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ELP Standards 3: speak and write\u00a0<\/b>about grade-appropriate complex literary and informational text<\/b>s and topics<\/b><\/p>\n
Corresponds to CCSS: W-2,3 \u00a0\u00a0SL-4,5<\/b><\/p>\n
I Can\u2026 recognize and describe ch<\/b>anges we see in the fall.<\/b><\/p>\n
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Vocabulary of the Week:<\/b><\/p>\n
fall \u00a0\u00a0seasons \u00a0\u00a0look\u00a0 \u00a0trees \u00a0\u00a0color\u00a0 \u00a0leaves<\/span><\/p>\n Lesson Delivery<\/b><\/p>\n Day 1<\/b><\/p>\n 1.) Review Goal Statement as a Group<\/b><\/p>\n Teacher points to goal statement written on board and class reads together. \u201cI can recognize and describe changes we see in the fall.\u201d<\/span><\/p>\n 2.) <\/b>Brainstorm with MTV Strategy:<\/b> See-Think-Wonder<\/b><\/p>\n 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.) <\/span><\/p>\n Teacher gives following prompt and questions:<\/span><\/p>\n \u201cFall is a time of change. What are some changes we see in the fall?\u201d<\/span><\/p>\n Teacher calls on students, listens to their answers and writes them on the board in a sort of chart formation. See below right *.\u00a0 After 5 minutes of student brainstorming using See-Think-Wonder, we review answers as a group, confirming each idea in the context of \u201cThe Fall\u201d and changes we can recognize. <\/span><\/p>\n 3.) Teacher reviews vocabulary with students. 4.) Read Text Together: \u201cThe Fall\u201d *Leveled Reader #2 from Storytown Series and follow with *Storytown Comprehension Questions:<\/b><\/p>\n Day 2<\/b><\/p>\n 1.) Review Goal Statement as a Group<\/b><\/p>\n Teacher points to goal statement written on board and class reads together. \u201cI can recognize and describe changes we see in the fall.\u201d<\/span><\/p>\n 2.) <\/b>Brainstorm with MTV Strategy:<\/b> See-Think-Wonder<\/b><\/p>\n Teacher tells students to look at posted images around the whiteboard of fall. Again the teacher gives following prompt and questions:<\/span><\/p>\n \u201cFall is a time of change. What are some changes we see in the fall?\u201d<\/span><\/p>\n This time the students write their answers directly on the board, instead of the teacher writing them on the board. <\/span><\/p>\n 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.)<\/span><\/p>\n 3.) Review Vocabulary – same as day 1<\/b><\/p>\n 4.) Comprehension Worksheet: <\/b>Students fill in teacher create worksheet to label pictures, fill in the blank sentences, and a paragraph using the vocabulary words.<\/p>\n 5.) Journal: <\/b>Provide students with paper that includes writing lines on the bottom haf and open drawing space on the top half. Ask students to: \u201cDescribe 3-5 changes you see when summer turns to fall. Use all the vocabulary words and underline them. When you\u2019re finished writing, check your work for mistakes and then you may draw a picture of your thoughts on fall changes.\u201d<\/span><\/p>\n 6.) Share\/Reflect: <\/b>If time allows, share Journal Entries.<\/span><\/p>\n Meharry, Dot (2008.) Storytown: <\/span>The Fall. <\/span><\/i>Location Unknown: Harcourt School Publishing.<\/span><\/p>\n _______________________________<\/span><\/p>\n Lesson 2.) <\/span>Using The Explanation Game in studying, \u201cLots of Dogs\u201d<\/b><\/p>\n Description of Lesson:<\/b> In this 2 day lesson, 2nd grade ESL students analyze the\u00a0<\/span>physical characteristics of dogs. They categorize dogs and make connections between different kinds of dogs\u2019 physical qualities and the purposes that they might serve. This lesson uses a literacy component of our district\u2019s curriculum resource, Storytown, as noted* in the lesson plan. The rest of it is my original work.<\/p>\n 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<\/b><\/p>\n Corresponds to CCSS: W-6 \u00a0\u00a0SL-1<\/b><\/p>\n I Can\u2026 categorize different kinds of dogs by their physical qualities. <\/b><\/p>\n Vocabulary of the Week:<\/b><\/p>\n dogs \u00a0\u00a0different \u00a0\u00a0kinds\u00a0 \u00a0hair \u00a0\u00a0legs\u00a0 \u00a0pet<\/b><\/p>\n Lesson Delivery<\/b><\/p>\n Day 1<\/b><\/p>\n 1.) Review Goal Statement as a Group<\/b><\/p>\n Teacher points to goal statement written on board and class reads together. <\/span><\/p>\n \u201cI can categorize different kinds of dogs by their physical qualities.\u201d<\/span><\/p>\n 2.) <\/b>Brainstorm with MTV Strategy:<\/b> The Explanation Game<\/b><\/p>\n 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:<\/span><\/p>\n 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 \u201cLots of dogs\u201d and characteristics we can recognize. <\/span><\/p>\n 3.) <\/b>\u00a0Teacher reviews vocabulary with students. <\/b><\/p>\n 4.) Read Text Together: \u201cLot\u2019s of Dogs\u201d *Leveled Reader #3 from Storytown Series and follow with *Storytown Comprehension Questions:<\/b><\/p>\n Comprehension Questions:<\/b><\/p>\n Day 2<\/b><\/p>\n Teacher points to goal statement written on board and class reads together. <\/span><\/p>\n \u201cI can categorize different kinds of dogs by their physical qualities.\u201d<\/span><\/p>\n 2.) <\/b>Brainstorm with MTV Strategy: The Explanation Game<\/b><\/p>\n On day two of the lesson, the teacher asks the following questions again:<\/span><\/p>\n This time the students write their answers directly on the board, instead of the teacher writing them on the board. <\/span><\/p>\n 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\u2019t have, and why that might best serve them in their environment.<\/span><\/p>\n 3.) Review Vocabulary – same as day 1<\/b><\/p>\n 4.) Comprehension Worksheet: <\/b>Students fill in teacher create worksheet to label pictures, fill in the blank sentences, and a paragraph using the vocabulary words.<\/p>\n 5.) Journal: <\/b>Provide students with paper that includes writing lines on the bottom haf and open drawing space on the top half. Ask students to: \u201c<\/span>Analyze and describe 3 different types of dogs. Tell how their qualities help them perform different tasks.<\/b> When you\u2019re finished writing, check your work for mistakes and then you may draw a picture of your thoughts on lots of dogs.\u201d<\/span><\/p>\n 6.) Share\/Reflect: <\/b>If time allows, share Journal Entries.<\/span><\/p>\n Cartwright, Pauline (2008.) Storytown: <\/span>Lots of Dogs. <\/span><\/i>Location Unknown: Harcourt School \u00a0\u00a0\u00a0\u00a0Publishing.<\/span><\/p>\n Additional Dog Images below to print and post:<\/span><\/p>\n Labrador<\/span><\/p>\n <\/p>\n Pekinese<\/span><\/p>\n Shih Tzu<\/span><\/p>\n <\/p>\n Afghan<\/span><\/p>\n <\/p>\n Sheep Dog<\/span><\/p>\n <\/p>\n Pug<\/span><\/p>\n Terrier<\/span><\/p>\n Bull Dog<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" Lesson 1.) Using See-Think-Wonder in studying, \u201cThe Fall\u201d\u00a0 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. … Continue reading ![\"\"](\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2018\/06\/766bab0f780bd067fecdc66f11869419-211x300.jpg\")
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Name It:<\/span> \u201cThere are many different kinds of dogs.\u00a0Look at\u00a0<\/span>the dogs. Name a\u00a0characteristic of each dog.\u201d I would write the characteristics next to the dog.<\/span><\/li>\n![\"\"](\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2018\/06\/sgP9s3pA5DQQ0JPrv9gyNjQ.png\")
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