may also give feedback by asking questions
for deeper understanding.
Describe how this assessment is aligned to your stated objectives. Which objective(s) is
it assessing?
This addresses the content objective, by showing the students new knowledge of a
Students will be formally assessed by following a different family culture.
rubric as they present their finished poster to the
class. Evidence of Student Understanding:
This assessment strategy will follow a rubric to see that students include and present the
appropriate and required information. Rubric listed below.
Student Feedback:
Students will receive feedback back based on the grading rubric.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Student created a poster that provided Student created a poster that provided Student created a poster that provided
one fact and one example for each 5 one fact and one example for 3 key one fact and one example for each 1
key points. points. key point.
Student provided 3-4 images Student provided 2-3 images Student provided 1 image
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
My plans linked to students’ prior academic learning by connecting to previous lessons on families. Students need to activate what they have already
learned about their own family dynamics in order to understand the complexities, similarities, and differences in other cultures around the world.
Students were also able to connect the lesson to their own personal experiences by choosing a culture of focus of their own decision.
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
Students are divided into groups to provide a way to share their ideas and findings with their peers. They are divided into groups based on the topic of
their choice.
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Alyssa Fisk
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.
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Alyssa Fisk
Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling

Multi Tiered System of Supports (MTSS) LESSON PLAN
ELA Content Standard in all four language arts areas above : ELD Standards:
Academic vocabulary
Content Standards:
Academic vocabulary 12. Selecting language resources b. Use a select number of general
RI 2.4 Determine the meaning of words and phrases in a text relevant to a academic and domain-speci c words to add detail (e.g., adding the
grade 2 topic or subject area. word gener- ous to describe a character, using the word lava to
RI 2.2 Determine the meaning of words and phrases in a text explain volcanic eruptions) while speaking and writing.
relevant to a grade 2 topic or subject area.
Handwriting Handwriting
L 2.1.g. Create readable documents with legible print
Grammar Productive C.2.9. Writing literary and informational texts to present,
W 2.2 With guidance and support from adults, produce writing describe, and explain ideas and information, using appropriate
in which the development and organization are appropriate technology
to task and purpose.
SL 2.6 Produce complete sentences when appropriate to task and situation
in order to provide requested detail or clarification. Grammar
Spelling
L 2.2.d. Generalize learned spelling patterns when writing A. Structuring Cohesive Texts 1. Understanding text structure
words

Students in grade 2 will listen actively to spoken English within an
academic context. Students will present an informational text, which ELD Language Objective:
utilizes the lesson vocabulary and writing. Students in grade 2 will listen actively to spoken English within an
academic context. Students will present an informational text, which
ELA Content Objective: utilizes the lesson vocabulary and writing.
Students in grade 2 will acquire and use grade appropriate general
academic and domain specific words and phrases. Students will write ELD Content Objective:
Students in grade 2 will acquire and use grade appropriate general
about families correctly using the domain-specific vocabulary content.
academic and domain specific words and phrases. Students will write
about families correctly using the domain-specific vocabulary content.
Level 1: Define
Level 2: Categorize, Organize, Distinguish
Level 3: Contrast, Compare, Explain
Learning Focus
Students will receive direct instruction relating to 5 domain specific academic vocabulary words. Following the instruction, students
will be able to correctly utilize the importance of family and its significance throughout the world.

This lesson will be Composition, students will be gathering and organizing information for writing and understanding
domain specific vocabulary and creating a group book.
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The content and language in this lesson will focus on the learning task of families represented by the active vocabulary
used. Students will also provide examples and details that represent their vocabulary words. In addition, they will be comparing
ideas with others.
I will be utilizing the elmo to project the vocabulary words. Students will have access to chromebooks and dictionaries.
Students will use cue words such as: who, what, where, when, why, how, according to, and specifically, while using the unit
vocabulary words to describe and explore different cultures.

Students will use Language of Inquiry or seeking information:
I wonder why…
How does … work?
I’d like to know more about….
Discourse: Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content
 List of 5 vocabulary words meet strengths/weakness of students so that all (provide text chapters/reference)
 Pencils students meet the targeted outcome.
 Crayons, Markers, Colored Pencils 5. Inquiry learning (50 social studies
 Vocabulary picture paper The two strategies that will help my students the strategies K-8)
 Social Studies Journals most in this lesson are inquiry learning and think 6. Think Pair Share (Strategies for
pair share.
 The Great Big Book of Families by Mary activating prior knowledge)
Hoffman 7. Question Generation (Savvy
3. Using the Inquiry learning strategy we
tap into the students interests by Teacher’s Guide: Interventions
allowing them to choose which topic, that work)
or in this case culture, they would like
to study. This gives the students
control, which leads to more interest in
the assignment.
4. Think Pair Share strategy gives the
students the opportunity to share their
ideas with a peer. By sharing ideas we
give some students may need a little
extra help, courage, or ideas an
opportunity to form a response to
contribute to the group discussion.
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
Students will think, pair, share with a partner students?
what they already know about families, such as Boys and girls, we have been learning a lot Students will have the opportunity to become
their customs, traditions, roles, etc.… The class about families around the world and engaged with this lesson since it allows them
will then come together to share their discussions through time. We have read quite a few to share their background knowledge in
as the teacher writes them on the classroom regards to families they are studying. This
whiteboard in order to inspire them with their
informational texts, now it is your turn to
make a book. You will be working with your lesson allows students to connect the lesson to
vocabulary/writing activity.
tables to create a family book that explains their personal lives as they share about their
own families.
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Misconceptions: Identify common our vocabulary words. When your group’s
misconceptions regarding concepts addressed in book is complete you will present it to the
this lesson. class. Be creative!
Although all families are different and may have
different traditions, the vocabulary is still
universal.

Stages
By the end of this lesson, you my second grade friends, will be able to clearly define and write about our 5
Before vocabulary words so clearly that you can put together collaborative book!
Teaching -  Check for background knowledge
Setting the -Students will think pair share to discuss what we already know about families.
stage. -After students have shared with their partners, we will come together as a class and discuss prior knowledge and I
will write what students share on the whiteboard.
-We will also go over the five key vocabulary words to see if students remember them,
Boys and girls, we have been learning a lot about families around the world and through time. We have read
quite a few informational texts, now it is your turn to make a book. You will be working with your tables to create a
family book that explains our vocabulary words. When your groups’ book is complete you will present it to the class. Be
creative!
Lesson Body: Explain Strategies/Lesson steps for each CCSS area:

 Engage students in active meaning making of key concepts
During/active Family- a group consisting of parents and children living together in a household.
engagement Ancestor- a person, typically one or more remote than a grandparent, from whom one is descended.
in learning Culture- the way of life, attitudes, arts, and behaviors of a particular nation, people, or social group.
Heritage- valued objects and qualities such as cultural traditions, that have been passed down from previous generations
An example will be modeled of what a vocabulary page should look like.
 Guided practice
Students will work in their table groups of 5, each student is in charge of one vocabulary word to make a page for.
Students will use chromebooks and class library to come up with detailed definitions and accurate examples.
 Planned supports for whole class, ELD or special needs
Before this lesson I will have pulled my ELD and special needs for a small group session to go over the vocabulary
words and how to construct the page for their books.
Explain your mini lesson steps in each of the following areas:
Academic vocabulary: Use chart to determine your vocabulary strategies. Strategies also in Ppt. presented in
class and texts.
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Tier 1 words:
Tier 2 words:
Tier 3 words:
Heritage- valued objects and qualities such as cultural traditions, that have been passed down from previous generations
Handwriting: must include a writing chart and directions on how to use it based on a writing program like
D’Nealian/other. (Read article in BB on research for handwriting instruction.)
Grammar
Must include usage error correction for ELD students (Tompkins P. 324)
Select what you think fits your ELD students level of writing.
Our lesson revolves around the diversity of different languages and this could even include the different dialects of
different families as well. This is a time to explain standard English versus nonstandard English. This is when we can
talk about our writing. For the students in this class we will be focusing on past tense forms as we talk about the heritage
of families and cultures. As well as, double subject usage as students compare their own families and experiences.
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Spelling
Base selection of strategies on the Spelling/Word Analysis chart below.
Family, Culture, Diversity, Heritage, and Ancestor
Our words for this lesson are challenging for grade 2 and most will be at the level of letter name alphabetic spelling and
other at the level of within word spelling. We will be using spelling strategies such as sounding out, spell by analogy and
by checking a dictionary. The words will be on our word wall during part of the unit as well.
Teaching Explain:
 How you will restate key point of learning objectives
I am so proud of you, my second-grade friends, for clearly defining and writing about our 5 vocabulary words so
clearly that were able put together collaborative book!
 How students share learning to develop student voice
Students share their learning by presenting their group books to the class. Each student presents their page clearly
explaining what they wrote and describing their illustration.
Address following areas:

Academic vocabulary
Students will accurately determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area
Handwriting
Students will create readable documents with legible print
Grammar
Students will produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Spelling
Student will generalize learned spelling patterns when writing words
Informal: Students will be informally assessed orally by 5. Think Pair Share

participation in group discussion, as well as observing students’ 6. Students share their personal experiences, family
participation in group research and vocabulary pages. knowledge
7. Students share ideas with group
Formal: Students will be formally assessed by following a rubric
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as they present their final project to the class.
Spelling/Word Analysis Chart.

Emergent Letter-Name Within -Word Syllables and affixes Derivational
Relations
Data Analysis Conclusions

commentary.
student learning: Use the chart above to analyze and provide data on spelling for your Three focus students.
1. One student falls into the classification of an emergent speller, she is still learning the alphabet and sounds of each letter.
Therefore, words such as diversity and heritage, are going to be more difficult for this student. She also struggles with writing
her letters correctly and making sure sentences go from left to right.
- Supply student with a thicker pencil. -Model how to write. -Ask student to talk about her writing.
2., I have an EL student who understands left to write but is still learning standard English rules. He is learning phonemic
awareness in English Language.
-demonstrate how to say a word slowly, stretch it out, and isolate beginning, middle, and ending sounds in a word. -Teach
lessons on consonants, consonant digraphs and short vowels.
3., Students that tend to leave out letter when there are digraphs pairs or irregular sounds.
-Teach mini lessons to focus on silent letters, irregular high frequency words, and digraphs
What theory or theorists would most strongly support use of this strategy?
The theory that would most strongly support this strategy would be, Constructivist Learning by Dewey, Piaget, and Vygotsky. This theory explains
how people learn through direct application. This means that students tend to construct knowledge and meaning from their own experiences. In this
particular lesson students use creative thinking and infer/generalize new information, which is all through or relates to their own experiences.
Attach photos or copy of student work and teaching tools
select research based strategies from the course resources.
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student(s).
what we know now.
1. Authors Chair A special chair used to present students’ This strategy is helpful because it This strategy works for this lesson
work. gives the students the chance to because it gives the students the
feel like they have the spotlight as chance to be the speaker as they
they present their work. present their work to the class.
2.Revising Groups Student’s meet in groups to share their This is helpful so that students can This strategy emphasizes our focus
rough drafts and get feedback. get feedback on their work before on our hand writing as well as the
presenting it to the class. students grammar usage.
1. Inquiry Learning Students select the topic in which they This approach is useful in this This strategy links directly to the
are discovering information about. lesson because it gives the students inquiry of the lesson. Students are
the opportunity to look into given the opportunity to discover
families and their vocabulary information that connects to their
words with deeper thinking. personal or community
experiences.
2.
Technology Resources Chromebooks Students will be using
chromebooks to do research and
find examples
assessing?
This assessment addresses the language objective and will show students’ knowledge
Students will be informally assessed orally by about diverse cultures as they use the correct vocabulary to describe a culture or family.
participation in group discussion, as well as Evidence of Student Understanding:
observing students’ participation in group research Describe how this assessment strategy provides evidence of student understanding of the
and vocabulary pages. concepts being taught.
Evidence of students understanding will be shown by their accuracy of vocabulary word
use.
Student Feedback:
Student feedback will be provided as we build off of their comments in our group
discussion, whether from a peer or myself. I may also give feedback by asking questions
for deeper understanding.
it assessing?
Students will be formally assessed by following a Students demonstrate clear knowledge of the meaning of the words in the text, while they
rubric as they present their final project to the produce complete sentences that provide detail and clarification. Student demonstrate
class. they can present a readable document with legible print that explains ideas and
information.
Evidence of Student Understanding:

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By following the rubric, the student will be showing if they were able to successfully
complete the assignment with the appropriate amount of information, clarity, and
accuracy.
Student Feedback:
Feedback will be given to the students in written notes on the rubric to be discussed after
all presentations have been completed. The students will also receive immediate verbal
feedback at the time of their group presentation.

Students gave clear definition of their Student produced a definition. Student did not produce a clear
vocabulary word. definition.
Students handwriting was decent. Students handwriting was unclear.
Students handwriting was clear.
Students provided 1 detail. Students provided little to no detail.
Student provided clear details.
Students drew a picture but lacked Student drew a basic picture or no
Students drew a detailed picture. details. picture at all.

This lesson is linked to prior academic learning because we have been using these vocabulary words through the unit of Families today and in the
past. The students are able to connect this whole unit to their personal experiences by sharing and comparing their own real life experiences and
stories.
Students are working with their table groups, which have been strategically placed as to help students be more productive.
Planned Supports:
Before this lesson I will have pulled my ELD and special needs for a small group session to go over the vocabulary words and
how to construct the page for their books.
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Listening /Talk (Use Social Studies Topic)

MINI LESSON PLAN
RL.2.1 Ask and answer questions as who, what, where, when, why, and Collaborative
how to demonstrate understanding of key details in a text. 1. Exchanging information and ideas with others through oral
RL.2.1 Recount stories from diverse cultures, and determine their central collaborative conversations on a range of social and academic topics.
message, lesson, moral. Interpretive
W.2.2 Write informative/explanatory texts in which they introduce a topic, 5. Listening actively to spoken English in a range of social and academic
use facts and definitions to develop points, and provide a concluding contexts.
statement or section. Productive
12. Selecting and applying varied and precise vocabulary and language
structures to effectively convey ideas.
Content Standard:
2.2.1 Trace the history of family through the use of primary and secondary
sources, including artifacts, photographs, interviews, and documents.
2.2.2 Compare and contrast their daily lives with those of their parents,
ELA Content Objective: ELD Language Objective for Grade Level

Students in grade 2 will discuss and write about the family studied
throughout the text using domain-specific vocabulary content and After the mini lesson on Families Today and in the Past, students in
compare and contrast families from previous studies. grade 2 will be able to compare and contrast families, which occur in
My Family Is Forever and those from their research/textbook, students
Cog. Taxonomy/DOK Levels will discuss and write a reflection paragraph.
Level 1: Recall
Level 2: Compare, Distinguish, Make Observations
Level 3: Assess, Differentiate
Level 4: Connect
Learning Focus
Students will engage in discussion, comparing and contrasting a fictional novel with the factual information from our previous lessons in the unit.

Students will be working on comprehension as they analyze, compare and contrast different families.

Students will be using language to describe similarities and differences between a fictional family and their own families.
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function:
Students will be providing examples of similar and contrasting ideas of families while using appropriate academic vocabulary.
To support the language we will be accessing prior knowledge through two-minute talks, reviewing vocabulary from previous
lessons, and organizing thoughts with graphic organizers.
Academic vocabulary/symbols:

Heritage- valued objects and qualities such as cultural traditions, that have been passed down from previous generations.
Students will also need to use cue words for comparing and contrasting: likewise, similarly, on the contrary, on the other hand
__________ and_____________ are similar because they both _______________.

__(family 1)_______ and ___(student family)__________ are rather different because while__(family 1)_______ has
_____________, _(student family)_ has _____________.
Students will be using a Venn Diagram to compare and contrast a fictional family and their own family.
My Family Is Forever by Nancy Carlson meet strengths/weakness of students so that all  Tapping into Prior Knowledge (SDAIE)
History Textbook students meet the targeted outcome.  Discussion, Hands on Activities (SDAIE)
Paper This lesson using the projector to provide large  Two-minute talks (Instructional Strategies
Pencil and clear enough text for universal access in the for engaging Learners)
classroom.
Venn Diagram  Activate Background Knowledge,
Classroom Whiteboard Some students received sentence frames to help
Scaffolding (Tompkins)
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Whiteboard Markers in notes and assignments,  Student to Student Interaction (SDAIE)
The class participated in partner, table, and  Think-Pair-Share (McEwan-Adkins)
grand conversations to promote learning and  Visualize-Organize (McEwan-Adkins)
engagement.  Grand Conversations-Promote Discussion,
Exploration of Big Ideas (Tompkins)
Students will demonstrate prior knowledge students?
through two-minute talks followed by grand My friends, how do you think you would feel
conversation. if you were adopted by family that not only Students are connecting their personal
looked different than you, but also had family culture to the fictional characters in
different traditions and culture? Hmm, what the story, therefore students are making a
do you think that might be like? personal connection to the lesson.
Misconceptions: Identify common
misconceptions regarding concepts addressed in
this lesson.
Misconceptions that may be addressed in this

lesson will be about adoption and what that
means for families.

Stages
My friends! By the end of today’s lesson you will be able to compare and contrast your family and this family in our
Before story “My Family is Forever.”
Setting the Students will pair up for a the two-minute talk, each student gets two minutes to tell their partner everything they
stage. know, learned from previous lessons, about families. After two minutes, the second partner tells what they know.
Following the two minute talks, the class will come together to have a grand conversation and I will write what we
know on the board.
My friends, We have talked a lot about families that share the same traditions and culture, BUT how do you think you
would feel if you were adopted by family that not only looked different than you, but also had different traditions and
culture? Hmm, what do you think that might be like?

During/active Students will be guided through a grand conversation about what it might be like to be adopted, and furthermore to
engagement be adopted to a family that has different traditions and culture. Through this conversation students will be guided
in learning and encouraged to use the unit vocabulary words. (tradition, culture, heritage, diversity, family)
After reading My Family is Forever, I will demonstrate the appropriate syntax for a compare and contrast
conversation. I will then provide sentence frame projected in the front of the room large enough for universal access.
This will give the students examples and guidance for their next task. Students will engage in a table conversations
to discuss, with the correct language use, the similarities and differences they noticed in the book.
 Guided practice
The class will come back together and each student will receive a Venn diagram. I will guide the students with
filling out their Venn diagrams. Students will give examples of their similarities and difference that they discussed
with their table groups. As students share examples, I will be recorded their answers on my own Venn diagram that
is being projected at the front of the classroom.
Upon completion of the Venn diagram, students will construct and informational paragraph about what they know
about families now.
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For this lesson students are supported by providing projections large enough for all students, partner talks, groups
discussions, and sentence frames.
Teaching Explain:
Students, I am so proud of you for successfully comparing and contrasting your families and the fictional family
from our story.
Students will be sharing their learning with their shoulder partner. Once students have completed their paragraph
about what they know now, they will take turns reading to their should partners.
I will be checking for understanding during grand conversations, I will be looking for students to be actively
participating and using academic language. While students are working on their Venn diagrams I will check
understanding by observing how they fill out the graphic organizer.
Informal: observation Students will have the chance to provide their own voice by
I will be informally assessing students by their participation and use providing personal examples/experiences, think-pair-share, two-
of academic language during grand conversations. While students minute talks, table group discussion, and grand conversations.
are working on their Venn diagrams I will be assessing their
understanding by observing how they fill out the graphic organizer.
Formal: graded writing response

Students will produce a paragraph (4-5 sentences) identifying what they
learned during their discussion, what strategies helped them, and how their
learning was extended.

commentary.
student learning:
For the whole class:

Based on student learning post assessment, I will decide whether or not there was substantial understanding of comparing and
contrasting families. If 85% of students showed clear understanding, no further lesson extension or assessment is necessary. If
students did not demonstrate a clear understanding, I will provide another example of a fictional family to compare and contrast
together as a whole class.
1. IEP student with difficulty copying notes down from board to paper, I will provide sentence frames in the diagram.
2. SST student, this student is provided support through peer discussions.
3. EL students will receive sentence frames for the Venn diagram as well as sentence frames for the reflection paragraph.
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select research based strategies from the course resources.
student(s).
what we know now.
1. Clusters Clusters are a web like diagram drawn This strategy is useful because it Clusters will be useful in this
out on paper to write down and connect provides a visual representation of lesson in order for students to
or organize information ideas and brainstorming. collect, organize, and brainstorm
ideas for their reflection
paragraph.
Venn Diagram Students organize information to create This strategy is helpful to organize The Venn diagram in this lesson
a clear visual of the similarities and our information to make it easier helps students to organize the
difference between families today and in to form ideas about similarities, information we learned about
the past. differences, and generalizations. families in the past and today. By
organizing this information, we are
able to better achieve our objective
of comparing families today and in
the past.
1.Graphic Organizers Students organize information to create This strategy is helpful to organize The Venn diagram in this lesson
a clear visual of the similarities and our information to make it easier helps students to organize the
difference between families today and in to form ideas about similarities, information we learned about
the past. differences, and generalizations. families in the past and today. By
organizing this information, we are
able to better achieve our objective
of comparing families today and in
the past.
2. Inquiry Learning Students select the topic in which they This approach is useful in this This would be helpful to use to
are discovering information about. lesson because it gives the students extend the lesson because students
the opportunity to choose which are activating a deeper level of
cultures they would like to learn thinking by coming up with
about, whether it is a new culture questions that will further their
or one their families is a part of. understanding of the topic.
Technology Resources
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Language Function Think Pair Share engages students with This strategy is helpful to students This strategy is helpful for this
Toolkit/other a partner to share prior knowledge about because it gives them a chance to lesson due to the fact that part of
a topic. brainstorm with a partner and this lesson requires students to rely
Strategies for Activating create a response together before on prior knowledge from previous
Prior Knowledge we have our class discussion. lessons. By giving students a
chance to discuss with a partner,
gives them the opportunity to work
Assessment Strategy #1: Observation Alignment with Objectives:
assessing?
I will be informally assessing students by their This assessment will be checking for academic language and if students can successfully
participation and use of academic language during Compare and contrast their daily lives with those of their parents, grandparents, and/or
grand conversations. While students are working guardians.
on their Venn diagrams I will be assessing their
understanding by observing how they fill out the
graphic organizer. concepts being taught.
This assessment strategy provides evidence as students actively participate in grand
conversation with correct syntax and academic vocabulary as well as student
demonstrating understanding of usage of the Venn diagram to compare and contrast.
Student Feedback:
I will provide students verbal feedback during discussions. Students will again receive
verbal feedback as I observe them working on their Venn diagrams.
Assessment Strategy #2: Rubric Alignment with Objectives:

it assessing?
Students will produce a paragraph (4-5 sentences) Students are able to demonstrate their understanding of answering who, what, where
identifying what they learned during their discussion, questions, compare and contrast, as well as showing they can write
what strategies helped them, and how their learning was informative/explanatory texts in which they introduce a topic, use facts and definitions to
extended. develop points, and provide a concluding statement or section.
This assessment shows student understanding by asking them to answer and explain in
their own words, about today’s lesson on comparing and contrasting fictional and factual
families.
Student Feedback:
Students will receive feedback through marks on their paper after I have graded them
using the rubric.
Student 4-5 clear sentences using Student 3-4 sentences using some Student 1-2 sentences using little to no
academic vocabulary. academic vocabulary. academic vocabulary.
Student provided examples from class. Student provided an example from Student did not provide example.
class.

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Students are connecting their personal family culture to the fictional characters in the story, therefore students are making a personal
connection to the lesson.
Student grouping for this lesson is based on their seating arrangement, which has been arranged for them to be seating next to someone that is helpful
or promotes some kind of growth and a batter learning space.
Planned Supports:
This lesson using the projector to provide large and clear enough text for universal access in the classroom.
Some students received sentence frames to help in notes and assignments,
The class participated in partner, table, and grand conversations to promote learning and engagement.
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Writing for Information in Social Studies
MINI LESSON PLAN
Name: Grade Level

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 Collaborative
feelings, use temporal words to signal event order, and provide a sense of 1. Exchanging information and ideas with others through oral
closure. collaborative conversations on a range of social and academic topics.
W.2.5 With guidance and support from adults and peers, focus on a topic Interpretive
and strengthen writing as needed by revising and editing. 5. Listening actively to spoken English in a range of social and academic
W.2.8 Recall information from experiences or gather information from contexts.
provided sources to answer a question. Productive
L.2.1 Demonstrate command of the conventions of standard English 12. Selecting and applying varied and precise vocabulary and language
grammar and usage when writing or speaking. structures to effectively convey ideas.
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Content Standard: (social studies)

2.2.1 Trace the history of family through the use of primary and secondary
sources, including artifacts, photographs, interviews, and documents.
2.2.2 Compare and contrast their daily lives with those of their parents,
2.2.3 Place important events in their lives in the order in which they
occurred (e.g., on a time line or storyboard).

After the mini lesson on Families Today and in the Past, students in grade Students in grade 2 will listen actively to spoken English within the
2 will be able to write their own short narrative about their family in an context and produce clear and coherent writing, which display
“All About My Family.” development and organization. Students in grade 2 will use precise and
domain specific vocabulary to write about their families.
ELA Content Objective:
Students in grade 2 will write about their family using domain-specific
vocabulary content that conveys a short narrative book.

Level 2: Categorize, Organize
Level 3: Explain
Level 4: Investigate, Examine
Level 5: Revise
Learning Focus
Students will create short narrative book, that accurately describes their family while using specific vocabulary in order to create a well-developed
writing piece.

Students will be gathering and organizing information to compose and book about their families.

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function:
 Pencils meet strengths/weakness of students so that all (provide text chapters/reference)
 Crayons, Markers, Colored Pencils students meet the targeted outcome.  Tapping into Prior Knowledge (SDAIE)
 Writing papers  Activate Background Knowledge
 Social Studies journals For students to successfully write I will be (Tompkins)
supporting my ELs, IEP, and s struggling writers  Student to Student Interaction (SDAIE)
with sentence frames to choose from.  Visualize-Organize (McEwan-Adkins)
 Grand Conversations-Promote Discussion
(Tompkins)
In small groups students will discuss what they students?
already know about families. Then, they will My friends! We have read and learned all
visit their Social Studies Journals and share a about other people’s families, but now it is Students will learn how to gather and organize
few facts about their own families that they your turn to be the author! Today we will ideas for writing their short book about their
wrote about in a previous lesson. Group families. In addition, students will draft, edit,
discussion will then follow the activity.
get the chance to be writers and we will
make our own books about our families. and revise their work before completing their
final draft. After completing their final draft,
When your books are finished we will share students will have the opportunity to share their
Misconceptions: Identify common them with the class! stories with their classmates and compare their
misconceptions regarding concepts addressed in diverse families, which leads to greater
this lesson academic learning.

Stages
Today we will create short narrative books, that accurately describes your families while using our family vocabulary in order to
Before create a well-developed writing piece.
Setting the Students will get into small groups to discuss what they already know about families. Next, they will visit their Social Studies
stage. Journals and share a few facts about their own families that they wrote about in a previous lesson. Small group discussions will
be followed with a grand conversation.
My friends! We have read and learned all about other people’s families, but now it is your turn to be the author!
Today we will get the chance to be writers and we will make our own books about our families. When your books
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are finished we will share them with the class!

During/active Following the grand conversation, I will reread a story from a previous lesson “Me and My Family.” After this story
engagement we will discuss how the students will get to make a book all about their families. We will talk about what makes the
in learning book interesting and how to be a great author.
I will demonstrate using a graphic organizer to organize my thoughts and ideas for my book. Next, students will be
shown how to make a paragraph with their ideas. I will post several sentence frames to help students construct
paragraphs and ideas. I will refer back to the book we read to demonstrate the organization of “Me and My Family.”
 Guided practice
Students will return to their seats and the paper passers will distribute our brainstorming and writing papers. I will
lead students through adding their ideas to brainstorming paper as part of their prewriting process. Students will
share their ideas with their shoulder partner.
Students will independently start writing about their families on their writing paper. As students work independently
I will be walking around the room to observe their progress as well as help students with organizing their writing.
Sentence frames will be posted for students to use, some students (EL and IEP) will receive a printed copy to keep at
their desk for better visual learning and access.
Teaching Explain:
I am so proud of you for creating a short narrative book, that accurately describes your family while using our family vocabulary
in order to create a well-developed writing piece.
At the end of the lesson the students will share their completed books, “All About My Family” with their classmates.
Students will be asked to conference with the teacher and reread what they have written, revise, and edit changes that are
necessary.
Informal: Students will be informally assessed by observing their

small group discussion, grand conversation, and partner Students will write a paragraph (5-6 sentences) in their Social
brainstorming. While observing I will be listening for students use Studies Journal on what they have learned during this activity.
of domain specific vocabulary and connections to our novel. Students may use examples of what they learned about their
classmate or compare similarities or differences.
Formal: Students will produce a well-developed final draft short
narrative book about their families that will be graded on
organization, punctuation, and content. Students will be assessed on
their ability to gather and organize ideas for writing a short
narrative. In addition, students will be provided with a rubric for
their final product.
Feedback: Explain how you will provide feedback to 2 students

needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.
Students will receive informal feedback during discussion and also

during teacher conferences. Formal feedback will be given once the
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book has been graded according to the rubric.

commentary.
student learning:
For the whole class

All students will need to have explicit instruction for each of the 5 stages of the writing process. This writing process will be learning
over several days and will not be all in one lesson.
1. IEP student with difficulty copying notes down from board to paper, I will provide a copy of the sentence frames for him to
use at his desk.
2. SST student, this student is provided support through peer discussions and sentence frames.
3. EL students will receive sentence frames to help him organize his ideas.
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your
answer and select research based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting &
research base. helpful for whole group or links to student/standards
specific student(s).
1. Prior Knowledge: Teacher asks students questions to This strategy is helpful because This is an important strategy in
Activating the Known help activate their brains to students are able to link new this lesson because we need to
remember information they may information to an existing activate the knowledge that the
already know about the topic of the schema. students had learned in the
lesson. previous lessons.
2. Main Idea Maps Students use maps and charts to This strategy is helpful for This strategy is helpful for
visualize the main ideas and connect students to visualize the students to organize their ideas
supporting facts and ideas. information and narrow down for their narrative book.
what is the main idea and
important facts.
1. Clusters Clusters are a web like diagram This strategy is useful because Clusters will be useful in this
drawn out on paper to write down it provides a visual lesson in order for students to
and connect or organize information representation of ideas and collect, organize, and
brainstorming. brainstorm ideas for their
reflection paragraph.
2. Minilesson Lessons that last 15-30 minutes that Minilessons are helpful when Students learn strategies, skills,
will enhance the learning of the students need to learn extra and procedures through mini
main unit. strategies or when a small lessons that will be valuable in
group may need an the unit.
intervention or modification.
50 Social Studies
Strategies
1.Graphic Organizers Students organize information to This strategy is helpful to The graphic organizers in this
similarities and difference between make it easier to form ideas organize the information that
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Alyssa Fisk
families today and in the past. about similarities, differences, they want to add to their books.
and generalizations. By organizing this information,
we are able to better achieve
our objective of writing with
accuracy.
2. Timeline Students map out specific events on This strategy is helpful to show A time could be helpful in this
a time line in order of which they understanding of important lesson for students to map out
happened. events in history. the different things that their
families have done.
Language Function Think Pair Share engages students This strategy is helpful to This strategy is helpful for this
Toolkit/other with a partner to share prior students because it gives them lesson due to the fact that part
knowledge about a topic. a chance to brainstorm with a of this lesson requires students
Strategies for Activating partner and create a response to rely on prior knowledge
Prior Knowledge together before we have our from previous lessons. By
class discussion. giving students a chance to
discuss with a partner, gives
them the opportunity to work
it assessing?
Students will be informally assessed by observing
their small group discussion, grand conversation, While observing I will be listening for students use of domain specific
and partner brainstorming. vocabulary and connections to our novel.

This strategy shows understanding by requiring students to use the domain specific
vocabulary accurately in conversations with peers and teacher.
Student Feedback:
Students will receive direct informal feedback during discussion and also during
teacher conferences.
Students will produce a well-developed final draft it assessing?
short narrative book about their families that will This assessment will be looking to identify the students understanding of the writing
be graded on organization, punctuation, and process and of standard English.
content. Students will be assessed on their ability to 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, use temporal words
gather and organize ideas for writing a short to signal event order, and provide a sense of closure.
narrative. In addition, students will be provided L.2.1 Demonstrate command of the conventions of standard English grammar and usage
with a rubric for their final product. when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

The accuracy in writing and minimal mistakes in organization, grammar, and
punctuation will show the students understanding of the writing process.
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Student Feedback:
Students will receive direct immediate feedback during teacher conference sessions.
Formal feedback will also be given once the book has been graded according to
the rubric.

This lesson links to student’s prior academic learning by connecting and revisiting our social studies journals as well as a story we have read before.
Students are also asked to connect their own family to the lessons.
Student grouping for this lesson is based on their seating arrangement, which has been arranged for them to be seating next to someone that is helpful
or promotes some kind of growth and a batter learning space.
Planned Supports:
This lesson using the projector to provide large and clear enough text for universal access in the classroom.
Some students received sentence frames to help in notes and assignments,
The class participated in partner, table, and grand conversations to promote learning and engagement.
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Alyssa Fisk
Professional Reflection
Provide a thorough answer for each question.
1. Select one Social Studies
Strategy from your text and
explain how it can be used to: Discovery Learning
Discovery learning it my favorite way to actively engage and get students attention and
 Extend social studies minds working. Through discovery learning students are supplied with some to explore,
knowledge, before the teacher gives them any information about it. This type of learning approach
allows students the opportunity to explore and create their own questions and ideas
 Extend literacy learning about the topic. As the lesson progresses they get the opportunity to see if their ideas
were correct and also find answers to those questions they developed. One way this
 Engage students at a approach could be used in social studies would be to bring in different artifacts and
deeper level of learning pictures that are directly related to the lesson we will begin. As students explore the
artifacts and pictures they may conclude what time frame or topic we might be learning
about.
2. Select one Literacy Strategy Double entry journals

from your text and explain how When students create double entry journals they create two columns; one side they will
it can be used to: take information or quotes from the book or story they are reading, students use the
second column to respond. This strategy could be used in social studies as a way to
 Extend social studies connect to the text. Students may choose to respond about how it connects to them. In
knowledge, my lesson about families, students could write on the left side what they had learned
about other families in the past and responded about how it connects or is similar to
 Extend literacy learning their own families. This strategy would have students taking notes on the information
and connecting to themselves, all while also working on comprehension and writing.
 Engage students at a
deeper level of learning.
3. Feedback: Select 2 Rubrics 50 Literacy Strategies pg. 119-120

strategies for providing Rubrics are the scoring guides that are used to assess students’ achievement on their
immediate feedback on work. Rubrics are a clear and direct way to give a student feedback. I could use it for
learning from any of your texts. direct and immediate feedback when my students are presenting an assignment, as
Provide evidence that it is they are presenting I could mark off and write comments on the rubric and give them the
research based. sheet back right away.
Grand Conversations 50 Literacy Strategies pg. 45-47

These discussion are students centered, they discuss the topic at hand
while including their thoughts and feelings. As students explore the topic,
the teacher can chime in with his/her feedback. This approach gives the
teacher the opportunity to give immediate and direct feedback which is
also helpful to steer the students’ discussion in the right direction.
70

Direct Instruction Lesson Plan Design and Rubric

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Alyssa Fisk

Objectives and Standards…………………………………………………………………………3

Direct Instruction Lesson Plan……………………………………………………………………11

Concept Attainment Lesson Plan...………………………………………………………………23

Generalization Lesson Plan………………………………………………………………………33

Inquiry Lesson Plan………………………………………………………………………………..42

Vocabulary Lesson Plan………………………………………………………………………….49

Listening/Talk Lesson Plan……………………………………………………………………….57

Writing Lesson Plan……………………………………………………………………………….64

Unit Reflective Commentary…………………………………………………………………….. 70

Objectives and Standards

Direct Instruction Lesson

Concept Attainment Lesson

CCSS ELA Standard

CCSS ELD Standard

College and Career Readiness Anchor Standard CCSS

Introduction to Unit Page

Student List with Three Focus Students

General Student List with Three Focus Students

Gender General SES General Ethnic Describe

14 Boys Information not 2 GATE 10 Hispanic (No special needs)

10 Girls Information not 4 GATE 7 Hispanic Average Students

Lesson 2: Concept Attainment

The Great Big Book of Families by Mary Hoffman

The Keeping Quilt By Patricia Polacco

Me and My Family Tree by Joan Sweeny

Families are forever

FYI: Use this information for each lesson.

edTPA LANGUAGE FUNCTIONS & DEMANDS

Three Language Demand areas:

3. Subject-specific words defined for use in the discipline.

Discipline-specific discourse has distinctive features or ways of structuring oral or written

Social Studies Standard

CCSS ELA Standard

CCSS ELD Standard

Students will summarize information by listing ten facts about families.

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Related skills for the essential literacy strategy:

Academic vocabulary/symbols: ex. List/use vocabulary in sentence

Syntax: (Use language frames in Language of … section in Toolkit)

3. ASSESSMENT STRATEGY (10 points)

Proficient (10 pts) Basic (5 pts ) Insufficient (2 pts)

4. LESSON OPENING/PURPOSE (5 points)

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

 RESTATE OBJECTIVE IN STUDENT TERMS

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

K (What we know) W (What we want to learn) L (What we learned)

Families are important to Why are some families bigger than

 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Explain how your strategy incorporates EL student’s background.

 MODELING SDAIE: Demonstrations and modeling

 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

 GUIDED PRACTICE STRATEGY

 Ask students to share what they wrote for their facts.

Learning facts about Families.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION

 With Individualized Education Programs (IEPs) or 504 plans

Students with IEP and 504 plans

2. Pictures/examples with vocabulary and stories.