Teacher: Miss Perry

Day: 1 of 3

Grade: 2
Subject: Language Arts/Science

Date: April 7, 2016

Time: 9:15 / 45 minutes

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy) Analysis, Application, Knowledge,

Evaluation, Comprehension
Objective
Students will be able to:
Learning: discuss ways they can protect the Earth
Behavior: by writing their own pledge to the planet, as well as making their own illustration of Earth
Condition: after the teacher reads the story Miss Foxs Class Goes Green.
Common Core Standards addressed:
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.
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.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
CCSS.ELA-LITERACY.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification.

Instructional Strategies: (Opening, Presentation, Guided Practice, Closure)

Opening
1 The teacher will have the story Miss Foxs Class Goes Green on display when she calls the
students over to the rug. (Anticipatory Set)
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The teacher will tell the students that April 22nd is Earth Day, which is a day that the world
celebrates how lovely and precious our planet is to us.
The teacher will ask the class in what ways do they think the Earth is important. Anticipated
Responses: It gives us somewhere to live. We grow food on Earth. There are schools on Earth.
The Earth gives us air to breathe. etc.
The teacher will tell the students that many people are careless when it comes to Earth, and
eventually we may not have a beautiful and healthy planet if people continue living in this
way.
Before beginning the story, the teacher will ask the students what they think it means when the
author says Miss Foxs class goes green. Anticipated response: It means taking care of the
plants. It means taking care of the environment or the outdoors.
The teacher will tell the students to listen carefully to the story and listen to the ways that Miss
Fox and her class help the planet. (Purpose Setting)

Presentation
7 The teacher will stop at certain points in the story to check for understanding from the
students.
8 The teacher will also have them turn and talk to their partners at certain parts in the story
where they can discuss how riding a bike to school, using less water, and turning down the
heat are helpful to the environment. (Individual Assessment/Checking for Understanding)
9 Once the story is completely over, the teacher will ask students in which ways did Miss Foxs
class go green. Anticipated Responses: Miss Fox rode her bike to school. Mouse said to turn
off the lights when you leave a room. Bunny brought a shopping bag made of cloth instead of
using plastic bags. You should turn off the TV if you are not watching it. Etc.
10 Once the teacher has written down all the ways Miss Foxs class went green on the
SmartBoard, she will then go down the list and ask why doing these things are helpful to the
planet. Anticipated Responses: We should not waste energy. We should not waste trees. We can
save power by during the TV and the lights off. Etc. (Modeling)
11 The teacher will tell the students that it is important to remember to do these things at home
and at school, because we want to make our planet the best it can be. (Input)
12 Before sending the students back to their seats, she will explain to them that they are going to
be working on an activity that will be displayed on the bulletin board outside of the classroom
for the month of April.
13 The teacher will hold up a little piece of paper that says I can help the Earth by. She will tell
the students that they will each be getting one of these papers. On the paper, they are going to
write a pledge. (Modeling)
14 The teacher will explain to the class that a pledge is something you are promising to practice
wherever you go. It is a promise they are making to the Earth. (Input).
15 The teacher will show the students that on the little piece of paper she has written Miss Perry
pledges to take shorter showers. She will also point out to the students that they are to color in

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the boy or girl on the side of the paper, because we want to make our bulletin board as colorful
as possible. (Modeling)
She will also tell the students that once they are done writing their pledge and decorating their
little paper, they will get a big piece of white construction paper in order for them to make
their own Earth.
The teacher will show the class an example of hers. (Modeling). She will explain to the class
how important it is to use up the entire piece of construction paper, since their pledge will be
going in the middle of the Earth they make.
The teacher will also ask the class what two colors should be used when coloring in their
Earth. Anticipated Responses: Green for the land. We should use blue for the ocean.
The teacher will ask for a thumbs up or a thumbs down to check if the class is ready to begin
the activity.
Once the teacher has received thumbs up from each student, they will be sent back to their
desks to begin the activity.
The teacher will leave the list on the SmartBoard up for the remainder of the lesson so they
can refer back to it for spelling help.

Guided Practice
22 The teacher will pass out an I can help the Earth by paper to each student. Once they have
received their piece of paper they can begin writing their pledge.
23 The teacher will remind the students that they should be writing their first name and then
pledges. The teacher will write her name on the board as an example. Miss Perry pledges to
. (Input/Modeling).
24 The teacher will tell the students they can begin making their own Earth once they have
written their pledge and colored in the piece of paper. (Individual Assessment)
25 Once a students pledge has been checked by one of the teachers, they will be given a piece of
white construction paper to begin making their own Earth. (Individual Assessment)
26 The teacher will remind the class to make their circle has big as they can. (Input)
27 The teacher will also state to the class that there should not be any white spots on their Earth
since the Earth is all green and blue. She will tell the students to make their Earths as beautiful
as can be! (Individual Assessment)
28 If any student finishes with their Earth illustration and pledge, they will be given a worksheet
where they will be asked to sort garbage and recycling. (Alternative Assessment)
29 The students will be given the whole time to work on their Earth drawings and pledge.
Closure
30 The teacher will allow two or three students to share their pledge and their drawing of the
Earth to the class. (Alternative Assessment/Individual Assessment)
31 She will ask the class why these things are important to practice every single day. Anticipated
Responses: We want our planet to stay clean. We want the trees and flowers to be healthy. We
do not want to waste anything from the Earth. Etc. (Summary of Major Points)
32 Before the students return back to their seats, she will tell the class that if they still need to
finish working on their Earth drawings they will be able to continue in the afternoon.
33 She will also tell the class that if they have not already started the Sorting Trash worksheet
they will be able to work on it tomorrow, and it will be collected. (Formative Assessment)

Assessment: (Formative, Individual Measurability, Summative)

Formative:
- Formative assessment will take place in step 33: She will also tell the class that if they have
not already started the Sorting Trash worksheet they will be able to work on it tomorrow,
and it will be collected.
- Alternative assessment takes place in step 28: If any student finishes with their Earth
illustration and pledge, they will be given a worksheet where they will be asked to sort garbage
and recycling.
Individual Measurability:
- Individual Measurability takes place in step 30: The teacher will allow two or three students to
share their pledge and their drawing of the Earth to the class.
- Individual Measurability takes place in step 8: The teacher will also have them turn and talk to
their partners at certain parts in the story where they can discuss how riding a bike to school,
using less water, and turning down the heat are helpful to the environment.
- Individual Measurability takes place in step 25: Once a students pledge has been checked by
one of the teachers, they will be given a piece of white construction paper to begin making
their own Earth
Summative:
- No summative assessment is needed at this time.
Differentiation: (Varying Content, Varying Process, Varying Product)
Content:
- The use of the Smart Board will be useful for visual learners.
- The use of the I Can Help the Earth by worksheet will be useful for visual learners.
- Reading the story Miss Foxs Class Goes Green will be useful for auditory and visual learners.
- Making an Earth illustration will be useful for kinesthetic learners.
Process:
- Step 10: Once the teacher has written down all the ways Miss Foxs class went green on the
SmartBoard, she will then go down the list and ask why doing these things are helpful to the
planet.
Product:
- Students who are struggling will be assisted by one of the teachers walking around throughout
the lesson.
Technology:
The Smart Board is used during the presentation of the lesson for modeling purposes.

If children finish the activity early, they will receive the Sorting Trash worksheet for extra
practice with the lesson.