UMU Lesson Plan Template: Explicit Instruction

2016-2017

Name: Elizabeth Jones Date: February 21, 2017

Grade Level: 2 Class Period: 9:00 -10:00 AM
Subject: Language Arts Lesson # & Title:
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes: There are a total of 20 students (11 boys and 9 girls) in the second grade classroom. There are
students from different socio-economic backgrounds and ethnicities. Three students are identified with disabilities
and one student is identified as an ELL.
One student is identified with autism and is on the high functioning end of the spectrum. She is on grade level in
mathematics but struggles at oral and written communication and is currently performing two grade levels
below her peers in ELA subjects.
Two other students receive special education services in reading, written expression, and math. The first student is
identified with a Specific Learning Disability and reads one grade level below peers. He has significant
difficulty forming written sentences and paragraphs on given topics. He often makes errors in capitalization,
punctuation, and spelling which impact the readability of his writing. In math, the student can solve grade level
equations with the aid of a number chart. He has difficulty answering applied math problems due to limited
reading skills and the need for concrete examples in math. The student is extremely motivated to learn. The
second student is identified with an Intellectual Disability and reads nearly three grade levels below peers. The
student can copy basic words but has difficulty writing basic words or sentences from memory. In math, the
student can solve addition and subtraction equations with the aid of a calculator. He has difficulty answering
applied math problems and cannot count money or tell time. The student shows little interest in reading, writing
or math within the classroom setting but enjoys working with classmates on projects.
One student is identified as ELL. This student recently arrived in the USA and appears to have some receptive
language abilities in understanding basic conversations. She struggles with communicating what she knows
both orally in English or in written format.

Classroom Environment: The classroom is bright and inviting to the students. The room is set up for having 20
students in mind, with the desks grouped in five teams of four students. Teams are grouped heterogeneously but
this often changes dependent on the lesson. The Smartboard and chalkboard are visible to each of the students in
every seat. There are two designated small group worktables situated around the room. The classroom has three
student computers and a set of ten iPads. There is also a carpeted area with beanbags if students choose to
complete their independent work there. The room is decorated with student work, a word wall, and anchor posters
with helpful reference information. Everything in the room has a place. It is highly organized with labeled bins of
supplies. Students are aware of where everything is located and independence, problem-solving, and peer support
are encouraged. Students have a routine for entering, turning in assignments, answering questions, etc.

Rationale: It is important to take into account that some of the students come from different cultures, races, and
socio-economic situations when planning the lesson. Teachers must also take into account prior experiences and
unique learning needs of the students with disabilities and ELL student when planning this lesson. It is
advantageous to relate the assignment to real life experiences and use various learning supports to help all
students develop the targeted lesson skills.

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Content Standards: R.L. 2.9 When given two fairytale stories written at a second grade level, students will be
able to compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors
or from different cultures and demonstrate their understandings in a Venn-diagram.
Rationale: This standard is appropriate for the classroom because previously we discussed the criteria that
identifies what makes a fairytale, in terms of setting, plot, and character development. Using this standard,
students will gain the ability to compare and contrast two pieces of writing that have similarities and differences.

Learning Objectives:
1. When given a fairytale to read, students will be able to identify the criteria that make the story fit the
fairytale genre with 80% accuracy.
2. When given a Venn-diagram, students will be able to compare and contrast the elements of two similar
fairytales with 80% accuracy.
3.
Academic Language:
Fairytale, genre, character, plot, setting, conflict,

Assessment Plan: Formative Assessment:

Assessment Plan: Summative Assessment:

Procedures: Lesson Introduction:

Procedures: Lesson Body:

Procedures: Lesson Closure:

Differentiation, Individualized Instruction, and Assessment:

Instructional Materials and Support:

Research and Theory Commentary:

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