Lesson 1.) Using See-Think-Wonder in studying, “The Fall”
Description of Lesson: In this 2 day lesson, 2nd grade ESL students analyze the elements of the season of fall. They recognize changes from summer, and changes again leading in to winter. This lesson uses a literacy component of our district’s curriculum resource, Storytown, as noted* in the lesson plan. The rest of it is my original work.
ELP Standards 3: speak and write about grade-appropriate complex literary and informational texts and topics
Corresponds to CCSS: W-2,3 SL-4,5
I Can… recognize and describe changes we see in the fall.
Vocabulary of the Week:
fall seasons look trees color leaves
Lesson Delivery
Day 1
1.) Review Goal Statement as a Group
Teacher points to goal statement written on board and class reads together. “I can recognize and describe changes we see in the fall.”
2.) Brainstorm with MTV Strategy: See-Think-Wonder
Teacher tells students to look at posted images around the whiteboard of fall. (These may include various colored leaves, people raking up leaves, Halloween jack-o-lanterns, and animals gathering food sources or animals sleeping.)
Teacher gives following prompt and questions:
“Fall is a time of change. What are some changes we see in the fall?”
- What do you see?
- What do you think about that?
- What does it make you wonder?
Teacher calls on students, listens to their answers and writes them on the board in a sort of chart formation. See below right *. 
After 5 minutes of student brainstorming using See-Think-Wonder, we review answers as a group, confirming each idea in the context of “The Fall” and changes we can recognize.
3.) Teacher reviews vocabulary with students.
- “Let’s read our Vocabulary words together.” Teacher reads vocabulary words that are posted on board aloud with the students.
- “Can anyone try to read the words by themselves?” Teacher calls student up to front to try and read words to the group.
- “Can anyone pick a word from the list and use it in a sentence?” Teacher calls on 5-10 students, one at a time to use a word in a complete spoken sentence.
4.) Read Text Together: “The Fall” *Leveled Reader #2 from Storytown Series and follow with *Storytown Comprehension Questions:
- What happens to trees in the fall? (In the fall, leaves change color and fall off trees.)
- Why do animals eat as much food as they can in the fall? (In the fall, animals eat as much food as they can because they are filling their bellies for winter.)
- What is an animal’s fur like in the fall? (In the fall, an animal’s fur is thick.)
- Why does a snowshoe rabbit’s fur grow white? (A snowshoe rabbit’s fur grows white because that helps the rabbit hide in the snow.)
- What do snakes do in the fall? (In the fall, snakes look for holes in rocks.)
- What do bears look for in the fall? (Bears look for caves in the fall.)
Day 2
1.) Review Goal Statement as a Group
Teacher points to goal statement written on board and class reads together. “I can recognize and describe changes we see in the fall.”
2.) Brainstorm with MTV Strategy: See-Think-Wonder
Teacher tells students to look at posted images around the whiteboard of fall. Again the teacher gives following prompt and questions:
“Fall is a time of change. What are some changes we see in the fall?”
- What do you see?
- What do you think about that?
- What does it make you wonder?
This time the students write their answers directly on the board, instead of the teacher writing them on the board.
After 5 minutes, review as a whole again and the teacher corrects any spelling mistakes. Keep this and use this chart as guidance for writing about our ideas later on. (Teacher could take picture to project later.)
3.) Review Vocabulary – same as day 1
4.) Comprehension Worksheet: Students fill in teacher create worksheet to label pictures, fill in the blank sentences, and a paragraph using the vocabulary words.
5.) Journal: Provide students with paper that includes writing lines on the bottom haf and open drawing space on the top half. Ask students to: “Describe 3-5 changes you see when summer turns to fall. Use all the vocabulary words and underline them. When you’re finished writing, check your work for mistakes and then you may draw a picture of your thoughts on fall changes.”
6.) Share/Reflect: If time allows, share Journal Entries.
Meharry, Dot (2008.) Storytown: The Fall. Location Unknown: Harcourt School Publishing.
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Lesson 2.) Using The Explanation Game in studying, “Lots of Dogs”
Description of Lesson: In this 2 day lesson, 2nd grade ESL students analyze the physical characteristics of dogs. They categorize dogs and make connections between different kinds of dogs’ physical qualities and the purposes that they might serve. This lesson uses a literacy component of our district’s curriculum resource, Storytown, as noted* in the lesson plan. The rest of it is my original work.
ELP Standards 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
Corresponds to CCSS: W-6 SL-1
I Can… categorize different kinds of dogs by their physical qualities.
Vocabulary of the Week:
dogs different kinds hair legs pet
Lesson Delivery
Day 1
1.) Review Goal Statement as a Group
Teacher points to goal statement written on board and class reads together.
“I can categorize different kinds of dogs by their physical qualities.”
2.) Brainstorm with MTV Strategy: The Explanation Game
The teacher would use The Explanation Game strategy in that students would see posted images of dogs around the whiteboard and lead with the following prompt and questions:
Name It: “There are many different kinds of dogs. Look at the dogs. Name a characteristic of each dog.” I would write the characteristics next to the dog.- Explain It: “What could be the role or function of their characteristics? For example, a chihuahua has big open ears so he can hear any disturbances and then bark to sound an alert.”
- Give reasons: “What makes you say that? Have you experienced this before or seen another animal act this way before?”
- Generate alternatives: “What other special attributes does that dog have?”
Teacher calls on students, listens to their answers and writes them on the board in a sort of chart formation. While doing this, as a group, we would converse to confirm or extend each idea in the context of “Lots of dogs” and characteristics we can recognize.
3.) Teacher reviews vocabulary with students.
- “Let’s read our Vocabulary words together.” Teacher reads vocabulary words that are posted on board aloud with the students.
- “Can anyone try to read the words by themselves?” Teacher calls student up to front to try and read words to the group.
- “Can anyone pick a word from the list and use it in a sentence?” Teacher calls on 5-10 students, one at a time to use a word in a complete spoken sentence.
4.) Read Text Together: “Lot’s of Dogs” *Leveled Reader #3 from Storytown Series and follow with *Storytown Comprehension Questions:
Comprehension Questions:
- What can a dog with long legs do? (A dog with long legs can run fast.)
- What can a dog with short legs do? (A dog with short legs can dig.)
- How can a dog help a farmer? (A dog can help a farmer move sheep.)
- How can a dog help a person who cannot see? (A dog can help a person cross the road.)
- What animal makes a good pet? (A dog makes a good pet.)
Day 2
- Review Goal Statement as a Group
Teacher points to goal statement written on board and class reads together.
“I can categorize different kinds of dogs by their physical qualities.”
2.) Brainstorm with MTV Strategy: The Explanation Game
On day two of the lesson, the teacher asks the following questions again:
- Name It: “There are many different kinds of dogs. Look at the dogs. Name a characteristic of each dog.” I would write the characteristics next to the dog.
- Explain It: “What could be the role or function of their characteristics? For example, a chihuahua has big open ears so he can hear any disturbances and then bark to sound an alert.”
- Give reasons: “What makes you say that? Have you experienced this before or seen another animal act this way before?”
- Generate alternatives: “What other special attributes does that dog have?”
This time the students write their answers directly on the board, instead of the teacher writing them on the board.
After 5 minutes, review as a whole again and the teacher corrects any spelling mistakes. We would then make connections between the dogs, encouraging quick compare and contrast discussions about how certain dogs have attributes that others don’t have, and why that might best serve them in their environment.
3.) Review Vocabulary – same as day 1
4.) Comprehension Worksheet: Students fill in teacher create worksheet to label pictures, fill in the blank sentences, and a paragraph using the vocabulary words.
5.) Journal: Provide students with paper that includes writing lines on the bottom haf and open drawing space on the top half. Ask students to: “Analyze and describe 3 different types of dogs. Tell how their qualities help them perform different tasks. When you’re finished writing, check your work for mistakes and then you may draw a picture of your thoughts on lots of dogs.”
6.) Share/Reflect: If time allows, share Journal Entries.
Cartwright, Pauline (2008.) Storytown: Lots of Dogs. Location Unknown: Harcourt School Publishing.
Additional Dog Images below to print and post:
Labrador
Pekinese
Shih Tzu
Afghan
Sheep Dog
Pug
Terrier
Bull Dog