Trinity Lesson Plan Format

Lesson Overview Name: Kiana Dabay Date: April 21, 2019

Grade/Subject/Class: Unit/Theme/Topic:
Grade 2/ English/ Literature Reading: Literature
Understanding Information Using Context Clues

In this lesson the teacher will use the following instructional

strategies:
 Bloom’s Taxonomy
 Culturally Relevant Instruction
 Modeling
 Nonlinguistic Representations (Drawing)
 Word Wall
 Journaling
CCSS.ELA-LITERACY.RL.2.7
Standards

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students will be able to use the information in the story to understand the characters, setting, or plot.
Lesson Objectives

Students will be able to create their own story.

Students should be able to work with other students in the class or group.

For Bloom’s Taxonomy, the teacher will use the different levels of cognition such as knowledge for recalling information from the story,
comprehension when asking the basic questions and emotions, application which is to classify which information comes first. Analysis to
explain their answer using information from the book, and synthesis to modify or combine all the information they know and evaluate the story
to assess which character is talking and whose point of view is being used.

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 It is important for students to gain information and knowledge of these topics because they will continually be using these strategies in and

Rationale
outside of the classroom walls. Students are going to build inference strategy using their prior knowledge and clues from the text to understand
the setting, characters, and plot from the book. These strategies can use across content areas because they are the required basic skills for
students. Some of the developmentally appropriate practices are using culturally relevant textbooks, using vocabularies that students know and
will know, and grade appropriate literature books.

The instructional strategies that I will be using during the lesson are Bloom’s Taxonomy, culturally relevant instruction, jigsaw, modeling,
nonlinguistic representations, read aloud, word wall, and journaling. For Bloom’s Taxonomy, the teacher will use the different levels of
cognition such as knowledge for recalling information from the story, comprehension when asking the basic questions and emotions,
application which is to classify which information comes first. Analysis to explain their answer using information from the book, and synthesis
to modify or combine all the information they know and evaluate the story to assess which character is talking and whose point of view is being
used. For culturally relevant instruction, I will be relating the story to students’ life experiences if possible and use different languages to
translate the words.

Modeling and read aloud will be executed to show the important strategies of reading. For nonlinguistic representations, the teacher or students
can draw something that relates to the vocabulary or emotions of the characters. While word wall will be used to present the words that students
have used throughout the lesson.
Journaling will allow the students to reflect on their progress as a learner and what they have learned during the day. The personal journals will
act as a way of reflection on behavior and academics; these could serve as a reviewer for the students

Materials/Equipment/Preparation:
Materials

Materials:
 Smart board
 Whiteboard
 Dry-erase markers
 Permanent Markers
 Printer paper
 Tablet
 Headphones
Agenda:
 Do Now
 Lecture/Lesson
 Creating Stories
 Pair and Share their Stories
 Wrap-Up
 Homework Explanation
 Journal

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 Planning for Learning Differences*
Accommodations: For students who are English Language Learners providing them with dictionaries and visual aids are important so that they
could still understand the lesson and readings in the class. If it is necessary, the teacher will provide a translation of the book to the student so
that the student can still fully comprehend the lesson. Furthermore, if there is another student who is proficient with the English language
learners’ native language then it might be necessary to pair them as peer buddy. On the other hand, if a student has dyslexia the teacher records
the story using a device like a tablet so that the student can still follow the story or provide the student with an audiobook. During writing, the
student with dyslexia can record his or her thoughts first and manually type their paper. Allowing extra time might be appropriate both for
English language learners and students with dyslexia so that they can submit a good-quality work.
Differentiation: In regard to, English Language Learners, using a culturally relevant text might be appropriate especially if it is for independent
reading. While students with dyslexia can read and listen to audiobooks that corresponds to their reading level. On the other hand, gifted
students will be provided with higher reading level books, activity worksheets, and assessments. For visual learners, providing them with
images throughout the read aloud and learning centers might be necessary so that they can comprehend and understand the lessons better. While
for kinesthetic-tactile learning, doing the facial emotions and modeling appropriate movements for vocabulary words might be helpful. For
assessments, English language learners and students with dyslexia can be assessed using technology to record their answer to questions,
homework or projects. While gifted students can create a newspaper article that will be publish in the classroom library to extend their thinking
and challenge their reading and writing skills, which is also appropriate for other types of learners.
Assessment

Checking for understanding during the lesson: Students will be assessed with several methods and occasions, mostly informal assessments,
such as during do now and activities. I will also use the Bloom’s Taxonomy as a rubric for students’ level of knowledge and comprehension of
the text. If the students are functioning at the lower level, then they will get extra support and homework activity as a reviewer.
Checking for understanding at the end of the lesson: At the end of the lesson, I will still use the Bloom’s Taxonomy and lesson objectives to
reexamine whether the students are on the right track. I will use the activities and exit tickets as a way to confirm students’ understanding of the
lesson and how they are connecting the lesson to the activities.

*Learning differences include (but are not limited to): English Language Learner needs, enrichment needs, and cultural differences.
Lesson Sequence and Steps (Including Introduction, Demonstration, Guided Practice, Independent Practice, Assessment and Closure)

Time/Duration (e.g., Sequence of Steps: Detail each step you will use to acquire the desired outcome from Materials and
9:00-9:30, or 10-15 your introduction through closure. Differentiation (Describe
minutes) (Hint: You will likely include more than six steps. When typing into this document, just add specific materials and how
on to the steps). you will differentiate
instruction in this section).

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Introduction: 1. Purpose and Objective:
 Students will be able to use the information in the story to understand the characters,
setting, or plot.
 Students will be able to compare and contrast two versions of the same story.
 Students should be able to work with other students in the class or group.
2. Value:
It is important for students to gain information and knowledge of these topics because they
will continually be using these strategies in and outside of the classroom walls. Students are
going to build inference strategy using their prior knowledge and clues from the text to
understand the setting, characters, and plot from the book. These strategies can use across
content areas because they are the required basic skills for students. Some of the
developmentally appropriate practices are using culturally relevant textbooks, using
vocabularies that students know and will know, and grade appropriate literature books.
3. Engagement:
The teacher will provide a short story on the board and the students are to determine the
who, what, when, where, why, and how the problem solved. Also, whose perspective is seen
in the story. The students will turn to their shoulder buddy to answer the questions which
8-10 minutes will be directed by the teacher. The questions that is being asked have been previously
learned by students.
 The students will be given five minutes to read the story. The ESL student will be The ESL student will be
provided with the translation of the story and students with dyslexia are provided provided with the translation
with the teacher’s voice recording version of the story. of the story and a dictionary.
While students with dyslexia
 The teacher will direct the students to have a shoulder buddy to discuss the answers.
are provided with the
teacher’s recorded version of
Here is the story: the story.
The Cat Who Loved Broccoli
The materials needed for
this part of the lesson are
Luca and Naya loved cats. They had six of them. One day Luca cooked a big pot of broccoli.
smart board and Do Now
It was way too much for the two of them. There was a lot left over. Naya set a plate of
folders.
broccoli on the floor hoping that the cats would eat it. "There's no way the cats are going to
eat that!" said Luca. "They only like fish, chicken, and their special treat of peanut butter on
toast." Five cats walked by the broccoli and turned up their noses. The sixth cat, Jack,
stopped and tried a piece. Then another, and another. He loved it and kept on eating. When
the other cats saw Jack eating the broccoli, they came back to check it out. One by one, they
all started eating the broccoli they passed up earlier. All it took was for Jack to like it, and the
others thought they were missing out on something.

Link to the story: https://worksheetsplus.com/Reading/AnimalCatBroccoli.html

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Core 4. The teacher will introduce the lesson of the day by reading the lesson objectives on the
Instruction/Activities board. To start with the lesson, the teacher will discuss the meaning of characters, setting, The materials needed are
and plot in reading so that students are familiar with the literature vocabularies. The dry-erase markers,
10-15 minutes vocabularies will be represented in nonlinguistic representations or drawings that will help whiteboard, paper, and
the students to memorize the vocabularies, and/or model the vocabularies for kinesthetic- permanent marker.
tactile learners, if possible. After the vocabularies have been explained, allow the students to
do the next activity.
 The vocabularies will then be posted on Word Wall.

5.The teacher will present an image allow the students to create a story that includes the who,
15-20 minutes what, when, where, why, and how the problem was solved. The teacher will model how to
create a story.
 Here is the image that the students will used to create a story: ESL students can write the
story in their own language
and students with dyslexia
can draw and write the story
or record it using a tablet.

When the teacher is

providing an example, ESL
students will be able to use
their dictionary to translate
some the words or have the
The teacher’s example for the story is provided below: peer buddy to translate the
Perry (the dog) and Cathy (the cat) were running around the park one Sunday morning
story. If the peer buddy is not
when they saw another cat and a dog fighting. They thought “why are they fighting?” available, then the teacher
Cats and dogs do not have to fight. So, Perry and Cathy went to the other dog and cat to
can print a translated story.
stop the fight. At the end, they all became friends. Extra time can be provided
for ESL students and
The teacher will discuss the who, what, where, when, why, and how of the story which students with dyslexia.
are all connected to the characters, setting, and plot of a story.

 After the students have created their stories allow one student from the class to share
their story. The teacher will then ask the class who the characters are, setting, and ESL students will be paired
the plot and what information was used that led them to the answer. with someone who they have
built close relationship so that
they can share their story
3-5 minutes 5. After one of the students have shared the story, allow the students to pair with another accurately. On the other
student, shoulder partner and share their story. Assessed how and what are information are hand, have students who have
being shared during the activity. the same language be in the
 The teacher will then ask the five w’s and how, using the new vocabularies. same group so that they can
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Closure/Wrap-up: Closure/Wrap-up: ESL students will be provided
The teacher and students will review the vocabularies and give an example from their story with a translation of the
of who the characters are, settings, and plot. On the other hand, the students will write on question while students with
their journal answering the following questions: dyslexia can record their
 What did you learn today? answer on the tablet and/or
10 minutes  On the scale of one to five, one being the lowest and five being the highest, what is type it, if possible.
your level of understanding about what characters, setting, and plot mean?
 Was the activity helpful? Why or why not?
 What do you like about the activity today?

School and Family Partnership

Homework or Home The students will identify the characters, setting, and plot from the story. Furthermore, the students will answer the four
Family Connection additional questions provided after the story which will enable the teacher to examine students’ comprehension of the story. The
worksheet will be printed, and others will be translated for English language learners.
Here is the link to worksheet: https://www.k5learning.com/sites/all/files/worksheets/2nd-grade-2-reading-comprehension-
worksheet-camping-trip.pdf

Reflective Practice

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Student learning: How do you know the students did/did not meet the lesson objectives? What evidence from your assessment
supports your answer?

I will be able to determine whether the students did meet the lesson objectives if they were able to participate in class and
created their story containing the required information. During the collaboration and class discussions, the students will be able
to demonstrate their understanding of the lesson, Furthermore, the homework will allow the students to retrieve what they
learned in class and apply it to the printed homework. Students are asked to determine the characters, settings, and plot of story.

Your teaching:
What did you learn about teaching from this lesson? What was successful? What would you do differently? What were your
proud of?

I learned that teaching this lesson can be interesting especially if the students are able to create their stories which activates their
imagination, use of vocabulary, and applying the rules for the assignment. One thing that was successful is the combination of
use of an image to spark a story and imagination for students. If I was to do something differently, then it would be the use of
culturally appropriate text or any social justice image that could help spark a discussion and a story amongst students. I am
proud of the authentic learning and application during the lesson since the students are able to make their own story and share
their stories with others.