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K-3 Lesson Plan Framework

Veronica Ramirez
Week: March 9-13, 2015
Traveling to
2nd grade class with 19 students. 7 students are ELL (One level 1, one
level 2, two level 3, and three level 4). One student level 5 is being
monitored as she exited the program last year. Two students have ADHD
and are under medication.
*This lesson is geared toward three intervention students
(Two level 3 ESOL and 1 ADHD-under medication)
Language Arts/Reading
Social Studies
LAFS.K12.R.1.2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
LAFS.1.RL.3.9
Compare and contrast the adventures and experiences of characters in
stories.
20 minutes
Day 1:
After reading a passage on traveling to Mumbai, India, students will be
able to identify, discuss and draw details of Mumbai with 80% accuracy.
Day 2:
After reading a short traveling to Munich, Germany, students will be able
to identify, discuss and draw details of Munich with 80% accuracy.
Day 3:
After recalling the passages on traveling, the student will compare and
contrast the two countries details using a graphic organizer with 80%
accuracy.
Books, graphic organizer, pencil, flash cards, dry erase board, and marker
Day 1:
Ask students if they have every traveled before? Where?
Ask what they know about Mumbai, India?
Day 2:
Ask students to recall what they remember about the passage on traveling
to Mumbai, India?
Day 3:
-Ask students to tell you what they remember about the passages read
before.
-What do you remember about Mumbai, India?
-What do you remember about Munich, Germany?
Day 1:

Tell students that they will be reading a passage on traveling to Mumbai

India.
(Students will read the middle paragraphs and the teacher will read the
first and last.)
Once the passage is read, ask student to draw pictures and name the
pictures of what they think specific things look like: (Teacher will also
draw, however give students time to think and come up with an idea
before drawing your own)
Christmas and New Years
Cheap hotel
Taxi tut tuts
Elephant island
Old boat
Train
Cricket (Game)
-Show students pictures of India using two different books. (Dont read)
Next, tell student that they will be underlining the answer to the
questions.
-Ask students what question they would like to answer first. Chose one
student and go on until all questions are answered. (Explain further and
give hints if they remain stuck and cant find the answer.
1. When did Mike go to India?
2. Who went with Mike to India?
3. Where did Mike arrive in India?
4. What city in India did Mike visit first?
5. What Island did Mike go to near Mumbai?
6. How do most people in India travel?
7. Did Mike see many rich people?
8. What is the name of the little taxies in India?
9. What did India smell like?
Day 2:
Tell students that they will be reading a passage on traveling to Munich,
Germany. (Ask students who will read)
Once the passage is read, ask student to draw pictures and name the
pictures of what they think specific things look like: (Teacher will also
draw, however give students time to think and come up with an idea
before drawing your own)
Christmas and New Years
Food
Mountain (Zugspitze)
Cable car
Skiing
Old Castle
Small town
Bridges

Assessment:

ESOL Strategies:
Adaptations:
Remediation:

-Show students pictures of Germany using two different books. (Dont

read)
Next, tell student that they will be underlining the answer to the
questions.
-Ask students what question they would like to answer first. Chose one
student and go on until all questions are answered. (Explain further and
give hints if they remain stuck and cant find the answer.
1. When did Mike go to Germany?
2. Who was Mike going to Visit in Germany?
3. Where did Mike stay in Germany?
4. How did Mike travel in Germany?
5. How was the weather in Germany?
6. What did Mike like about the castles?
7. What is the most famous castle in Germany?
8. What is the largest mountain called in Germany?
9. Does Mike want to visit Germany again?
Day 3: March 13, 2015
-Tell students that they will be doing a compare and contrast of the two
passages. (Before you start, show students the pictures of some of the
things in those countries.)
Teacher will write their responses on the Venn-diagram poster
-Students will choose a flash card and determine where it belongs.
(If student doesnt recall, have them ask another student. If they both
dont know set aside for the moment and continue)
-How does Mike travel?
When did Mike travel?
What did he see?
What is the weather like?
Where did he stay?
Student work: The drawings of the meaning of the words they think they
are on the white board (picture)
-Venn-diagram activity
Oral discussion: after the passage is read and while drawing the pictures.
Read aloud, teacher/student/modeling, activate prior knowledge, visual
Visual of both India and Germany
Drawing pictures and labeling
Day 1:
Draw the picture on the white board as teacher reads. Stop and ask during
the story to draw rather than at the end. (Almost like a picture walk)
Day 2:
Draw the picture on the white board as teacher reads. Stop and ask during
the story to draw rather than at the end. (Almost like a picture walk)
Day 3:
Compare and contrast the story step by step. Look at the first paragraph
and compare and contrast before continuing.

Curriculum
Integration:

Resources:

Reading Fluency through read aloud

Vocabulary drawing pictures and identifying new or strange words
Comprehension underlining and comparing passages
Phonological awareness drawing pictures to meaning of words they hear
Phonics identifying words while reading
Oral through reading discussions and read aloud
A-Z Germany by Jeff Reynolds
A-Z India by Justine and Ron Fontes
A Ticket to India
Colors of Germany by Holly Littlefield and Andrea Shine