Annie Gbaford

Teach Learn 413: Intro to ESL

October 20, 2021

Identifying Language Demands

Procedure:
1. Work individually or together with a peer. Select a lesson plan that you have
developed in the past, have seen taught (in one of your practicum experiences),
or find online.
I will use my reading lesson Girl Wonder for this assignment which I have copy and
pasted down below so please refer to that.
2. Write the overall lesson goal and/or the state content standard(s)
Lesson Goals /Content Standards
- CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.

- CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

- CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.

3. Write the content objectives

SWBAT make predictions about what will happen in girl wonder.

SWBAT to discuss their ideas with a partner.

SWBAT to review the first part of Girl wonder and the predictions made last class edit or
add more to the prediction list.
4. List all of the language functions within the learning segment. This is what
students do with language.
- Speaking
- Listening
- Describing aspects of a story
- Summarizing story
- Brainstorming aloud with partner
 5. Choose one of the above language functions and write a measurable language
objective (e.g. SWBAT explain, infer, compare, justify, etc.).
- SWBAT explain what a prediction is.
- SWBAT thoroughly explain why their prediction was proven right or wrong.
- SWBAT compare and contrast their prediction to what is actually happening in
the story.
- SWBAT share their predictions with a peer and in the whole group.
6. Choose one learning task from your lesson (learning segment) where students
have an opportunity to practice the above (identified) language function.
Consider a task where students practice using language in one or more ways
(speaking, reading, writing, listening, and/or performing).
During the lesson students will have time to practice explaining and describing with a
partner to tell their predictions and explain to them why their predictions were correct or
incorrect. A way that I can expand this lesson so that students can use more language
functions during our reading is incorporating writing, and more opportunity for student
voice. The lesson I chose to do is typically a two-part lesson my mentor teacher presented
the first half of a lesson where the students went over the vocabulary. I could have them
practice vocabulary words from our book with partners and defining the vocabulary
words using their personal definition.
7. Identify additional language demands that students will need to understand and
use including vocabulary, syntax and discourse.
In this lesson students need to understand the vocabulary words that they will encounter
in the text. When I taught this lesson, I noticed that the student who were absent for the
first part of this lesson were confused on a lot of the story because they didn’t understand
the vocabulary words. The students also have to understand the cultural context of the
story and terminology of the story to be able to have proper discourse with their peers.
8. Submit your work electronically to Canvas

Lesson Plan: Girl Wonder

Teacher Candidate: Annie Gbaford Date: September 2, 2021

Grade/Subject: Second Grade/ Reading Estimated Time for Lesson: 30 – 45 mins

Lesson Title/Focus: Making Predictions and Discussing Parts of a Story

Materials, Resources, and Technology used in this Lesson:

 Materials/Resources Girl Wonder, Prediction Chart

Technology None

Central Focus of Learning Segment

The central focus of this lesson plan is for students to learn how to make predictions and talk

about stories to build upon their comprehension skills. Students will be able to listen and discuss

part of a story. Students will make predictions to show their understanding of the story. Students

will also discuss their ideas in small groups.

State Learning Standard(s):

CCSS.ELA-LITERACY.SL.2.2

Recount or describe key ideas or details from a text read aloud or information presented orally or

through other media.

CCSS.ELA-LITERACY.RL.2.3

Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts

with peers and adults in small and larger groups.

Learning Targets (Objectives) and Assessments:

Learning Targets: Write the objectives in Assessments: Describe the assessment(s) that will

student friendly language. be used to measure the learning targets. Include

rubrics if applicable.

· I will be able to make I will have students share their predictions with the
 predictions about what will class to and write them on the board.

happen in girl wonder.

· I will be able to discuss my I will watch the class to see who is participating in

ideas with a partner. small group discussions.

· I will be able to review the first N/A

part of Girl wonder and the

predictions I made last class.

Examine your learning targets. How will you provide opportunities for language

development for students?Include: Academic vocabulary, Language function, Discourse, &

Syntax

Students’ Prior Knowledge or Experiences with the content of this lesson:

Prior to this lesson students will have listened to the first half of Girl Wonder and made a

prediction chart. So, they should be familiar with making predictions, sharing with a partner, and

discussing what they read to develop understanding. Students should also be a little familiar with

baseball and innings from the first time we read the story together. The students are familiar with

the structure of our reading lessons so they should know that they are supposed to be listening

attentively and observing the photos to help them comprehend the story.

Sequence of Learning Activities: (beginning, middle and end - include revisiting the learning

target)

● Include short descriptions of what the students will be doing (application), placed

alongside corresponding teacher actions & minutes. Include major statements (such as

definitions or directions, as needed). Include major questions the teacher will ask.

Include a motivational intro & strong conclusion.

Sequence of Learning Activities:

Minutes What will the teacher be doing? What will the student be doing?

3 Introducing the lesson “Hi class, Push their chairs in quietly and

today we’re going to sit on the carpet move to a spot on the carpet.

to finish reading Girl Wonder.”

5 Assigning partners, then show the Students will be sitting quietly next

students the cover of Girl Wonder to their partners and awaiting more

and reading the name of the author instruction

and illustrator to them.

3 Remind the students about what Students will be looking at the

happened in the first 17 pages of Girl photos and thinking about what they

Wonder they read and discussed the read the day prior.

day prior. Slowly flip through

images until page 17.

3 Ask the students “What do you A few students will share what they

remember about Girl Wonder from remember as the rest sit and listen

yesterday? Raise your hand if you attentively.

would like to share with the whole

class what you remember from Girl

Wonder.” I pick a few students to

share what they remember.

5 Bring out the prediction chart made They will be looking at the

previously and have them turn to prediction and recalling to their

their partner to discuss the partner about the predictions the

 predictions they made last class made last class.

“Turn to your partner and take turns

sharing the predictions that you

made last class. Its ok if you don’t

remember your prediction, you can

look at our prediction chart to help

you remember.” Use this time to

reiterate what a reader does when

they make predictions. “Good

readers make predictions about

what will happen next in the story”.

Such as using examples from their

own lives to make connections to the

story.

5 Ask the students “what other Students will brainstorm with their

predictions do you have about what partner and share their predictions

will happen in the story? Brainstorm with the class.

with your partner for 30 seconds.

Have one person in your group raise

your hand to share your answer.”

Then I will write down the new

predictions students have made on

our prediction sheet.

10 Before I read aloud the rest of Girl They will listen to the story, look at

Wonder I will the tell students that the pictures taking note of if their

“As I read to you, I want you predictions were correct

remember the prediction you made

and as we read take notice of your

prediction. Were your predictions,

right?”. This is when I’ll clarify new

vocabulary words as I read stopping

at any new words for example

twitter. I would then say “Can

anyone tell me what twitter means?

Twitter means talking in a quick and

nervous way.” During the reading I

will also make sure to stop and show

the pictures to everyone and ask

questions like “What do you think

they were thinking in this moment?

Why do you think Coach made this

face? Do you think the crowd was

there to support her?” (STOP at pg.

27).

5 Once I finish the book, I will ask Students will discuss their ideas

students “What happened in the with their peers.

 story we just heard? Turn to your

partner and tell them”. Then I will

signal for them to turn back to me

(macaroni cheese or all eyes on me).

Then I will reread the page 27 and

continue to the end of page 32.

5 Wrap up reading the book. Then ask Students will use the think pair

the students “How would you share to discuss their ideas and then

describe Alta and what kind of share with the class.

person she is?” Turn to your partner

and share. After that I will ask them

“Why do you think people called

Alta Girl Wonder?” Turn to your

partner and share.

5 Bring out the prediction chart and Students will raise their hand and

ask the students “What did you learn wait their turn to answer the

about making predictions today?” question.

After the students share what they

learned about predictions then I will

tell them that. “Good readers make

predictions about what will happen

next in the story, and they keep

reading to find out if their

 predictions actually happen.”

5 Wrap up the lesson by saying “Good Sitting quietly and listening.

readers make and check their

predictions as they read it helps keep

them interested in the story and

helps you learn better.”

Answer the Questions:

● How will you differentiate instruction and outcomes to meet needs of students?

Include as appropriate:

○ Universal design, grouping, learning styles/intelligences, ELL, special ed,

interests, culturally responsive supports, etc.

○ Differentiating this lesson for different intellectual levels, and interest I would

pick a book at a higher or lower level to meet my students who are at a lower

reading level and those who are at a higher reading level. For example, I would

pick a picture book for the students who are at a low reading level and a chapter

book for the students who are at a high reading level. To change this lesson for

students who have different interest I would let them pick the book or pick a topic

I know that they all really enjoy.

○ If I were differentiating instructions for my ELL students, I would make the

lesson more vocabulary focused and pay special attention to the photos so that

students could draw connections to the photos and from their life.
 ● What are your supporting theories/principles? (Why are you doing what you are doing?)

At Kamiak Elementary we follow the Being a Reader curriculum. This curriculum follows

researched based curriculum for kindergarten to second grade students. Which means we use

foundational skills instructions (Intentional alignment with SIPPS Systematic Instruction in

Phonological Awareness, Phonics, and Sight Words) intervention combined with comprehension

works that also incorporates social emotional learning. So basically, this curriculum uses zone of

proximal development techniques to build upon students’ prior knowledge and make many new

connections. Research has shown that making connections to students prior knowledge and

personal lives makes the content more intriguing and helps them learn.

● How will you provide opportunities for student voice? (Student self-

assessment/metacognition related to the learning target)

Include as appropriate:

○ In this lesson I will let students share their ideas aloud with the class. There’s not

really an opportunity for student voice in this lesson.

● Reflection/ How did the lesson go? (Complete after the lesson is taught)

This was the first lesson that I presented to my students. I think it was horrible. I have a

lot to work on. I was nervous so my voice was shaky. I didn’t speak loudly enough, and I

went too quickly through my reading lesson. I felt that I hadn’t really made a connection

with the kids yet, so they didn’t listen to me as much as I wanted them to. Another thing

that made this lesson not go exactly as planned didn’t have any class management/

engagement techniques prepared. I felt severely unprepared for this lesson. I had gotten

so used to teaching to my peers, so I wasn’t prepared for the many behaviors that my
students displayed during my lesson. Another thing that I need to work on was reviewing

the previous lesson with my students.

Since we’ve been online and practicing teaching lessons with our peers, I got into

the routine of assuming my students know or remember information from a prior lesson. I

didn’t give my students time to review the prior lesson that connected into our new

lesson, so the students weren’t able to make the proper connections that I needed them to.

I didn’t give the students enough time nor did I review what we did last class. I was

nervous, and all my students looked so bored and uninterested. A lot of them weren’t

listening because I was boring and monotonic. I had practiced and really prepared for my

lesson. I just forgot to take into consideration the outside factors that would impact my

lesson and the way my students received the lesson. I’m glad my first lesson went like

this because it showed me just how crazy things will be in my own classroom and I need

to be more adaptable and prepared for things that life will throw at me. Being a teacher is

all about being adaptable. You will never be able to predict what’s going to happen. You

will always have to be open to change things to make them work for your students that’s

what I learned from this experience. I’m very excited to see how much I grow and

improve and come into my own teaching style.