Miryam de La Torre E-Unit Project

Families of today and in the past
Grade 2
By: Miryam De La Torre

EDU 512
California Baptist University
1
Topics Covered
What do you know about families?
Who are you? Where do you come from?
Whats that got to do with me?
Exploring Families of Today and in the Past
Exploring Different Families
Compare and Contrast Different Families
All about my Family: A Short Narrative
2
Table of Contents
Objectives and Standards
Instructions to unit.
Focus Students..
Unit Vocabulary.
Literature for unit...
Poetry Unit..
Direct Instruction Lesson Plan.
Concept Attainment Lesson Plan
Generalization Lesson Plan.
Inquiry Lesson Plan
Vocabulary/ Grammar/ Spelling/ Handwriting
Listening/ Talking Lesson Plan.
Writing Lesson Plan
Professional Reflection..
3
Objectives and Standards
Objectives:
After the lesson on the facts of What do we know about families students in grade 2 will identify, list and
summarize information on the topic of Characteristics that make up a family by listing 10 facts both orally and in
writing with 100% accuracy.
After the lesson on the concept of past and present families, students in grade 2 will be able to state both orally
and in writing the correct definition of ancestors.
After the lesson on the concept of families today and in the past students in grade 2 will be able to apply their
knowledge and understanding in order to develop generalizations about topics centered around families with
100% accuracy.
During the lesson students will use methods of investigation in order to collect, sort, evaluate and use the
collected information to create a visual representation of a particular culture.
Students in grade 2 will interact with peers in an actively engaged discussion using the content vocabulary in
order to produce a writing sample of ideas and information on the concept of family
Students in grade 2 will be able to create a clean and coherent short narrative story about families. They will
accurately describe
Their family as well as key characteristics using domain specific vocabulary in order to create a well-developed
writing sample with 90% accuracy.
ELA Content Objectives:
2.2 Report on a topic with facts and details, drawing from several sources of information.
Students will be able to accurately express and build literary, general academic and content specific grade level
vocabulary and use it in content while writing complete and complex sentences about the topic of families.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and
provide a concluding statement or section.
ELA Language Objectives:
o Emerging
1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and
academic topics.
o Expanding
5. Listening actively to spoken English in a range of social and academic contexts.
o Bridging
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.
4
ELD Language objectives for grade Level:
C. Connecting and Condensing Ideas

6. Connecting ideas
7. Condensing ideas
Exchanging information and ideas with others through oral collaborative conversations on a range of social and
academic topics.
ELA Content Standards:
RL.2.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of
key details in a text.
RL.2.1 Recount stories from diverse cultures, and determine their central message, lesson, moral.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
Content Standards:
2.1 Students develop a beginning sense of history through the study of the family
Students in grade 2 will be able to exchange information and ideas through collaborative discussions with their
peers. Students will interact with their peers in order to engage with the various texts and multimedia that was
provided throughout the course of the lesson unit.
CCSS ELD Standards:
Collaborative
academic topics.
Interpretive

Productive
Exchanging information and ideas with others through oral collaborative conversations on a range of social and
academic topics.
Social Studies Standards:
2.1.2 Students are introduced to primary sources related to family history including photographs.
CCSS ELA Standard:
College and Career Reediness Anchor Standards:
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally
5
Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others ideas and expressing their own clearly and
persuasively.
Conventions of Standard English: 1. Demonstrate command of the conventions of Standard English grammar
and usage when writing or speaking.
6
Introduction to Unit Page
Relevance:
In order to fulfill the requirements for EDU 512 I created a 2nd grade social studies on the topic
of Families: today and in the past. Through the use of a variety of modalities students will be able to
participate in lessons that not only align with the Common Core State Standards (CCSS) but that are
also interesting and engaging. These lessons include direct instruction, concept attainment and
generalization lesson plans as well as a variety of mini lessons that strengthen students academic
and contextual vocabulary, writing and speaking skills. The curriculum was adapted in order to
include, engage and enhance the learning of all learners including struggling, at grade level and
above grade level learners. Adaptations were also made in order to make sure that struggling or low
achieving students as well as English learners would have the opportunity to get the full experience of
the lesson.
Theory:
The lesson plans included in this unit reflect three primary learning theories. These theories
include the behavioral learning theory, information processing theory as well as the constructivist
theory. Through the use of multimedia, technology and engaging activities students will work along-
side one another in order to facilitate learning and make meaningful connections to real world
content. The lesson plans as well as the flow of the unit follow the I do, we do, you do model which
allows students to not only learn foundational skills but also take the information they have learned
and use it in order to achieve higher level thinking using the Blooms taxonomy learning model.
7
Student List with Three Focus Students
no real names.
General Student List with Three Focus Students
Gender General SES General Ethnic Describe

Level Academic Level Population Student Needs
11 Boys 6 on free lunch 2 high average, 7 on 7 Hispanic, 6 Average Students
Low SES school level, 2 low average 3 Caucasian, (No special needs)
1 African American 1 ADHD
4 EL students
17 Girls 9 on free lunch 4 high average, 11 on 9 Hispanic, 8 Average Students

Low SES school level, 2 low average 3 Caucasian, (No special needs)
2 African American 8 EL students
3 Asian American (1 with an auditory
processing
disorder)
1 GATE student
EL Focus Student Cynthia Low average Hispanic Previous Teacher:
Average SES, both Has difficulty L1: Spanish Academically low
parents work, the reading on level Spanish is the because of ELL
youngest of 4 texts as far as primary language at needs.
children. comprehension and home. CELDT II
understanding
academic Resource Teacher:
vocabulary. English at home is
Playground limited. Both
language is strong parents speak
and she is able to primarily Spanish.
interact effectively Older siblings try to
with peers. help with homework
but 2 of them are
also in EL classes
which makes it
difficult for them to
explain the
assignments.
Student becomes
shy when asked to
read out loud in
class.
Current Teacher:
Student is still
struggling with
comprehension but
is more comfortable
asking peers for
help or for meaning
of text. Academic
language is
improving but still
struggles to keep
up in class.
8
Special Needs Judy Unable to Caucasian Previous Teacher:
Focus Student Low SES, Auditory transition as L1 Reading Struggled with
Processing transitions.
problems. Single quickly as her
mom, the oldest of peers. Her Current Teacher:
3 kids. Lives with disability makes it Student has limited
mom and grandma difficult for her to Hearing ability but
has learned to
listen to follow visual cues in
instructions she class.
pays close
In-Class Aide:
attention to visual
Student interacts
cues. She is a with others in class
typically high and is generally
achieving student. liked by her peers.
She shows
strengths in visual
land kinesthetic
learning. Depends
on visual cues and
routine to make
transitions.
Advanced learner Low SES, Identified High average, L1: Spanish Previous Teacher:
Focus Student as gate in 1st grade, participates in a Both English and Strong reading
GATE pull-out Spanish spoken at skills, self-
program. Strong home. motivated student,
reading and demonstrates
comprehension higher level thinking
skills. skills.
Current Teacher:
Reads at a 5th
grade reading level.
Completes work
quickly and
efficiently,
assignments are
modified, enjoys
helping her peers.
GATE Teacher:
Demonstrates
strong
communication
skills, higher level
thinking as well as
comprehension
skills.
9
Vocabulary Page
Ancestor- A person typically one more remote than a grandparent from whom one is descended
and who lived several generations ago.
Family - a group of people who live together in a household typically consisting of parents and
children.
Parents- A person who has and takes care of a child. Usually related to the child biologically.
Guardian-A person who takes over the care of a child.
Generations- A group of people born and living at the same time
Siblings- Children born to the same mother or father.
Traditions- The handing down of beliefs, language, culture, holidays, etc.
Culture- A way of life for a group of people. A culture is passed down from generation to
generation.
Diverse- Different or differences.
10
Literature Page
My Family, Your Family by Lisa Bullard
The Great Big Book of Families by Mary Hoffman
Whos who in my family by Loreen Leedy
Honoring Our Ancestors by Harriet Rohmer
The Roots on My Family Tree by Niki Alling
11
Poetry Page
WHAT IS A FAMILY?
(Sung to tune "Rock-a-Bye Baby")
Families are big,

And families are small,
Families give love,
And care to us all.
People in families
Work and play, too.
I live in a family,
And so do you!
Families are different,

None are the small.
Some families have
Special names.
Families have ways,

So special and fine.
You love your family,
I sure love mine!
A Family is
A Family is a love like no other

They allow us mistakes and little Faux Pas
They embrace our differences
And all the likenesses we share
And in our times of need

They are our rock for us to stand
But most of all
A Family is a love like no other
Author: Misti Williams Houk

12
Direct Instruction Lesson Plan
13
EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model
.
What Do You know About Families?
Direct Instruction Lesson Plan
Lesson Number 1
1. MATERIALS/PREPLANNING
Materials
Social Studies Journal
Video
projector
KWL Chart
Vocabulary -
Family - a group of people who live together in a household typically consisting of parents and children.
Culture- A way of life for a group of people. A culture is passed down from generation to generation
Literature -
My Family, Your Family by Lisa Bullard
The Great Big Book of Families by Mary Hoffman
Whos who in my family by Loreen Leedy
2. OBJECTIVE The social studies objective will state the learning that the students will attain by the end of the
lesson. Fill in the following objective for your grade level and unit topic.
After the lesson on the facts of What do we know about families students in grade 2 will identify, list and
summarize information on the topic of Characteristics that make up a family by listing 10 facts both orally and in
writing with 100% accuracy.
The Objective should be one complete sentence with the ABCD Components.
State the objective in behavioral terms, as follows:
A=Audience: 2nd grade
B=Behavior: Students should list 10 facts about their families.
C=Conditions: Students should understand the components that make up a family unit and how they can
vary from family to family
D=Degree of accuracy needed to achieve the objective: Students will list the 10 facts with 100%
accuracy.
State the cognitive taxonomy level (Blooms )

Knowledge/Comprehension/Application
List the standards met by this objective

Social Studies Standard
14
CCSS ELA Standard

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points,
and provide a concluding statement or section.
CCSS ELD Standard

Collaborative
academic topics.
Interpretive
Productive
College and Career Readiness Anchor Standard CCSS

Speaking and Listening:
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally
Comprehension and Collaboration:
1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others ideas and expressing their own clearly and persuasively.
Conventions of Standard English:
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout
provided in class.)
Students will summarize information by listing ten facts about (topic of study).
Essential literacy strategy: Summarizing (Summarizing strategy must be taught)
Students will summarize information about the topic studied by listing ten facts and using the
appropriate academic vocabulary (for the topic) both orally and in writing.
Related skills for the essential literacy strategy:

Listening to information presented.
Reading related documents/stories on the topic being studied.
Learning the academic vocabulary terms.
Students will write ten facts using correct writing conventions to demonstrate their learning about the
topic of family.
Language Function Statement: edTPA - The content and language focus of the learning task is represented by
the active verbs within the learning outcomes.
Use - Student uses language to: Summarize their learning about Family both orally and in writing.
15
Language Demand: The Language Function can have language Demands in each of the 3 areas below:
Academic vocabulary/symbols: Use vocabulary words in complete sentences.
Syntax: Use the provided vocabulary terms as descriptive words for the statement family means
Discourse: Students will use specific academic language (vocabulary, functions, discourse, syntax) while
orally discussing their ideas on what it means to be a family. From there students will use vocabulary terms
discussed at the beginning of the lesson in order to present their 10 facts in order to participate in a learning
task that demonstrates their disciplinary understanding they will do this using a KWL chart as well as using
their social studies journals.
3. ASSESSMENT STRATEGY
After the initial class discussion, students will be able to discuss and activate their prior knowledge about what is a
family, from there students will be able to demonstrate their understanding by listing facts about families in their
social studies journal. This will serve as an informal assessment for student learning and understanding. The following
rubric will be used in order to formally assess the performance of students in class assignment. the grade will be kept
inside the students journals on a grade sheet that is stapled to the back of each childs notebook in order to made
keeping track of grades easier.
Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)

Student wrote 9-10 Student wrote 6-7 complete Student wrote 5 or less
complete sentences. sentences. complete sentences.
Student used at least one Student used at least 1 Student did not use any
illustration to demonstrate illustration to demonstrate illustrations.
knowledge. knowledge.
Student wrote sentences Student wrote sentences Student wrote sentences

using 4 or more vocabulary with 3 or less of the using 2 or less of the
terms. vocabulary terms. vocabulary terms.
4. LESSON OPENING/PURPOSE
Today in class we will be learning about the importance of the family unit. We will also discuss what family means to us
and the differences that can be seen from one family to another. We will build on prior knowledge as we lead a class
discussion on families so that we can introduce the importance of culture and traditions. For this lesson, all students
including English learners and special learners will be able to increase their vocabulary and build on prior knowledge.
Students who are high achieving or GATE will have the opportunity to synthesis their information they know in their social
studies journals at the end of the lesson.
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set
Before students walk into class I will have already prepared a collection of pictures of different families, such as children
living with grandparents, adopted families, blended families etc.. From there I will take out and show pictures of my own
family, my parents, and my grandparents to show the students an example of a small family tree. I will talk to them about
some family traditions like the names that get passed down to give an example of traditions. From there I will begin by
asking leading questions such as:
-What does family mean to you?
-What makes your family different from others?
- Is there a special tradition in your family that has been passed down generations?
16
Provide Rationale for why you selected this strategy and link to this particular group of students.
I selected the strategy because it will help serve as an introduction to the vocabulary. By telling students about
my own family and giving an example of a tradition, I will be modeling what I expect from them. Asking leading
questions will open the way for student interaction. From here students will be able to build on each other prior
knowledge as to what a family is and what characteristics it holds. Most importantly the visual examples and
representations of family will allow all students including English learners and special education students
universal access to the material.
RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on families, you (students) will list ten facts about characteristics of families with 100% accuracy
both orally and in writing.
CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge
Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.
Being able to activate prior knowledge with the intention of students tapping into and bringing in their
background knowledge to the classroom is beneficial to both student and teacher. When taking inventory of
what material students are bringing in to the class discussion we are able to determine where they students
are academically as far as their knowledge on that particular topic. From there I will be able to introduce
vocabulary and frontload students who are English learners. This will allow English learners to connect
knowledge from their past experiences to what is going on in the classroom allowing them to build on that prior
knowledge as well as build up their vocabulary. This will also allow students to feel more comfortable in
participating in the class discussion.
Ask the students to brainstorm what they already know about Families. Place this information in the K (or What We
Know) column of the chart. Have them think about what they saw in the video to help them get started if needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We Want to
Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they have learned in order to
complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
In order to effectively be able to monitor student progress I will be observing students throughout the course of
the lesson. I will focus on what students are and are not participating in the classroom discussion as well as
body language and attitude towards the lesson. If I see that students are having a difficult time I will let them
discuss the topic with their elbow partners giving them the opportunity to hear the information from a peer as
well as demonstrate their own knowledge. In order to call upon students in an equitable manner I will use
popsicle sticks with each students name and pull them out at random. This will ensure that all students are on
their toes knowing they could be called.
K (What we know) W (What we want to learn) L (What we learned)

Families are important for all Why are families important?
individuals
Families are all different from one Why are families different?
another.
17
There have been families What are some examples of
throughout history. families throughout history?
Not all families are the same, Why are some families different?
some families look different than
others and thats okay.
Families are responsible for What other kids of traditions are
traditions that are passed down there between other families?
from generation to generation.
Families dont have to be related in What are other ways that families
order to be a family. can grow?
I am part of a family unit. What are some traditions in my
family?
INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this particular group of students/class.
Direct instruction allows students to take in the information being presented in many different ways. Not only
are they listening to the information being presented but they are listening to modeling of the appropriate use
of vocabulary terms used in the context of the lesson. By providing visual aids students are now able to
visually take in the information and connect it to what they are listening to and reading as far as vocabulary
terms. Students are also able to interact with their classmates and receive the information once again
reinforcing their learning. These different modalities will allow English learners to not only build on prior
knowledge but also participate and be interactive members of their learning.
(Ideasselect several of these or add your own ideas.)

Go over vocabulary words which will be in the reading. List the key vocabulary words
Power point with pictures of different examples of families
Read sections from the book entitled: The Great Big Book of Families by Mary Hoffman
o Pages: 1-10
Provide pictures of my family as an example of a family tree

See attached list of facts. Ask the students to give the facts they remember about Families
1. Families are an important part of everyones life.
2. I am part of a family unit.
3. Families share traditions and pass them down generation to generation
4. Families look different than one another
5. Families influence the way we see the world
6. Families come in different sizes.
7. Families are found all over the world.
8. Families influence the way we live our daily life.
9. Families have different traditions and cultures.
10. Families arent always the traditional structure.
Informally check for understanding: Discuss the facts on Families

18
Be sure all students understand the facts by listening to responses, (using group pair share strategy
etc.) Explain here
Students will be able to work with their elbow partners in order to discuss the provided facts as well as building on
each-others knowledge about families. They will also be able to discuss their own families and how the provided
facts apply or dont apply to them and their own family. By discussing their own family units students including EL,
Special learners and GATE students will be able to gain a deeper understanding of how they and their family
relate to the material being covered.
MODELING SDAIE: Demonstrations and modeling
Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
Modeling the organization and structure of how the 10 facts about families is listed will provide an example
and model of what their own work should look like. This is especially important for English learners,
struggling students and special learners because they will have an exact idea of what it is that they need
to do.
Write the facts about _characteristics of families_ on the board as the students say them.
Tell the student they are going to write these facts into their journals.
They will illustrate at least one of the facts on families at the top of the page.
Then they will write the title, Facts I know about families under the picture.
Next, they will write ten facts about characteristics that made up a family unit from the list created above.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Review simple sentence structure.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student journal should look will be available to the students.
TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
For the lesson, I used a PowerPoint presentation. I used the PowerPoint to demonstrate a variety of families seen around
the world. This will allow all students especially EL learners gain a deeper understanding about the topic we are covering.
Not only will they be listening to the information being provided but they also get visual intake about the information. By
doing so students will be able to dig into their background knowledge and make new connections.
CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning
Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.
In order to check for understanding and progress monitoring I will use informal observation as I walk through
the room. I will be watching students to make sure they are staying on task demonstrating that they
understand the material and what is expected. If a student does not seem engaged in the task I will make sure
to provide additional feedback and encouragement in order to get every student on task. Since students will be
able to work with their elbow partner this will serve as an extra tool for being able to see if students are
understanding the material and task.
Ask several of the students to repeat the instructions they have been given.
The students will first write a rough draft of their facts. Check on the students as they work.
Continue to check for understanding of the facts related to the characteristics of families through use of questioning
strategies both during and after the task is completed.
19
GUIDED PRACTICE STRATEGY
The teacher will check for accuracy while students are working on assignment and provide written and oral feedback.
Students will share their facts with their shoulder partner and edit for capitals and punctuations.
Check each students work and edit as necessary before the students make their final copy.
Be sure to check for spelling, punctuation, capitalization and sentence structure.
Once their final edits have been made, the students will copy the final work into their journals.
7. CLOSURE EL/SDAIE: Questioning for review
Ask students to share what they wrote for their facts.

Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about patriotic symbols that we studied today.
Fill in the L section of the chart.
Ask some specific questions about the symbols. (Example of questions might be how many star and stripes on the flag
and why, what did Benjamin Franklin want to have as the national bird, where can they find the Great Seal).
Call on some of the students to define the vocabulary terms.
Learning facts about__________________.

K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)
Families are important for Why are families Families pass down How does my family
all individuals important? culture and traditions, affect and shape me?
families also love us
and help shape us into
the people we are.
Families are all different Why are families different? Some families are
from one another. formed by marriage or
by adoption. Other
families dont have
parents instead the kids
live with the
grandparents.
There have been families What are some examples Families have always
throughout history. of families throughout existed since the dawn
history? of time.
Not all families are the Why are some families Adoption, blended Why do some families
same, some families look different? families, not have a mommy and
different than others and daddy? Why do some
thats okay families have two
mommies and daddies?
Families are responsible What are some of these Cooking together, Why do some families
for traditions that are traditions? spending certain celebrate or have
passed down from holidays together. traditions others dont?
generation to generation
Families dont have to be What other kids of Blended families,

related in order to be a traditions are there adopted families.
family. between other families?
Families and include What are some examples Cousins, aunts, uncles, Why do some people
extended family. of extended family? grandparents. have more than one
family living together?
20
Ask the students if anyone has anything to add about where they have learned about characteristics of families. .
Remind the students about key elements of the facts they have listed and what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.
For independent practice, I will ask students to fill out their own social studies journals with 5 more facts they
found about their own families as well as talking about one tradition held in their own family. This will be done
independently at home. Letting students do this independently will allow them to demonstrate their new-found
knowledge as well as elaborate on existing knowledge. Students will also be able to use their KWL charts as
an extra resource.
Assign the students the project writing 5 more facts for their journal. They will also be asked to look for more pictures to
add to the journal.
Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to use
good penmanship, correct spelling and sentences, and correct capitals and punctuation.
The homework will become part of their journal on patriotic symbols to be on their desks for parents to see at open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION
1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your
students that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating teacher
to complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students
With Individualized Education Programs (IEPs) or 504 plans

With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have gaps in academic knowledge
21
Students with IEP and 504 plans
IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Auditory Processing 1 Visual representation of material, clearly given directions both orally
and written.
In each section do the following: Providing visual cues for when to move on to the next task
Judy is a 2nd grade student who is -Because Judy is hard of hearing she relies on visual cues to move
hard of hearing. She is a well on to the next task. This also goes allow with her IEP
behaved student who pays attention accommodations of being given directions both orally and visually.
in class. Because she knows her
disability makes it difficult for her to Providing instruction both orally and in writing in large clear text
listen to instructions she pays close on the board.
attention to visual cues. She is well -Orally giving instructions loudly and clearly will allow Just to have
likes by her classmates and works a better opportunity to follow directions. Writing the directions or
well with others. She is a typically expectations of a task on the board with reinforce the
high achieving student. understanding of said instructions. If Judy has any questions she
will be able to keep up in class with the written directions to clear
up any questions she may have.
Clearly labeling expectations for the tasks that need to be done

in class and at home (color coding)
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,

Students Modifications
Emerging English Language learners 12 Prior to the lesson EL students will be taken to the kidney table in the
back of the room to receive pre-teaching. This will include frontloading
of vocabulary, tapping into prior knowledge and giving examples of
family characteristics so they have something to add to the whole group
discussion.
Students will also be given examples of the vocabulary words being used
in complete sentences. This will be used as a model of how they are to
be used when they are working in class and on independent practice at
home.
In each section do the following: Front load vocabulary

Cynthia is a 2nd grade student who is -Letting Cynthia work with the vocabulary terms prior to the lesson
an emerging EL student. Her primary being taught will help her understand the material being covered
language at home is Spanish. She has better when the lesson is being given. It will also help her
3 older siblings two of which have participate in the in-class discussion
22
exited out of the EL program. Her
siblings help her with homework. Small group instruction
Cynthia is well liked by her peers and -Cynthia will have the opportunity to work with a peer or with a
uses playground language to small group in order to gain a better understanding of the
communicate. She struggles with material. Because she is not the only EL student in the class she
reading and gets frustrated quickly. will have the opportunity to have the vocabulary translated into
her native language allowing her the opportunity to make deeper
and more meaningful connections.
Illustrations to demonstrate understanding
-when writing in the social studies journal Cynthia will be given the
opportunity to demonstrate her knowledge on the topic by using
multiple illustrations. Although the use of complete sentences and
the use of the vocabulary terms will still be required the use of
illustration will help ease her frustrated and keep her from giving up
on the assignment.
Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Advanced Learner 1 Modified assignments to challenge Mayra
Mayra is an advanced learner that Modified in class assignment

was recently identified as a GATE -Because Mayra gets bored in class when assignments are too easy
student. Mayra enjoys reading and her in class assignment will be modified. Instead of listing 10 facts
doing her work but becomes bored she will be asked to participate in discussion with a peer in class
when she feels the assignment is too and compare and contrast how her family and her peers family are
drill and kill. She prefers modified alike and different. This will keep her from getting bored and still
assignments that are challenging. have her participate in the whole group discussion as well as
Her first language was Spanish but collaborate with her peers.
because both languages are spoken
at home she is proficient in both. She
enjoys helping her peers. Peer Tutoring
-Because Mayra likes to work with and help her peers she will have
the opportunity to do so. As mentioned above Mayra is a native
Spanish speaker which means she would be able to help her
struggling peers by translating the material or answering any
questions her struggling peers ay have.
Modified independent practice assignment
-Instead of listing 5 additional facts and one tradition from her
own family Mayra will have to write a short paragraph on a
tradition her family participates in that has been passed down
23
from generation to generation and one tradition her family does
not celebrate. She will then have to give 3 bullet point reasons as
to why her family does not participate in that tradition. This will
give a challenge to Mayra. Modifying assignments for high
achieving students does not mean giving more work, it is not
about more it is about different.
10. ATTACHED STUDENT WORK: s=Student work will be available in students journals at the end of the unit.
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis
Sample Statement:
This Direct Instruction lesson plan is based on the behaviorist learning theory. The way this lesson was
implemented followed the guidelines of the behaviorist learning theory in that the teacher is the expert on the topic at hand
and is directly giving information to the students about the topic. This lesson plan follows the I do, we do, you do model.
The students are first given the information and examples and then asked to work together in class to complete a task.
Once students have practiced the new skills they will have to demonstrate their knowledge by doing independent practice
writing complete sentences and using illustrations.
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
24
For independent practice students will have to come up with one tradition their own family participates
Analyzing in. This will call for them to remember and analyze what a tradition is and what they do to participate in
said tradition.
Students were to apply their knowledge of family characterizing in their social studies journal by
Appling
writing complete sentences using the vocabulary terms provided throughout the lesson.
Students demonstrate their understanding of the topic when they are participating in the class
Understanding
discussion as a whole group or in small group/peer groupings.
Remembering
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o Advanced
Content o Guided Practice o Small groups o EL
o Background o Independent Practice o Pairs o Other
Knowledge o Comprehensible Input o Works Independently
o Strategies Used o Mixed groups
Students were given an o Flexible groups
The material was example of what their social Struggling English
adapted for EL as well studies journals should look learner Cynthias, Gate
as the Gate student in like as well as how their Students were to student Mayra and
class. Background sentences should be participate in whole Special education student
knowledge was used to structured. While students group discussion while Judys modifications and
connect new material were doing the in class the direct instruction accommodations were
as well as to bridge the assignment I was to be was given. Once taken into consideration
content for EL students. providing addition guidance students began working when planning the
and feedback. in their social studies lesson.
journals or KWL charts
they had the opportunity
to work with peers or in
small groups. EL
students were also able
to work in groups to get
additional instruction.
Integration of Application Assessment Objective
Processes o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with
o Speaking o Linked to objectives o Written Language Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning
o Vocabulary
The product of work
Students listened to Student work was based on The rubric was used to students were to produce
instruction and direct the meaningful information assess the final product was meaningful and
instruction as well as linked to grade 2 objectives. of the list of facts. They linked to grade 2
introduction to new Student engagement was were also informally objectives.
vocabulary. Then were necessary in order to assessed during oral
then to view the produce the assignment as participation in the class
pictures provided of a well as independent discussion.
variety of families practice.
around the world. They
then collaborated with
one another in whole
25
group and small group
discussion before they
were asked to write
their 10 facts.
Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
o Students needing more help- Extra guidance with vocabulary for students who are struggling with
English instruction.
o Content adaptations- Content will make sure to include all varied family units as not all students come
from traditional homes and families.
o Reading skills- Small group instruction and picture walks to front load and help increase readers
vocabulary prior to the lesson as well as an introduction to the reading material available for students.
o Vocabulary clarification- For struggling students or those who are English Learners, small group
instruction will be given that will include but not limited to: Instruction on spelling and spelling
patterns, how the vocabulary terms are connected to one another and the relationship between
vocabulary and content.
26
27
CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education
Who Are You? Where Did You Come From?

Lesson Number 2
1. MATERIALS/PREPLANNING
Materials
-Pictures/ Visuals of ancestors
-Nonexamples of ancestors
-Social Studies journals
-Classroom white board
-Family Tree
Vocabulary List key vocabulary terms

Ancestor- A person typically one more remote than a grandparent from whom one is descended and who lived
several generations ago.
Literature
Honoring Our Ancestors by Harriet Rohmer
The Roots on My Family Tree by Niki Alling
2. OBJECTIVE
After the lesson on the concept of past and present families, students in grade 2 will be able to state both orally
and in writing the correct definition of ancestors.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
The central focus will be composition since the students will need to collect information in order to determine
and understand the definition of an ancestor. Word choice is important in determining what the definition of an
ancestor is.
Hist. Social Science Standard

State Blooms Level on the Taxonomy in Bold Type
CCSS ELA Standard

28
and orally
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
ELD Standard(s)
o Emerging
academic topics.
o Expanding
o Bridging
Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding of this content?
Students will use specific academic language (vocabulary, functions, discourse, syntax) while orally discussing their ideas on what
it means to be an ancestor. From there students will use vocabulary terms to determine examples and nonexamples of ancestors.
Essential Literacy Strategy

Orally discussing content language, and use vocabulary terms in order to determine if something is an example or a
nonexample of an ancestor.
Additional Language Demands in each area:

Students will use content language in order to discuss and show their understanding of what an ancestor is . students will also
need to effectively identity examples and nonexamples of ancestors.
Academic vocabulary/symbols: List vocabulary

Discourse Tools: students will use a graphic organizer broken up into two categories. They will use the materials provided in
order to correctly determine which category each picture belongs in.
29
3. ASSESSMENT
Note: A rubric would work well for this assessment
Formal Assessment:
This lesson will be assessed by the written definition in the student journal. The definition must include three
descriptors and three examples of the term/concept of ancestors and what families look like today compared to
what they looked like in the past.
Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept of ancestors and
what families look like today and in the past.

Student included 2 Student included 1
Student included 3 examples of ancestors. example of ancestors.
examples of ancestors.
Student included 2 Student included 1
Student included 3 descriptors when writing descriptor when writing
descriptors when writing about ancestors. about ancestors.
about ancestors.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET
As students are walking into class they will see me standing in the room wearing a traditional dress from
my native background. They will also see different pictures and works of art around the room and on the
white board. I will tell students that they are now entering a new land. I will then ask students what it means
when someone immigrates from their home land to a new country. Students will have the opportunity to
brainstorm with one another and build off each others ideas about what it means to be an immigrant and
immigrate from one country to another. We will then read Honoring Our Ancestors by Harriet Rohmer which will
have visual representations of ancestors.
5. PURPOSE
Boys and girls, today we will be learning about ancestors. It is important to understand ancestors because it
shows how our families history was made and how our families have changed from the past till now.
Provide a rationale for using this lesson model.
This lesson model will help students understand what an ancestor is. By showing examples and
nonexamples of ancestors students will gain a better understanding of how our ancestors have
helped shape us into who we are today. we will explore areas such as migrating to the united states to
what traditions and cultural aspects have been passed down from our ancestors. Students will have
the opportunity to collaborate with one another in order to gain a better understanding of the concept
of ancestors.
30
Prior to starting the lesson body do the following:
After our lesson today, you will be able to define and identify what an ancestor is as well as naming
characteristics of ancestors.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of ancestors.
According to the dictionary ancestor means a person, typically one more remote than a grandparent to
whom one is descended and who lived several generations ago.
Step Two - Examples:
Bullet each example and leave space between each new example.
The teacher must present (5 6 ) examples of the new concept.
This is a picture of my great grandmother Dora who came from Mexico. She is an example of an ancestor
because she lived many years ago, she is related to me.
This is a picture of my grandfathers mother. She is an example of an ancestor. She came from Mexico to
give birth to my grandfather. I am also one of her descendants.
This is a picture of my great great grandmother. She was born in Mexico and gave birth to my grandpa.
Because I am hiss granddaughter I am also her descendant.
This is a picture of my fathers mother. She is part of my family from many generations ago. She lived in
the past and is related to me.
This is a journal entry with a drawing of my mothers great grandmother. She is part of my family from
many years ago. She lived in the past.
Step Three - Non-examples:
Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.
Here is a picture of Martin Luther king.

He is NOT my ancestor because he is not related to my family, he did live many generations ago, I am not
one of his descendants.
Here is a picture of George Washington.

He is NOT my ancestor because he is not related to my family, he did live many generations ago, but I am
not one of his descendants.
Here is a picture of an old woman.

She is NOT my ancestor because she is not related to my family, she does not look older than my
grandparents and I am not one of her descendants.
Here is a picture of a baby.

He is NOT my ancestor because he is not related to my family, he did not live many generations ago, and
he is not even as old as my grandparents.
Here is a picture of our principle.

He is NOT my ancestor because he is not related to my family, he is still alive today, and I am not one of
his descendants.
31
Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very important
to go over each item and compare and contrast them so students can clearly understand the concept.
This is a journal entry by Anne Frank. She is not part of my family. Although, she lived in the past she is
not related to me.
This is a picture of an African American family. They are not related to me because they are a from a
different culture. They are not my ancestors.
This is a picture of my mom and dad. They are not ancestors. Even though we are related they are still
alive and did not live long ago.
Here is a picture of my sister. She is part of my family. She is not an example of an ancestor because she
is younger than me.
This is a picture of my friend Michelle. She is not an example of an ancestor because she did not live long
ago. She is also not related to me.
Step Four - Mixed Examples:
Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear
responses of why and why not.
Here is a picture of an Asian American family. Is this an example of my ancestors? It is not an example of my
ancestors because they are from a different diversity than me and are not part of my family.
Here is a picture of my great grand-mothers mom. Is this an example of my ancestor? Yes, she is related to
my family and lived many generations ago that would make me her descendant.
This is a picture of my sister and out great aunts sister. Is this an example of an ancestor? Yes. My great
aunts sister lived many generations ago. She is part of our family.
This is a picture of my moms friend. Is this an example of my ancestor? No, she is not related to me or to my
family.
This is a picture of Dr. Seuss. He was a very popular writer and we read many of his books today. is this an
example of an ancestor? No, because even though he lived long ago he was not part of my family.
Step Five - Redefine Concept:
The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write
the new term with the meaning and description in their journal under the vocabulary for this unit.
They could also illustrate the term and give various examples and non-examples. Let them be creative in how
they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.
You could say:
Ok friends, I want you to turn to your elbow buddy and ask them what is an ancestor. I want you to use your
32
own words. This is your opportunity to practice out vocabulary terms. Once your partner has answered I want
you to ask your buddy what is one quality of an ancestor
Fully script 2 or 3 student responses.
Student: an ancestor is someone that is in your family from long ago.
Student: For someone to be your ancestor you have to be their descendant.
Student: My mommy shows me pictures of her great grandfather. She says she never met him but he came to America
Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term Ancestor.
Also write the definition in your own words and give several examples. Explain how the word Ancestor is used and
how it is related to you.
Lesson Step Six - Student Examples:
Students, now it is your turn to own this concept. You are the experts so your task is to find more examples.
You could look in the books I have gathered in our classroom library or on the internet. You could look in your
textbook or in our classroom library.
You might find more examples at the school library or at home when you can ask your parents about your
family history.
Step Seven Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on
the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening students will be able to demonstrate their skills as active listeners during oral read-out louds and during group
discussion. Students will also be able to answer yes or no questions related to the topic being discussed.
Speaking students will be able to use a number of generic academic vocabulary terms when forming simple sentences
related to the topic of ancestors.
Reading students will be able to describe ideas formed by the use of literature, visual airs and multimedia elements about
ancestors.
Writing students will be able to collaborate with their peers and teacher in order to compose informational texts in their
social studies journals.
ELD Expanding Response to learning:
Listening students will be able to be contributing members of the in class discussion by listening attentively, following
single instructions and asking and answering questions about ancestors during whole class discussion and partner work.
Speaking students will be able to use academic language terms as well as content specific vocabulary as well as
synonyms and antonyms when discussing ancestors.
Reading students will be able to describe ideas and elements in great detail using a variety of grade level texts and
vocabulary. Students will be able to execute their understanding for the material with moderate support.
Writing students will be able to collaborate with the teacher and their peers when participating and creating projects with
informational text. This will include a variety of modalities including writing, multimedia, and the use of technology when
appropriate.
33
ELD Bridging Response to learning:
Listening students will be able to contribute to in class discussion with peers and teacher. They will listen attentively and
follow instructions. Students will be able to answer and ask questions related to the concept of ancestors.
Speaking students will be able to use a wide variety of academic terms as well as content specific vocabulary terms in
order to demonstrate their understanding for the concept of ancestors. They will be able to use synonyms, antonyms and
non-literal language in order to create effect of create shades of understanding.
Reading students will be able to describe ideas phenomena and text elements using the key details based on a variety of
grade level texts and viewing of multimedia with light support about ancestors.
Writing students will be able to collaborate with the teacher and their peers on joint projects and literary texts including a
great amount a writing, technology.
7.CLOSURE
Gather students at the discussion table or on the rug. It is now the end of the day and students are
prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.
Provide something like the following dialogue:

Boys and girls please come to our talking circle. We have much to discuss.
Today we studied the concept of ancestors. Now it is your turn to own this information. Lets practice saying what we
have learned about ancestors. Who would like to begin?
Continue this dialogue until students have rehearsed their learning several times.
End with each student stating the learning to the person next to him/her.
Provide a rationale/justification for your choices.
In order to determine students understanding of ancestors they will be asked to come up with their
own examples and nonexamples of ancestors. By doing this, students will be using this independent
practice not only to demonstrate understanding but to practice using the vocabulary terms properly
and effectively. By doing this, students will not only be applying the information they have but also
classifying it into the proper areas. Reinforcing students learning will be a critical part of moving
forward with the unit on families today and in the past as we begin our discussion on culture and
diverse groups of people.
The teacher assigns the students the task of finding additional examples of the concept on their own. For
example, students can look in books, library or computer for additional examples.
The teacher clarifies what the students are to do with the additional examples of the concept that they
identify. EX. Add to word wall, write on a 3x5 card and add to the file, enter them in the social studies journal
on this theme and draw the picture and write a paragraph defending your choice.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION

Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students
and rationale for selection.
34
Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner W/Few Due to the students below average understanding and limited vocabulary I will be
Words available to provide repeated instruction and clarification. I will also encourage the
student to work with this table group in order to get information clarified. During the
lesson, I will use a variety of modalities in order to help the student draw connections
and activate prior learning. Vocabulary terms along with definitions will also be listed
on the board in order for students to use as a reference point when they are not sure
what something is. Working in partners will also allow students to get the information
an additional time from their peers. Because the student has a limited vocabulary in
English I will make sure that if a native speaker is available that they will be partnered
up with my ELL student in order to offer extra guidance if necessary.
Students weakness in the skill of understanding content/ English vocabulary is linked
to the English Language arts reading standard 1.0. helping the student write in their
journal as they copy facts that have already been written will allow the student to
focus on the material instead of their struggles and limitations.
Student with low Because the student has low reading ability I will have the vocabulary terms listen on
reading ability the board along with the definitions to help strengthen the content language as well as
to create visual reinforcement for the vocabulary terms. As the terms are being
discussed during the whole group discussion I will point to the vocabulary words and
have students repeat the words further reinforcing learning.
Student with CCSS.ELA-LITERACY.RL.2.9
advanced literacy Compare and contrast two or more versions of the same story (e.g., Cinderella stories)
skills/other by different authors or from different cultures.
Students who show advanced literacy skills will be asked to compare and contrast two
of the images depicting different cultures that were posted and shown from around
the classroom. this different ion in instruction will allow students to take their thinking
one step further.
Strategies to Support the Learning or Extend Lesson
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Prior Knowledge: Prepare 3 passages and Activating prior knowledge Activating prior knowledge
Activating the develop a prior knowledge helps make real world is important because it
Known question and a prediction connections to the material makes the material being
question. that will help students covered it class not only
better understand the more relatable but easier for
material. students to learn. Giving
material life and making it
relevant is crucial for
learning.
2. Click or Clunk? A Students read passages and Helpful in determining and CCSS.ELA-
students get handouts and they have to seeing if the material is LITERACY.RL.2.1
comprehension self- self-reflect if they are being comprehended. Ask and answer such
check understanding what they are questions as who, what,
reading. where, when, why,
and how to demonstrate
understanding of key details
in a text.
35
50 Literacy Strategies
1. Word Walls Vocabulary terms are posted up Students are able to CCSS.ELA-
for students to see possibly with reference the word wall LITERACY.RI.2.4
definitions as well when discussing the topic Determine the meaning of
with peers or doing words and phrases in a text
independent work. They relevant to a grade 2 topic
also serve as a reminder of or subject area.
the content language that
should be used.
2. Gallery Walks When showing a new book Prior knowledge is CCSS.ELA-
before jumping in to read it activated. This works well LITERACY.RL.2.7
students discuss the pictures in for students who struggle Use information gained
the book and what they think is such as EL students. from the illustrations and
going to happen in the story. frontloading with words in a print or digital
vocabulary or building text to demonstrate
connections to prior understanding of its
knowledge is helpful in characters, setting, or plot.
50 Social Studies
Strategies
1.Concepts: Students figure out the groups By categorizing the material CCSS.ELA-
development and something belongs in by provided students are LITERACY.RL.2.1
Attainment looking at the attributes and demonstrating their Ask and answer such
categorizing them knowledge about the questions as who, what,
concept where, when, why,
in a text.
2. Graphic Organizers Students use a graphic Students are able to further CCSS.ELA-
organizer in order to evaluate show their understanding of LITERACY.RI.2.4
the pictures given to them. the concept of ancestors as Determine the meaning of
Then must use the information well as eliminate and words and phrases in a text
they have learned in order to separate the material that is relevant to a grade 2 topic
infer what category the pictures not consistent with the or subject area.
belong in. qualities needed the qualify
a person as an ancestor.
Technology Students are able to use the By allowing students the CCSS.ELA-
Resources computer in order to find use of computers they are LITERACY.CCRA.SL.2
examples of ancestors and able to evaluate a number
nonexamples. Students will of materials that reinforce By allowing students to use
also have the opportunity to do the learning going on in the the computer to come up
additional research. classroom. with more examples their
knowledge and
understanding of the topic
of ancestors is being further
developed and reinforced.
Students will also be able to
expand their knowledge on
the topic of ancestors.
10. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis for this lesson model and a
rationale for why you have selected this content for this lesson model. Link your rationale to the specific lesson
objective/standard cognitive level and corresponding descriptive words (i.e., analyze, compare).
This lesson is taught by using information processing theory to attain the concepts learned in class about
ancestors. Students will be able to engage in their learning and obtain and retain information through the use of
repetition, visual and auditory means using multimedia, examples and nonexamples of what the concept of
ancestors means. Students will be asked to reflect on their own learning in order to apply their knowledge in
36
creating their own examples and nonexamples of ancestors. Students will demonstrate their knowledge orally
through whole group and small group discussions as well as writing examples of the new concept of ancestors.
thinking.
Students will have to take their knowledge and evaluate whether or not certain things fit the criteria for
Evaluation
the concept of ancestors and put it into their graphic organizers in their journals.
Students will have to demonstrate their knowledge on the topic of ancestors when discussing the
Application
concept with their elbow partners as well as when writing in their social studies journals.
Students will have use their understanding of the concept of families in order to be able
to come up with their own examples of ancestors. They will demonstrate comprehension
Comprehension
not only through their written work but through the whole group and small group
discussions that will be informally assessed as the lesson progresses.


o Adaptation of Content o Modeling- Persoanl o Whole group o Advanced
o Background examples and visual o Small groups o EL
Knowledge representations of how to o Pairs o Other
o Links to past learning determine if someone is an o Works Independently
ancestor. o Mixed groups
o Strategies Used- o Flexible groups
Concept attainment o Guided Practice- mixed
and SDAIE methods of examples and Student led discussion was
learning. nonexamples of ancestors focused around struggling,
and advanced students to
Whole group discussion as suit their learning needs.
o Independent Practice- well as small group and
journal entry and graphic partner pairings were used
organizers. in discussing the concept
o Comprehensible Input- of ancestors.
partner discussion of what
37
the definition and
characteristics of
ancestors.
Integration of Processes Application Assessment Objective
o Reading o Hands on o Rubric o Linked to Standard
o Viewing o Active Learning o Formative
o Vocabulary o Summative
Material presented was at a

Informal assessment was grade 2 standards and
Students viewed the done through the learning objectives.
information through the Students were active evaluation of the
provided visual examples participants of the learning discussion going on
of ancestors. They then through student led discussion. between students when
used whole group and Student learning was linked to they participated in
small group discussion in grade 2 standards. discussion with their elbow
order to obtain a greater buddies.
understanding of the A rubric was used in order
concept of ancestors. to determine if the
information they provided
in their journals was
accurate and thorough.
Notes for next lesson:
o Strengths/Weaknesses of Lesson- The lesson contained good examples and nonexamples of ancestors as well as
multiple modalities for students to use as a resource to learn the material.
o
o Students needing more help- Even though I did try to provide extra attention into providing emphasis on the
vocabulary and the use of it within the lesson it might be necessary to pull out students in small groups in order to
build background knowledge and front load vocabulary terms so struggling students are able to participate in the
class discussion.
o Content adaptations- Giving students images or a short narrative on ancestors could help students build some
background knowledge prior to the lesson.
o Reading skills- reading skills could vary depending on the lesson. But it is necessary to pay more attention to the
needs of all students in order to make sure the lesson is effective for students.
o Vocabulary clarification- review for vocabulary and the proper use of the terms is necessary to reinforce the
knowledge needed to go further in the lesson.
38
Generalization Lesson Plan
39
GENERALIZATION LESSON PLAN AND RUBRIC
Revised by Dr. R. Timmons
California Baptist University School of Education
Whats that got to do with me?

Generalization Lesson Plan
Lesson Number 3
1. MATERIALS
Social Studies Journal

Two sheets of butcher paper
Pictures of ancestors
1950s Family Dinner
Website- https://www.youtube.com/watch?v=h8kJzBJrOkU
Vocabulary
2. OBJECTIVE
After the lesson on the concept of families today and in the past students in grade 2 will be able to apply their
knowledge and understanding in order to develop generalizations about topics centered around families with
100% accuracy.

1. A=Audience, Students in grade 2
2. B=Behavior, Students in grade two will be able to apply their knowledge and understanding in
order to develop generalizations about topics centered around families
3. C=Conditions, Students should understand the generalizations they are making
4. D=Degree of accuracy needed to achieve the objective. With 100% accuracy
OBJECTIVE: After the lesson on using data to support generalizations, students in grade 2
will apply this knowledge and develop generalizations concerning the topic of Families today
and in the past with 100% accuracy.
40
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
The central focus of this lesson is comprehension. Students are now expected to observe and take in
information related to their previous lessons in order to synthesis and form new ideas and generalizations
about topics related for families today and in the past.
Hist. Social Science Standard
CCSS ELA Standard

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section
CCSS ELD Standard

Emerging
1. Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics.
Expanding

Bridging

and orally
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
Language Function Statement: edTPA

Students will use specific academic language (vocabulary, functions, discourse, syntax) while orally discussing their ideas on how
families from the past compare to families now. From there students will use vocabulary terms to the similarities between
families of today and in the past.
Essential Literacy Strategy:
Orally discussing content language and characteristics in order to determine the similarities and differences between families
from now and long ago.
Additional Language Demands in each area:
41
Academic vocabulary/symbols: List vocabulary
Syntax: (Use language frames in Language of section in Toolkit)
Discourse Tools: students will use a graphic organizer broken up into two categories. These two categories will be labeled
similarities and differences They will use the graphic organizer that was provided in order to correctly determine which
category different characteristics fall under.
3. ASSESSMENT
Formal Assessment:
This lesson will be assessed by the generalizations made by the student and written in their social studies
journal. Students will be asked to take their observations and knowledge in order to form their own piece led by
the following question how do the traditions of families of the past affect your life today. Student assessment
will be kept in their social studies journals. This will also help to make whatever adjustments are necessary to the
lesson in order to make sure all students are able to draw conclusions and make generalization on concepts
about families.
Informal Assessment:
Students will be assessed informally by listening to their oral conversations of how family characteristics of the
past are still seen in todays families. The assessment will be kept on record by the teacher and count towards
the final grade for the lesson kept in the students social studies journals.
Student included 3 Student included2 Student included 3

examples of examples of examples of
characteristics of characteristics of characteristics of
families from today and families from today and families from today and
in the past as seen on in the past as seen on in the past as seen on
the video shown at the the video shown at the the video shown at the
beginning of the lesson. beginning of the lesson. beginning of the lesson.
Student did not include
Student included 2 Student included 1 any descriptors of their
descriptors of their own descriptor of their own own family life in relation
family life in relation to family life in relation to to the listed
the listed the listed characteristics.
characteristics. characteristics.
42
4. PURPOSE
The purpose of this lesson is for students to be and to make generalizations about concepts
involving families. By doing so they will be demonstrating their knowledge obtained in previous
lessons as well as the new information provided to them. By doing so students will be able to
connect to the material on a more personal level and see how it actually affects them.
Good Morning friends, today we are going to continue our study on families. Can anyone share
any information we have learned in the past few days? [allow 3-4 students to retell information
from previous lessons] very good! I see youve been paying attention. But, why do we learn about
families? Whats that got to do with us? Well, all the knowledge weve been learning about families
is going to help us see the similarities and the differences between families today and in the past.
5. ANTICIPATORY SET/Motivation for Learning
I will begin the lesson my showing students some of the pictures we already looked at in order to
review what an ancestor is. This will serve to refresh students learning as well as vocabulary
terms.
Next I will show students pictures of traditional dressings from Mexico. I will do this to show and
share with student my own personal family history and how its influences can still be seen today.
Next I will pass out the graphic organizer that students will use in order to determine the
similarities and differences between families today and in the past.
I will ask students to focus their attention to the screen at the front of the class so that we may
begin watching the YouTube video 1950s family date.
6. LESSON BODY
Justify for your choice of strategies. Link to students in your class. Include their interests and abilities.
Students will e able to recall and apply their knowledge on families in order demonstrate their
knowledge and ability to separate between similarities and differences of families today and in the
past. Students will also be able to connect the information to their own lives by providing examples of
their own families.
Note: The inducing-a-generalization technique helps pupils arrive at an explanatory

generalization by applying their own logical thinking skills. The teacher begins by selecting a
well-validated generalization and finding specific examples that support its truth. The learners
are presented only with this evidence. They are challenged to develop an explanatory
generalization that is consistent with the evidence. These steps are typically followed:
Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.
Okay friends, now that we have watched the video and seen what a family in the past
might have looked like Im going to divide the class into two teams. The first team is
going to come up with things families in the past did or characteristics of families in the
past. The second team is going to come up with characteristics for families today. You
43
can use your social studies journals or the books at the front of the class if you need
some ideas. When you come up with your characteristics you are going to write them
down on the sheet of butcher paper I have provided for you. Once both teams are
finished we will put them on the white board and look through them together.
Characteristics of families in the past Characteristics of families today
Most mommies stayed at home Mommies and daddies both

Families are dinner together work
Dads go to work We eat dinner together
Used animals to transport We go to school
goods or to get around We can immigrate
Made homes out of different We are descendants
materials like dirt and clay We use cars to get places and
Used animals to makes clothing move things
Older people told kids stories We buy our clothes at the store
about their families We use money to pay for things.
Immigrated Celebrate weddings, birthdays,
Not everyone went to school baptisms, Hanukah etc
some kids worked We can go to the store to get
Used the barter system our food
Celebrated ceremonies
Hunted for food
Ok friends, these lists looks awesome! Can we take a minute to look at them? Tell me what
you think about these facts on both sides.
S1- we dont use animals to travel anymore unless we want to like horses. My daddy took
me to ride a horse one time
S2- Daddies go to work and now mommies can too
S3- It looks like we do a lot of the same things only now we have better things like cars to do
it
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud
so students can follow the thinking) here to help them get started:
Lets see, what do we notice about the information we have?

It looks like eating as a family has been a constant tradition for families.. what do
you think?
We still travel like our families in the past but like our friend said we dont use horses
anymore now we have cars for when we travel.
It looks like our ancestors used to tell stories to pass down information kind of like
we do at school dont you think?
44
Step 3. Finally, ask students to develop generalizations based on the
Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.
Class, do we see a relationship between these two characteristic sheets?
S1- I think our families today still have a lot in common with our ancestors
S2 things are different now but the same.. only better
What do you mean theyre better?

S2- like.. we still do a lot of the same things.. only now we have things to make it easier
like schools and cars
S3- We still have celebrations too only now we celebrate for different reasons because
we dont need the same ceremonies anymore.
Write the students generalizations on the board or on an overhead transparency as

they think of them. Accept all that are suggested. In your lesson plan, be sure to script
possible responses from your students.
Add the list here.
Bullet responses:
Its important for families to be together because thats how your traditions are
passed down
We still do a lot of the things families in the past did but not always for the same
reasons.
Like hunting! We dont have to do it anymore but some people still do
My mommy says we dont hunt anymore because we have stores to make it
easier
Have students consider each of the proposed generalizations. Is each

generalization supported by the data? Script this discussion.
What date, or proof do you have for the generalizations youre making?
S1 Because I saw picture of families doing ceremonies like our ancestors. My mommy
says our ancestors were Native Americans and they did things like a rain dance.. but we
dont do that anymore.
S2 Even though our families are different they are still a family. Even if you dont live
with both your parents whoever you live with is your family.
7. CLOSURE
Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Ask:
What did you learn from the data today concerning Families today and in the past?
What have we learned about using facts/data/evidence to solve problems (generate new
ideas, form conclusions, etc.)
45
The issue here is to help students learn the PROCESS as well as to develop the PRODUCT.
They should be able to express in their own words the learning they acquired.
Ask them if they have any other comments. Script possible responses.
Teacher should restate the learning one last time in another way.
Fully script what you will say as well as possible student responses.
Alright friends can we take a minute and share what we learned about families of today
and in the past? Are they related to one another? Why is it important to learn about our
families and ancestors?
S1 Because families can be different but they have a lot of the same characteristics
S2 yeah.. thats why we have traditions.. teacher is that why we have families? To pass down
traditions?
S3 we have traditions at home too and my mom says when I have kids I have to teach them
too
Provide a rationale.
After the class discussion students will be able to take the information that was provided as well as
the new ideas and generalizations they have formed in order to apply the information to their own
families and daily lives. By doing so students will be able to draw deeper connections to the material
as well as see that even though we may be different as people we have a lot of similarities with one
another.
Assign work that is to be done without your help,.

- Now students will be able to write in their social studies journals listing traits of
families of today and in the past and apply it to their own families as well as listing
similarities between the two.
The list of generalizations will still be visible on the board or a chart and students can also list
them in the journal. Some will need the reference and others wont need it at all but you have
taken care of a diverse range of writers and thinkers.
Assignment must be valuable and further support the learning stated in the objective.
How will this assignment be assessed? Is the assessment tool/rubric included in the
overall assessment plan?
Student included 3 Student included2 Student included 3

examples of examples of examples of
characteristics of characteristics of characteristics of
families from today and families from today and families from today and
in the past as seen on in the past as seen on in the past as seen on
the video shown at the the video shown at the the video shown at the
beginning of the lesson. beginning of the lesson. beginning of the lesson.
Student did not include
Student included 2 Student included 1 any descriptors of their
descriptors of their own descriptor of their own own family life in relation
family life in relation to family life in relation to to the listed
the listed the listed characteristics.
characteristics. characteristics.
46
The butcher paper with the characteristics will be left on the white board for students to reference
while the graphic organizer will do inside their social studies journals along with their reflections.
After several sessions of this type of lesson, students should be able to analyze another
set of data and formulate generalizations on their own.
Some other possibilities could include a journal entry regarding the process as well as the
focus generalization developed, a reflection on the generalization itself, further research to
support the generalization, forming additional questions of interest for further research.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION

How will you meet the learning needs of all students in the class? Provide specific strategies that might be
used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and provided
in person within 24 hours of the lesson. (See edTPA for directions on feedback)
ELL Learner W/Few Due to the students below average understanding and limited vocabulary I will be
Words available to provide repeated instruction and clarification. I will also encourage the
student to work with this table group in order to get information clarified. During the
lesson, I will use a variety of modalities in order to help the student draw connections
and activate prior learning. Vocabulary terms along with definitions will also be listed
on the board in order for students to use as a reference point when they are not sure
what something is. Because the student has a limited vocabulary in English I will
make sure that if a native speaker is available that they will be partnered up with my
ELL student in order to offer extra guidance if necessary.
Student with low Because the student has low reading ability I will have the vocabulary terms listen on
reading ability the board along with the definitions to help strengthen the content language as well as
to create visual reinforcement for the vocabulary terms. As the terms are being
discussed during the whole group discussion I will point to the vocabulary words and
have students repeat the words further reinforcing learning.
Student with Students with advanced skills will be asked to do a different assignment in their social
advanced literacy studies journals. Instead of having to list different characteristics they will have to
skills/other describe how their own families traditions, or ancestors have affected their lives
personally.
Strategies to extend the lesson- Fill in chart below:
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Prior Knowledge: Prepare questions in order to Activating prior knowledge Activating prior knowledge
Activating the activate prior knowledge helps make real world is important because it
Known question and a prediction connections to the material makes the material being
question. that will help students covered it class not only
better understand the more relatable but easier for
material. students to learn. Giving
material life and making it
relevant is crucial for
learning.
2. Click or Clunk? A Students read passages and Helpful in determining and CCSS.ELA-
students get handouts and they have to seeing if the material is LITERACY.RL.2.1
comprehension self- self-reflect if they are being comprehended. Ask and answer such
check understanding what they are questions as who, what,
reading. where, when, why,
47
in a text.
50 Literacy Strategies
1. Word Walls Vocabulary terms are posted up Students are able to CCSS.ELA-
for students to see possibly with reference the word wall LITERACY.RI.2.4
definitions as well when discussing the topic Determine the meaning of
with peers or doing words and phrases in a text
independent work. They relevant to a grade 2 topic
also serve as a reminder of or subject area.
the content language that
should be used.
3. Gallery Walks When showing a new book Prior knowledge is CCSS.ELA-
before jumping in to read it activated. This works well LITERACY.RL.2.7
students discuss the pictures in for students who struggle Use information gained
the book and what they think is such as EL students. from the illustrations and
going to happen in the story. Frontloading with words in a print or digital
vocabulary or building text to demonstrate
connections to prior understanding of its
knowledge is helpful in characters, setting, or plot.
50 Social Studies
Strategies
1.Concepts: Students figure out the groups By categorizing the material CCSS.ELA-
development and something belongs in by provided students are LITERACY.RL.2.1
Attainment looking at the attributes and demonstrating their Ask and answer such
categorizing them in this case knowledge about the questions as who, what,
being the similarities or concept where, when, why,
differences between families and how to demonstrate
today and in the past. understanding of key details
in a text.
2. Graphic Organizers Students use a graphic Students are able to further CCSS.ELA-
organizer in order to evaluate show their understanding of LITERACY.RI.2.4
the images and information the concept of families Determine the meaning of
given to them. Then must use today and in the past as words and phrases in a text
the information they have well as to evaluate whether relevant to a grade 2 topic
learned in order to infer what or not it can be applied to or subject area.
category the characteristics of their own families.
today and in the past belong in.
Technology Students are able to use the By allowing students the CCSS.ELA-
Resources computer in order to find use of computers they are LITERACY.CCRA.SL.2
examples of how families able to evaluate a number
characteristics affect the current of materials that reinforce By allowing students to use
and future family unit. the learning going on in the the computer to come up
classroom. with more examples their
knowledge and
understanding of the
influence our ancestors and
the past has on the present
and our future.
48
10. THEORETICAL OVERVIEW : Provide an overview of the theoretical basis-
The generalization model is based on the information processing theory. In order for
students to be able to demonstrate their understanding of the material it is important that they
not just be able to copy down and recall information but also to evaluate the information
provided in order to draw new conclusions. In essence students are able to use all the
information that has been presented to them in order to make generalizations of the concept
of families. This method will be highly effective not just in this content area but in al content
areas. Once students are able to pull from their prior knowledge in order to make
generalizations they are able to gather information in a cross curriculum manner in order to
more effectively learn the material being taught.
thinking.
How are the characteristics listed related to your own experiences with family? Students are able to
Synthesis
compile a list of characteristics demonstrating similarities and differences.
A Generalization lesson plan was used for this in order to evaluate whether or not
Comprehension students are able to take in information and analyze how they are personally affected by
the past and how future generations will be influenced as well.
11. ATTACHED STUDENT WORK

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental
level of the class.
49

o Adaptation of Content o Modeling o Whole group o Advanced
o Background o Guided Practice o Works Independently o EL
Knowledge o Independent Practice o Other
o Links to past learning o Comprehensible Input
o Strategies Used Students were separated into
o Resources Selected The idea of generalization was two groups in order to Adaptations for all students
o E-resources introduced and the whole group discuss the similarities and were made depending on their
discussion was guided in order to differences between families level. Adaptations were made
help students make today and in the past. The accordingly in order to
generalizations. entire class was responsible challenge advanced learners
Background knowledge was for discussion the as well as to accommodate
activated prior to the lesson generalizations made. Then straddling students.
as well as a review for the students were to work
vocabulary terms to help independently in order to
struggling students. e- demonstrate their
resources included a video understanding.
clip demonstrating a family
in the past.
Integration of Processes Application Assessment Objective
o Reading o Hands on o Rubric o Linked to Standard
o Viewing o Active Learning o Summative
o Vocabulary o Checklist
Students were to be Students understanding of The lesson was age

engaged in listening and Students are active participants of the material was assessed appropriate and linked to
speaking during the lesson. the learning experiences through through informal assessment grade two learning objectives.
Vocabulary terms were also meaningful and engaging of the engagement and oral
reviewed as well as used interaction with one another. The participation in the group
during the lesson. Reading material is linked to grade 2 work and class discussion
material was provided for learning objectives. and writing activity. A rubric
students who needed extra was used in order to
material to draw information determine if the student
out of in order to form their grasped the concept of the
writing samples. generalization task.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning- lesson included good examples of generalizations made as well as
good guided discussion.
o
o Students needing more help-Struggling students were given the extra resources as well as the opportunity to ask
for help throughout the lesson.
o Content adaptations- Students were given the opportunity to look at different images and a variety of material in
order to gain a better understanding of the material.
o Reading skills- Because the lesson was more focused on comprehension and output there was not much reading
involved in the lesson other that the vocabulary terms that were listen on the board for students to reference.
o Vocabulary clarification- Vocabulary terms were left on the board for students to reference throughout the duration
of the unit.
50
Inquiry Lesson-Mini Lesson
51
Inquiry Lesson
Mini Lesson Format
Exploring families- Today and in the past
Name: Miryam De La Torre Grade Level 2nd
ELA Content Standard: ELD Standards:

RL.2.1 Ask and answer questions as who, what, where, when, why, and how to Exchanging information and ideas with others through oral
demonstrate understanding of key details in a text. collaborative conversations on a range of social and academic
RL.2.1 Recount stories from diverse cultures, and determine their central message, topics.
lesson, moral.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or section.
Content Standard:
2.1 Students develop a beginning sense of history through the study of the
family
ELA Language Objective: ELD Language Objective for Grade Level

o Emerging
1. Exchanging information and ideas with others through oral

C. Connecting and Condensing Ideas
collaborative conversations on a range of social and academic topics.
6. Connecting ideas
7. Condensing ideas
o Expanding
5. Listening actively to spoken English in a range of social and

academic contexts.
o Bridging
12. Selecting and applying varied and precise vocabulary and

language structures to effectively convey ideas.
ELA Content Objective:
2.2 Report on a topic with facts and details, drawing from several sources of
information.
Cog. Taxonomy/DOK Levels
Level 1 Recall: Define, identify, illustrate the 5Ws (who, what, where, when and
why )
Level 2 Concept: Classify, collect, display, summarize, and organize
Level 3 Strategic thinking: Differentiation, Citation, investigation
52
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will use methods of investigation in order to collect, sort, evaluate and use the collected information to create a visual
representation of a particular culture.
Supporting Literacy Development through Language Plan ahead!

Essential Literacy Strategy: Must be for either composing or comprehending text
Students will write an explanation and create a visual representation of the lifestyles and culture of families from a different culture
than their own.
Language Function Statement:

How does student use language (see Toolkit samples for use of language)- Students will identify facts, describe and explain
characteristics of a different cultured family.
Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function: Identify, Describe and Explain.
Students will identify, describe and explain characteristics of families of a different culture by creating a collage and a
short description of that particular culture and family. Students will then explain to their classmates what they have created
and describe key characteristics about the family and culture they did their lesson on.
Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.
Key vocabulary terms will be reviewed throughout the course of the unit. Students who need more instruction will have the
opportunity to be pulled to the back of the classroom and have the vocabulary terms reviewed in the form of being given formal
definitions as well as examples in various modalities. Students who are struggling will also be able to have extra instruction in the
form of bridging and building background knowledge. All vocabulary terms will be posted on the white board along with their
definitions for students to reference throughout the course of the unit. Lastly, students will be able to refer back to their own social
studies journals with the definitions and examples of the vocabulary terms linked to the lesson.
Additional Language Demands in vocabulary, syntax and discourse:
Academic vocabulary/symbols:
The vocabulary terms will be presented in a variety of manners for students. not only will the vocabulary terms be read
out-loud and identified in class but students will have multiple opportunities to practice the vocabulary terms as well as
how to define and utilize them correctly in their social studies journals. Struggling students will get extra instruction in
the form of small group instruction. Building background knowledge and showing a variety of medias to define and give
examples of each term will be instruction tools that will be used to bridge the gap for struggling students.
53
List 10 facts about families..
Make generalizations about ancestors
Report your finding on what you found about families today and in the past
Journal entries will be available in student journals to use as reference.
Discourse: Students will be given the opportunity to crease a research paper graphic organizer in order to put together and
synthesize the information they have found about their particular family and culture. Students will be able to fill in important key
facts such as the significance of events, dates, wardrobe and other important cultural factors in order to create their collage and
present it to their classmates.
Materials Planned Supports: Explain how strategies meet Research Based Learning Strategies:
strengths/weakness of students so that all students meet (provide text chapters/reference)
Social Studies Journals the targeted outcome.
Research Paper Graphic Organizer
National geographic and other cultural Students will have a variety of media to look Inquiry lesson plans are a form of
inspired magazines through in order to be able to piece together their investigative and active learning
Glue collage. Students who are struggling in areas such models. Students are not only
Construction paper as writing will have the opportunity to demonstrate actively participants in their learning
their understanding through visual aspects. but they are also responsible for
Students who are higher achieving will be able to demonstrating their knowledge which
choose from a variety of cultures that are helps to hold them accountable for
completely different than their own. Their learning the work they are to do.
could be demonstrated in their writing sample or
what aspects of the family they choose to present
to their peers.
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds and What assets will be utilized to support
attention on the learning goals? learning these standards with these
Prior knowledge will be evaluated during students?
class discussion throughout the course the
unit. Because the discussion will be student In order to catch students attention, I will bring in During the review and pre-assessment
lead and include teacher guidance students a variety of magazines including national students will participate in a whole group
will be able to demonstrate their geographic magazines. I will give students the discussion to discuss the different
understanding through a variety of opportunity to take turns looking at the magazines characteristics of their own cultures and
discussion topics including but not limited and ask them to describe some of the things they aspects they find interesting or unique.
to; stating facts about families, making see. From there I will ask students to focus their By learning about different cultures
generalizations about families from today attention on me so that I can show them an students will be able to compare to
and in the past as well as review discussion. example of the assignment we will be doing in their own culture giving their learning
class. Not only will this model the expectation of new and
Misconceptions: Identify common the work that is to be turned in but it will also deeper meaning.
misconceptions regarding concepts addressed in allow students to view other cultures that may be
this lesson wildly different than their own.
Common misconceptions that could arise are
things such as the belief that all families share
the same traditions and culture or that all
families look the same i.e. the traditional family
roles and dynamics.
54
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction: The purpose of the lesson is for students to learn about different cultures and family units. Students
will research and create and collage and writing sample describing important factors of a family
Before culture different than their own.
Teaching - Vocabulary terms will be posted on the board along with the definitions students are to participate
Setting the in a whole group discussion while looking as the magazines provided in order to determine if they
stage. are able to give examples of what each of the vocabulary terms mean. They will also be able to
reference their social studies journals and prior work theyve done.
Students will be able to understand that just like they think their own culture and family traditions
are important and hold value that others may have different traditions and culture.
Lesson Body: Explain Strategies/Lesson steps:
Students will have the opportunity to talk about their own family traditions and culture with their
During/active peers on what they find to be interesting and unique about their culture and families.
engagement An example of the work that is to be produced will be available for students to look at. By showing
in learning a model of the assignment students will know and understand what is expected of them.
Teacher will be available for students for guidance and help. The teacher will be actively walking
around observing students work and conversation.
Independent practice: students will have the opportunity to crease a collage along with a short
writing sample based on the information collected on their graphic organizer about the family and
culture they are working with.
Extra support will be available for students who are struggling or English Learners including extra
media and illustrations as well as teacher help.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
Ok boys and girls, you did a great job. I was listening to your conversations and I can tell that you
understand the importance of culture and families not just for ourselves but for everyone around the
world
Students will have the opportunity to share their collage and writing samples with their classmates.
This can be done in small groups to save time and to help students who are struggling such as
English learners. Students will discuss the family and culture they did their collage on and what
important elements they found
Checking for understanding will come in the form of informal assessment listening to conversation
and presentations in the small group setting. The formal assessment will come from looking at what
elements were including in their graphic organizer and writing samples as well as the collage they
created.
55
Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How
specific assessment tools are being used for at least two types of will you provide for student voice during instruction on
assessment? their learning (strategies, skills, knowledge) relative to
learning target?
Informal: Informal assessment will include listening to
conversation and presentations in the small group setting
Student voice will be heard throughout the lesson. First
Formal: . The formal assessment will come from looking at the discussion and pre-assessment will be a student led
what elements were including in their graphic organizer and discussion. Students will also have the opportunity to
writing samples as well as the collage they created. share their work and demonstrate their understanding on
the topic to their peers.
Feedback: Student feedback will be provided throughout the

lesson when walking around checking for understanding as well as
on a graded rubric in the students social studies journals.
edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction
to impact student learning:
For the whole class- The class would be able to share their findings on the families and cultures they have been researching.
Taking it a step further, students could compare their own family dynamics to those of the ones they have studied and make
graphic organizer in differences and things they have in common.
For the three focus students and other individuals/groups with specific needs.
1. students with below average understanding and limited vocabulary I will be available to provide repeated instruction and
clarification. I will also encourage the student to work with this table group in order to get information clarified. During the
lesson, I will use a variety of modalities in order to help the student draw connections and activate prior learning.
Vocabulary terms along with definitions will also be listed on the board in order for students to use as a reference point when
they are not sure what something is.
2., Students with low reading ability will have the terms listed on the board along with the definitions to help strengthen the
content language as well as to create visual reinforcement for the vocabulary terms. As the terms are being discussed during
the whole group discussion I will point to the vocabulary words and have students repeat the words further reinforcing
learning. Students who are struggling readers will also have the opportunity to look through the magazines and other media
provided in order to take from them and demonstrate their understanding in a visual manner.
3. Advanced/ GATE students will have the opportunity to compare and contrast two different cultures whether it be two
completes different ones than their own or their own and one thats different.
What theory or theorists would most strongly support use of this strategy?
CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or
from different cultures.
56
Piagets theory of learning will most strongly support the use of this strategy because in order for students to mean
meaning and move information from short term to long term the information has been reviewed multiple times and
will now be presented in a visual manner and well as repeating the information for their peers.
Strategies for your next lessons based on data and assessment results
Wright Text Description of strategy How strategy is Rationale for selecting

helpful & links to
student/standards
1. Prior Prepare 3 passages and Activating prior Activating prior knowledge
Knowledge: develop a prior knowledge helps make is important because it
Activating the knowledge question and real world connections makes the material being
Known a prediction question. to the material that will covered it class not only
help students better more relatable but easier
understand the for students to learn.
material. Giving material life and
making it relevant is
crucial for learning.
2. Click or Clunk? Students read passages Helpful in determining CCSS.ELA-
A students and get handouts and and seeing if the LITERACY.RL.2.1
comprehension they have to self-reflect if material is being Ask and answer such
self-check they are understanding comprehended. questions as who, what,
what they are reading. where, when, why,
They are also able to and how to demonstrate
use the media and visual understanding of key
aids provided in order to details in a text.
demonstrate and check
for understanding.
50 Literacy
Strategies
1. Word Walls Vocabulary terms are Students are able to CCSS.ELA-
posted up for students to reference the word LITERACY.RI.2.4
see possibly with wall when discussing Determine the meaning of
definitions as well the topic with peers or words and phrases in a
doing independent text relevant to a grade 2
work. They also serve topic or subject area.
as a reminder of the
content language that
should be used.
4. Gallery Walks When showing a new Prior knowledge is CCSS.ELA-
book before jumping in activated. This works LITERACY.RL.2.7
to read it students well for students who Use information gained
discuss the pictures in struggle such as EL from the illustrations and
the book and what they students. frontloading words in a print or digital
think is going to happen with vocabulary or text to demonstrate
in the story. building connections to understanding of its
prior knowledge is characters, setting, or
helpful in plot.
57
50 Social Studies
Strategies
1.Concepts: Students figure out the By categorizing the CCSS.ELA-
development and groups something material provided LITERACY.RL.2.1
Attainment belongs in by looking at students are Ask and answer such
the attributes and demonstrating their questions as who, what,
categorizing them. This knowledge about the where, when, why,
is what the graphic concept and how to demonstrate
organizer provided will understanding of key
help with. details in a text.
2. Graphic Students use a graphic Students are able to CCSS.ELA-
Organizers organizer in order to further show their LITERACY.RI.2.4
evaluate the pictures understanding of the Determine the meaning of
given to them. Then concept of ancestors , words and phrases in a
must use the information culture and family text relevant to a grade 2
they have learned in dynamics as well as topic or subject area.
order to infer what eliminate and separate
category the pictures the material that is not
belong in. consistent with or
relevant to the culture
they are working with.
Technology Students are able to use By allowing students CCSS.ELA-
Resources the computer in order to the use of computers LITERACY.CCRA.SL.2
find examples of key they are able to
characteristics of their evaluate a number of By allowing students to
families and cultures and materials that reinforce use the computer to come
nonexamples. Students the learning going on up with more examples
will also have the in the classroom. their knowledge and
opportunity to do understanding of the topic
additional research. of ancestors is being
further developed and
reinforced. Students will
also be able to expand
their knowledge on the
topic of the family and
culture they got for the
assignment.
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Looking at the graphic organizers will help determine if students are able to
Looking at the graphic organizers that were provided identify the key aspects that were asked. Things such as place or origin, list of
for students. characteristics of the familys culture etc.
Evidence of Student Understanding:

Assessing the student collages and writing samples Student understanding will be determined through their social studies journal in which
included in the social studies journals. they would have included their collage as well as their writing sample for the family
and culture they chose to do their project on. We will be able to determine if the proper
elements were included such as dressings, food, place of origin etc.
Student Feedback:
Feedback will be given in the form of comments listen on the graphic organizer it will
be on a 10 point system. 10 points if completely filled out and 5 points if it is half full or
less.
58
Looking at the collage and writing sample s will help determine if students are
able to identify the key aspects that were asked. Things such as place or origin, list
of characteristics of the familys culture etc.

Student understanding will be determined through their social studies journal in
which they would have included their collage as well as their writing sample for
the family and culture they chose to do their project on. We will be able to
determine if the proper elements were included such as dressings, food, place of
origin etc.
Student Feedback:
Feedback will be given in the form of a rubric and score sheet that is inside each
students journal
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Student included 3 Student included 2 Student included at

characteristics of the characteristics of the least 1 characteristics of
family and culture. family and culture. the family and culture.
Student included 3 or Student included 2 Student included at least

more visual visual representations of 1 visual representations
representations of the the listed of the listed
listed characteristics. characteristics. characteristics.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
This lesson was building on the information and prior learning that has occurred during the unit. Students prior knowledge came from practice
that had been done prior to the lesson as well as their own personal experiences. These personal connections and experiences were linked and
build on during the small group and large group discussion.
Grouping Strategies:
Students will be grouped within their table members. This will be done to save time during their presentation of the collages. It will also be done
for struggling students such as those who are English Learners to not feel intimidated as well as have the opportunity for their peers to help them
during their explanation of their collage.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.
1. students with below average understanding and limited vocabulary I will be available to provide repeated instruction and clarification. I will
also encourage the student to work with this table group in order to get information clarified. During the lesson, I will use a variety of modalities
in order to help the student draw connections and activate prior learning. Vocabulary terms along with definitions will also be listed on the board
in order for students to use as a reference point when they are not sure what something is.
2., Students with low reading ability will have the terms listed on the board along with the definitions to help strengthen the content language as
well as to create visual reinforcement for the vocabulary terms. As the terms are being discussed during the whole group discussion I will point to
the vocabulary words and have students repeat the words further reinforcing learning. Students who are struggling readers will also have the
opportunity to look through the magazines and other media provided in order to take from them and demonstrate their understanding in a visual
manner
59
Vocabulary and Writing/ Grammar and Spelling
60
Social Studies/LA - Vocabulary and Handwriting/ Grammar and Spelling
MINI LESSON PLAN
Name: Miryam De La Torre Grade Level 2nd Grade

Exchanging information and ideas with others through oral
RL.2.1 Ask and answer questions as who, what, where, when, why, and collaborative conversations on a range of social and academic
how to demonstrate understanding of key details in a text. topics.
W.2.2 Write informative/explanatory texts in which they introduce a topic,
use facts and definitions to develop points, and provide a concluding
statement or section.
Content Standard:
Students in grade 2 will interact with peers in an actively engaged
discussion using the content vocabulary in order to produce a writing
sample of ideas and information on the concept of family.
o Emerging
1. Exchanging information and ideas with others through C. Connecting and Condensing Ideas
oral collaborative conversations on a range of social and 6. Connecting ideas
academic topics. 7. Condensing ideas
o Expanding
5. Listening actively to spoken English in a range of social

and academic contexts.
o Bridging
12. Selecting and applying varied and precise vocabulary

and language structures to effectively convey ideas.
Students will be able to accurately express and build literary,

general academic and content specific grade level vocabulary and
use it in content while writing complete and complex sentences
about the topic of families.
Level 1 Recall: Define, identify, illustrate the 5Ws (who, what, where,
when and why )
Level 2 Concept: Classify, collect, display, summarize, and organize
Level 3 Strategic thinking: Differentiation, Citation, investigation
61
Learning Focus
Central Focus Statement: students will collaborate with one another and create possible sentences to use for a story board activity
that will be done by the class. Students will discuss the vocabulary terms and connect them to prior learning in order to give the words
meaning as they interact with the vocabulary in order to create possible sentences to use in the whole group activity. Students will also
focus on spelling and the relationship between the vocabulary terms to the content being presented..

Essential Literacy Strategy: Must be for either composing or comprehending text:
Students will listen to, repeat and explain the meaning of their vocabulary terms, a sort of word study, before they write an
explanation on one of the concepts covered in the family unit by analyzing information in order to create possible sentences. These
sentences will be used to create a whole class book on family.

How does student use language (see Toolkit samples for use of language)
Students will identify facts, describe and explain characteristics of the different vocabulary terms in a whole group collaborate
discussion and then in small groups. During this time students will read the word, spell the word, discuss the relationship to the
unit content as well as discuss the information they have collected throughout the course of the unit in order to come up with
sentences they will later use in the classroom family book.
function:
Students will have the opportunity to participate in a whole group discussion to listen to, repeat and ask questions before
breaking off into small groups in order to discuss the contextual meaning of said vocabulary terms. Once students are satisfied
with the information they have exchanged they will create possible sentences that will be used to create a class book on family.
During this time students will practice appropriate writing habits including using capital letters, indenting, adding detail to
simple sentences as well as creating meaning to their illustrations.
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
62
The vocabulary terms will be presented in a variety of manners for students. Not only will the vocabulary terms be read
out-loud and identified in class. Students will have multiple opportunities to practice the vocabulary terms as well as
how to define and utilize them correctly in their social studies journals. This will include how to spell the words, how to
use them properly and in context. Struggling students will get extra instruction in the form of small group instruction.
Building background knowledge and showing a variety of medias to define and give examples of each term will be
instruction tools that will be used to bridge the gap for struggling students.

Report your finding on what you found about families today and in the past
Students will have already had practice using the vocabulary terms in a variety of modalities. All of which will be available
as reference in their social studies journals as they discuss the definitions and put them into their own words.
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
In order to help students keep their ideas in order they will have the opportunity to use a graphic organizer with their
assigned word in which they will be able to write down all their ideas and descriptive terms they collect from their own
work and collaboration with their peers.
How does my teacher define it? What do my friends think it is?
What
Vocabulary term What does it mean to me?
Examples/ Pictures/ Other
Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
Social Studies journals meet strengths/weakness of students so that all (provide text chapters/reference)
Unit literature available for reference students meet the targeted outcome.
Technology Inquiry lesson plans are a form of
Construction paper Students will have a variety of resources investigative and active learning
Graphic organizers available along with teacher guidance. models. Students are not only
Students who are struggling can come to actively participants in their learning
the back table and ask for extra help but they are also responsible for
from the teacher. They will also have demonstrating their knowledge which
technology available to find examples helps to hold them accountable for
and definitions if needed. the work they are to do.
prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
unit. Because the discussion will be student In order to catch my students attention, I Students will look back to their available
lead and include teacher guidance students will refer to the literature we have had literature in order to be reminded about the
will be able to demonstrate their available throughout the course of the concepts about print that they must then
understanding through a variety of lesson. I will ask them what their favorite utilize to create their own pages for a class
discussion topics including but not limited book was and why? They will include book. Students will have the opportunity to
to; stating facts about families, making things such as the pictures or visual interact with one another in order to share
examples that were provided within the their ideas and demonstrate their prior
63
generalizations about families from today books as well as easy to understand learning. Not only with they have the
and in the past as well as review discussion. sentences. From here I will introduce our formal definitions and examples from their
whole group activity of creating a class peers, but they will be able to put these
book on families since they are all now definitions into their own words to
experts after all their learning. demonstrate their own learning and
Misconceptions: Identify common understanding of the key terms.
misconceptions regarding concepts addressed in
this lesson
Common misconceptions that could arise are

things such as the belief that all families share
the same traditions and culture or that all
families look the same i.e. the traditional family
roles and dynamics.

Stages
Introduction: State objective/provide purpose for learning
Check for background knowledge
Before Motivate for learning
Teaching -
Setting the Students will have the opportunity to talk about their own vocabulary word/words and define the terms such as and
stage. culture, tradition, ancestor etc. with their peers on what they find to be interesting and unique about their term.
Students will then be asked to write a complete sentence using their vocabulary term checking for spelling
referencing the word wall at the front of the classroom.
Students will be able to refence a writing sample done by the teacher at the beginning of the lesson. This will
have been done in order to model proper use of grammar and vocabulary as well as what is expected for
sentence structure.
Teacher will be available for students for guidance and help. The teacher will be actively walking around
observing students work and conversation as well as to help with any grammatical errors or questions that
students may have.
Independent practice: students will have the opportunity to write down their definitions of the terms on their
graphic organizers. They will then use their notes to come up with 1-2 concise sentences that define their
given terms.
Extra support will be available for students who are struggling or English Learners including extra media and
illustrations as well as teacher help.

Students will have the opportunity to talk about their own vocabulary terms including the formal definition,
During/active examples of it and what it means to them personally as well as how to use them properly in content specific
engagement language.
in learning An example of the work that is to be produced will be available for students to look at. By showing a model
of the assignment students will know and understand what is expected of them.
Teacher will be available for students for guidance and help. The teacher will be actively walking around
observing students work and conversation as well as providing help with sentence structure and spelling.
Independent practice: students will have the opportunity to create a page with 1-2 sentences and an illustration
to represent their vocabulary term. The terms must be clearly defined in their own words as well as used properly in
Extra support will be available for students who are struggling or English Learners including extra media and
illustrations as well as teacher help.
Sentence structure help with be available on the board and done prior to the lesson by the teacher in order to
Demonstrate what is expected of students at the end of the lesson.
Students will be expected to write their vocabulary term, two descriptive details and use proper punctuation.
64
Teaching Explain:
Ok boys and girls, you did a great job. I was listening to your conversations and I can tell that you understand the
importance of culture and families not just for ourselves but for everyone around the world
Checking for understanding will come in the form of informal assessment listening to conversation and
presentations in the small group setting. The formal assessment will come from looking at what elements were
including in their graphic organizer and writing samples as well as the illustration and sentences they created.
Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?
Informal: informal assessment will be done throughout the

duration of the lesson while listening to class discussion, and Student voice will be heard throughout the lesson. First the
interaction between students. discussion and pre-assessment will be a student led discussion.
Students will also have the opportunity to share their work and
Formal: the formal assignment will be putting together the demonstrate their understanding on the topic to their peers.
class book. All students sentences, along with their illustration
will have been looked at and approved by the teacher prior to
adding to the book. Once added they will receive full credit for
the assignment.

commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to
impact student learning:
For the whole class- The class would be able to share their ideas on what the vocabulary terms mean. Taking it a step further,
students could compare their own terms and how they are related to their peers terms.
1. Students with below average understanding and limited vocabulary I will be available to provide repeated instruction and
clarification.
I will also encourage the student to work with this table group in order to get information clarified.
During the lesson, I will use a variety of modalities in order to help the student draw connections and activate prior
learning.
Vocabulary terms along with definitions will also be listed on the board in order for students to use as a reference point
when they are not sure what something is.
Models of sentences as well as the requirements for sentence structure will be listed on the board for students to look at.
Struggling students will be given extra help at the back table trying to come up with descriptive terms for their sentences
as well as putting their sentences together properly.
2., Students with low reading ability will have the terms listed on the board along with the definitions to help strengthen the content
language as well as to create visual reinforcement for the vocabulary terms.
65
As the terms are being discussed during the whole group discussion I will point to the vocabulary words and have students repeat
the words further reinforcing learning.
Students who are struggling readers will also have the opportunity to look through the magazines and other media provided in
order to take from them and demonstrate their understanding in a visual manner.
Struggling students will be given extra help at the back table trying to come up with descriptive terms for their sentences as well as
putting their sentences together properly.
3. Advanced/ GATE students will have the opportunity to compare and contrast two different terms or pair up and
compare and contrast their terms with a peers term.
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from
different cultures.
Piagets theory of learning will most strongly support the use of this strategy because in order for students to mean meaning and
move information from short term to long term the information has been reviewed multiple times and will now be presented in a
visual manner and well as repeating the information for their peers.
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for
your answer and select research based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting &
research base. helpful for whole group or links to student/standards
specific student(s).


for understanding.
66
50 Literacy
Strategies
should be used.
helpful in plot.
50 Social Studies
Strategies
assignment.
67
identify the key aspects that were asked. Things such as being able to identify who,
what, where, when and why.
Looking at the graphic organizers that were provided Evidence of Student Understanding:
for students. Student understanding will be determined based on what they have written in their
social studies journals. Not only do they have to list the formal definition but they also
have to put it into their own words in order to demonstrate their understanding of the
term and concept.
Student Feedback:
While walking around checking in on students I will be able to provide guidance and
tell students if they are on the right track or not. If they need extra help they will have
the opportunity to go to the back table and receive extra help.

Looking at the illustrations and writing samples will help determine if students
are able to identify the key aspects that were asked. Things such as place or origin,
list of characteristics of the familys culture etc.
Once students have completed their sentences and their
illustrations they will be checked off and added to the Evidence of Student Understanding:
class book by the teacher. If they need more detail or If the concept is understood and the structure is followed. Students work will be added
better sentence structure guidance will be given. If not, to the class book. The work turned in has to demonstrate the students understanding of
their work will be added. Once added they will receive the vocabulary term and concept.
full credit for the assignment.
Student Feedback:
Once students sheets are added to their class book they will be asked to include the
graphic organizer they used to collect notes in their social studies journals. Their work
will be checked off showing they reveiced full credit for the assignment.

build on during the small group and large group discussion.
Large group discussion will be utilized to see if students need help or have any questions, the small group discussion will be for students with the
same or similar vocabulary terms in order to exchange ideas.
Planned Supports:
1. students with below average understanding and limited vocabulary I will be available to provide repeated instruction and clarification. I will
also encourage the student to work with this table group in order to get information clarified. During the lesson, I will use a variety of modalities
in order to help the student draw connections and activate prior learning. Vocabulary terms along with definitions will also be listed on the board
in order for students to use as a reference point when they are not sure what something is.
manner
68
Listening/ Talking Mini Lesson Plan
69
Listening /Talking
MINI LESSON PLAN
Name: Miryam De La Torre Grade Level 2nd Grade
ELA Content Standard ELD Standards:

RL.2.1 Ask and answer questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text. Interpretive
RL.2.1 Recount stories from diverse cultures, and determine their central 5. Listening actively to spoken English in a range of social and academic
message, lesson, moral. contexts.
Productive
12. Selecting and applying varied and precise vocabulary and language
Content Standard: structures to effectively convey ideas.
Students in grade 2 will be able to exchange information and ideas through
collaborative discussions with their peers. Students will interact with their
peers in order to engage with the various texts and multimedia that was
provided throughout the course of the lesson unit.

Students in grade 2 will exchange information through collaborate
discussion. Students will interact with peers in order to discuss and engage Exchanging information and ideas with others through oral collaborative
with the text and other multimedia information available to them about the conversations on a range of social and academic
lesson unit. Students will listen actively and participate in English spoken topics.
language to demonstrate their knowledge within the context of families of
today and in the past.

Students in grade 2 will discuss and write about the family structure studies
throughout the course of the unit using content and domain specific
vocabulary. Students will also apply prior knowledge in order to compare
and contract families from previously learned studies.
Cog. Taxonomy/DOK Levels:

Level 4: Recall
Level 3: Strategic Thinking: Investigate, Cite Evidence, Differentiate
Level 2: Skill/Concept: Classify, Collect, Display, Summarize, Organize
Level 1: Recall: Define, Identify, Illustrate, Who, What , When, Where,
Why
Learning Focus
Central Focus Statement: Students will engage in oral discussion, comparing and contrasting their understanding of diverse cultures
of families that have been covered during the families of today and in the past unit.

Essential Literacy Strategy: Must be for either composing or comprehending text:
Students will use their comprehension skills and content specific vocabulary in order to participate in a group discussion about
families. Students will use their knowledge and understanding in order to compose a well thought out narrative about a family with
cultural and traditional aspects of their making.
Students will use specific academic language including vocabulary, functions, discourse and syntax in order to participate
in collaborate group discussions that demonstrates their understanding of the content at hand by creating traditional and
cultural aspects in a narrative short story.
70
How does student use language (see Toolkit samples for use of language)- Students will identify, describe and explain
characteristics of different cultures in order to come up with their own narratives for a new family.
function:
Students will identify, describe and explain characteristics of families of a different culture by participating and
collaborate discussions as well as listing characteristics either those they are familiar with or made up ones with a short
description of that particular culture and family they are making up. Students will then explain to their classmates what
they have created and describe key characteristics about the family and culture they did their lesson on in order to fill in
their graphic organizers in the proper categories.
The vocabulary terms will be presented in a variety of manners for students. not only will the vocabulary terms be read
out-loud and identified in-class but students will have multiple opportunities to practice the vocabulary terms as well as
how to define and utilize them correctly in their social studies journals. Struggling students will get extra instruction in
the form of small group instruction. Building background knowledge and showing a variety of medias to define and give
examples of each term will be instruction tools that will be used to bridge the gap for struggling students.

Prior to this lesson students will have had practice with listing 10 facts about what a family unit is,
Making generalizations about ancestors,
Multiple discussions on a variety of cultures and families from around the world as well as becoming familiar with their own
culture.
Students will be given a graphic organizer that they can place into their social studies journals. This graphic organizer will
be broken up into different sections:
71
Name your culture Where are the ancestors from? What traditions have been
passed down?
What type of clothing are What language do they speak? How is this culture alike or
traditional? different from your own family?
Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
meet strengths/weakness of students so that all (provide text chapters/reference)
Social studies journals students meet the targeted outcome.
Graphic organizer
Multi-media made available throughout the Students will have a variety of media to Students are not only
course of the unit look through in order to be able to piece actively participants in their
together their information for their made-up learning but they are also
culture. Students who are struggling in areas responsible for demonstrating their
such as writing will have the opportunity to knowledge which helps to hold
demonstrate their understanding through them accountable for the work they
visual aspects. Students who are higher are to do. Having students look
achieving will be able to choose from a through all their informational text and
variety of cultures that are completely make sense of all their knowledge in order
different than their own as well as adding to apply it and synthesis their
aspects such as customs traditions and own made up families and cultures
history for their made-up families and will take them to a higher level of thinking
culture. Their learning could be and help them develop a deeper level of
demonstrated in their writing sample or knowledge.
what aspects of the family they choose to
present to their peers.
prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
unit. Because the discussion will be student In order to catch the attention of the During the review and pre-assessment
lead and include teacher guidance students students in my class I will begin by posing a students will participate in a whole
will be able to demonstrate their question. The Question will be Are group discussion to discuss the
understanding through a variety of cultures and traditions man-made.. if so different characteristics of their own
discussion topics including but not limited why or why not cultures and aspects they find
to; stating facts about families, making This will help students begin thinking about interesting or unique. By learning
generalizations about families from today what social constructs are included in about different cultures students will
and in the past as well as review discussion. traditional and cultural aspects. be able to compare to their own
culture giving their learning new and
Misconceptions: Identify common deeper meaning. By doing this,
misconceptions regarding concepts addressed in students will also be able to take in
this lesson whatever aspects they
find interesting and use them as a
guide to the traditions, dress, and
customs they want to make up for
their made-up cultures.
72

Stages
Introduction: The objective is for students to use all their acquired knowledge in order to create their own family with their
own culture and traditions.
Before Students will engage in collaborative discussions in order to review vocabulary and draw meaning as well as
Teaching - provide examples for things such as traditions, culture, ancestors etc. Students will also have access to their
Setting the social studies journals as well as the vocabulary and definitions.
stage.
During/active Are cultures and traditions man-made.. if so why or why not

engagement Students will then engage in whole group and small group discussions.
in learning A large sample of the graphic organizer will be on the board and as a class we will go through it together for
guided practice. We will cover items such as coming up with a name for our peoples and place or origin.
Independent practice: students use the strategy or skill independently
Planned support for whole class will include walking around to make sure all students are aware of what they
are doing and staying on task. Help will be available for students who are struggling in the form of extra
review and visual examples of each of the vocabulary terms. Struggling students will also have the
opportunity to demonstrate their learning and understanding through simple sentences and illustrations.
Teaching Explain:
Ok boys and girls, you did a great job. I was listening to your conversations and I can tell that you understand
the importance of the different aspects of culture and families not just for ourselves but for everyone around
the world
Students will have the opportunity to share their family units, writing samples and illustrations with their
classmates. This can be done in small groups to save time and to help students who are struggling such as
English learners. Students will discuss the family and culture they did their collage on and what important
elements they found
Checking for understanding will come in the form of informal assessment listening to conversation and
presentations in the small group setting. The formal assessment will come from looking at what elements were
including in their graphic organizer and writing samples as well as the stories they created.
Monitoring Student Learning - Review and Assessment: What specific Monitoring Student Learning - Student Voice: How will
assessment tools are being used for at least two types of assessment? you provide for student voice during instruction on their
learning (strategies, skills, knowledge) relative to learning
Informal: Informal assessment will include listening to conversation and target?
presentations in the small group setting
Formal: . The formal assessment will come from looking at what Student voice will be heard throughout the lesson. First the
elements were including in their graphic organizer and writing samples discussion and pre-assessment will be a student led discussion.
as well as the collage they created. Students will also have the opportunity to share their work and
demonstrate their understanding on the topic to their peers.
Feedback: Student feedback will be provided throughout the lesson when

walking around checking for understanding as well as on a graded rubric in
the students social studies journals.
73
commentary.
For the whole class
clarification. I will also encourage the student to work with this table group in order to get information clarified. During the lesson,
I will use a variety of modalities in order to help the student draw connections and activate prior learning. Vocabulary terms along
with definitions will also be listed on the board in order for students to use as a reference point when they are not sure what
something is.
language as well as to create visual reinforcement for the vocabulary terms. As the terms are being discussed during the whole
group discussion I will point to the vocabulary words and have students repeat the words further reinforcing learning. Students who
are struggling readers will also have the opportunity to look through the magazines and other media provided in order to take from
them and demonstrate their understanding in a visual manner.
3. Advanced/ GATE students will have the opportunity to add more or different aspects of culture to their short stories. They may
also make their stories more detailed and add some type of problem with their culture such as it being taken over or colonized. This
will also provide the opportunity for new vocabulary development.
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from
different cultures.
visual manner and well as repeating the information for their peers.
Wright Text Description of strategy How strategy is Rationale for selecting

helpful & links to
student/standards
for understanding.
74
50 Literacy
Strategies
should be used.
helpful in plot.
50 Social Studies
Strategies
assignment.
75
Informal Assessment: identify the key aspects that were asked. Things such as place or origin, list of
Looking at the graphic organizers that were provided characteristics of the familys culture etc. as well as what category they fall under
for students. to be able to present a cohesive thought out story line.

Student understanding will be determined through their social studies journal in which
they would have included their graphic organizers as well as their writing sample for
the family and culture they chose to do their project on. We will be able to determine if
the proper elements were included such as dressings, food, place of origin etc.
Student Feedback
Feedback will be given throughout the course of the lesson when walking around
listening to student conversations, and when looking at the stories the students have
created.

Looking at the graphic organizers, writing samples and illustrations will help determine
if students are able to identify the key aspects that were asked. Things such as place or
origin, list of characteristics of the familys culture etc.
Formal Assessment
Checking and reading through stories that students Evidence of Student Understanding:
have written as well as the illustrations they have Student understanding will be determined through their social studies journal in
created. which they would have included their stories as well as their writing sample for
the family and culture they chose to do their project on along with the graphic
organizers used to create said family and culture. We will be able to determine if
the proper elements were included such as dressings, food, place of origin etc.
Student Feedback:
Feedback will be given in the form of a rubric and score sheet that is inside each
students journal
Student included 3 Student included 2 Student included at

characteristics of the characteristics of the least 1 characteristics of
family and culture. family and culture. the family and culture.
Student included 3 or Student included 2 Student included at least

more visual visual representations of 1 visual representations
representations of the the listed of the listed
listed characteristics. characteristics. characteristics.

build on during the small group and large group discussion
76
Students will be grouped within their table members. This will be done to save time during their presentation of the stories It will also be done for
struggling students such as those who are English Learners to not feel intimidated as well as have the opportunity for their peers to help them
during their explanation of their collage. Other groupings will include ability groupings in that struggling students will have the opportunity to
work in a small group in the back of the class to reinforce learning.
Planned Supports:
students with below average understanding and limited vocabulary I will be available to provide repeated instruction and clarification. I will also
encourage the student to work with this table group in order to get information clarified. During the lesson, I will use a variety of modalities in
order to help the student draw connections and activate prior learning. Vocabulary terms along with definitions will also be listed on the board in
order for students to use as a reference point when they are not sure what something is.
manner
77
Writing for information In Social Studies Lesson Plan
78
Writing for Information in Social Studies
MINI LESSON PLAN
All about my Family: A short Narrative
Name: Miryam De La Torre Grade Level 2nd grade
CCSS.ELA-LITERACY.W.2.2 Collaborative
Write informative/explanatory texts in which they introduce a topic, use 1. Exchanging information and ideas with others through oral
facts and definitions to develop points, and provide a concluding statement collaborative conversations on a range of social and academic topics.
or section. Interpretive
CCSS.ELA-LITERACY.W.2.3 5. Listening actively to spoken English in a range of social and
Write narratives in which they recount a well-elaborated event or short academic contexts.
sequence of events, include details to describe actions, thoughts, and Productive
feelings, use temporal words to signal event order, and provide a sense of
12. Selecting and applying varied and precise vocabulary and
closure.
language structures to effectively convey ideas.
Content Standard:
Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
Students in grade 2 will be able to properly and effectively use content Students in grade 2 will use content specific vocabulary in order
specific vocabulary terms in order to write about their families. Students to
will be active participants and actively listen to spoken English within the create a short narrative book about their families.
content area in order to clearly develop and produce a coherent writing
sample.
Students in grade 2 will use domain specific vocabulary and content in

order to write about their families in a short narrative story.
Level 2: Categorize, Organize

Level 3: Explain
Level 4: Investigate, Examine
Level 5: Revise
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students in grade 2 will be able to create a clean and coherent short narrative story about families. They will accurately describe
their family as well as key characteristics using domain specific vocabulary in order to create a well-developed writing sample.

Essential Literacy Strategy: Must be for either composing or comprehending text: You must teach this strategy in your lessons.
The essential literacy strategy for this lesson with be composing. Students will compose a well-developed narrative story about
their families using content specific vocabulary terms.

79
How does student use language (see Toolkit samples for use of language)
Students will identify facts, describe and explain characteristics of the different vocabulary terms in a whole group collaborate
discussion and then in small groups. During this time students will read the word, spell the word, discuss the relationship to the
unit content as well as discuss the information they have collected throughout the course of the unit in order to come up with
sentences they will later use in their narrative stories about their families
.
function:
Students will have the opportunity to participate in a whole group discussion to listen to, repeat and ask questions before
breaking off into small groups in order to discuss the contextual meaning of said vocabulary terms. Once students are satisfied
with the information they have exchanged they will create possible sentences that will be used to create a narrative book on
family. During this time students will practice appropriate writing habits including using capital letters, indenting, adding detail
to simple sentences, creating meaning to their illustrations as well as appropriately using content specific language to form
their sentences and short narrative stories.
In order to help with vocabulary development and support:
In order to help with sentence structure:
Students will have the opportunity to look at a sample short narrative in order to see what they are expected to produce during the
duration of the lesson.
The teacher will have a formula for their writing on the front of the board prior to the lesson that will be reviewed as well as left
up for students to reference. This will include
Introductory sentence- What will you be wring about in this page? Make sure to include the vocabulary term you plan on using.
Ex. Many of us have ancestors from different parts of the world.
Sentence 2- Give one detail or personal experience using the vocabulary term.
Ex. My great grandparents came from Mexico to the united states.
Sentence 3- Transition to the next page

Ex. My great grandparents came to give me a better life.
80
The vocabulary terms will be presented in a variety of manners for students. Not only will the vocabulary terms be read
out-loud and identified in class. Students will have multiple opportunities to practice the vocabulary terms as well as
how to define and utilize them correctly in their social studies journals. This will include how to spell the words, how to
use them properly and in context. Struggling students will get extra instruction in the form of small group instruction.
Building background knowledge and showing a variety of medias to define and give examples of each term will be
instruction tools that will be used to bridge the gap for struggling students.

Reort your finding on what you found about families today and in the past
Students will have already had practice using the vocabulary terms in a variety of modalities. All of which will be available
as reference in their social studies journals as they discuss the definitions and put them into their own words.
Discussion sentence starters:
Some of my familys traditions include

My family expresses our culture by
I come from a diverse family because
My siblings include
My ancestors came from
Materials Planned Supports: Explain how strategies Research Based Learning

Pencils meet strengths/weakness of students so that all Strategies: (provide text
Crayons, Markers, Colored Pencils students meet the targeted outcome. chapters/reference)
Sheets of Wide-Rule Line Paper
Social Studies Journals Students will have a variety of resources Tapping into prior knowledge
available along with teacher guidance. (SDAIE)
Students who are struggling can come to the Tapping into prior knowledge
back table and ask for extra help from the Hands on activities
teacher. They will also have technology Real world connections to material
available to find examples and definitions if
needed.
81
Pre-Assessment: Motivation Strategy: Personal/Cultural/Community
Assets: What assets will be utilized
Prior knowledge will be evaluated during to support learning these standards
class discussion throughout the course the At the beginning of the lesson we will read with these students?
unit. Because the discussion will be student a story as a group called Whos in my
lead and include teacher guidance students family? All About our families a book by Students will look back to their
will be able to demonstrate their Robie H. Harris available literature in order to be
understanding through a variety of reminded about the concepts about
discussion topics including but not limited I will then show a sample book of my own print that they must then utilize to
to; stating facts about families, making family so students know what type of work create their own pages for a class
generalizations about families from today they are expected to produce. book. Students will have the
and in the past as well as review discussion. opportunity to interact with one
another in order to share their ideas
and demonstrate their prior learning.
Not only with they have the formal
Misconceptions: Sentence structures definitions and examples from their
Punctuation misconceptions peers but they will be able to put these
Not adding enough details to a sentence to take it definitions into their own words to
from a simple sentence to a more complete demonstrate their own learning and
sentence. understanding of the key terms.

Stages
Introduction: State objective/provide purpose for learning
Check for background knowledge
Before Motivate for learning
Teaching -
Setting the -Assign students to work in small groups in order to discuss what they already know about the unit and vocabulary.
stage. -have students review additional resources including their social studies journals.
-As a class go through the sample all about my family book that the teacher has brought in as a sample
-Go through the sentence structure and expectations.
-As a class go through the list of sentence starters students can use in case they get stuck while writing.

-Assign students to work in small groups in order to discuss what they already know about the unit and vocabulary.
During/active -have students review additional resources including their social studies journals.
engagement -As a class go through the sample all about my family book that the teacher has brought in as a sample
in learning -Go through the sentence structure and expectations.
-As a class come up with a list of words that can be used as synonyms for commonly used words like instead of
saying my brother and sister they can say my siblings
-Give students the opportunity to brainstorm about their families and write down key details they want to include in their
narratives.
-ask students to conference with teacher in order to determine if their use of content vocabulary is being used
Properly.
-have students peer review for grammar and clarity.
-Have students write a final draft and add illustrations to their narratives.
82
Teaching Explain:
Ok boys and girls, you did a great job. I was listening to your conversations and I can tell that you understand the
importance of culture and families not just for ourselves but for everyone around the world
-Students will have the opportunity to conference with teacher one on one in order to determine whether or not they
are understanding and meeting the objective.
Struggling students will be encouraged to use the list of sentence starters in order to write their narrative stories.
The formal assessment will come from looking at what elements were created in their short narrative stories.
Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will
specific assessment tools are being used for at least two types of you provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?
Informal: informal assessment will be done throughout the

duration of the lesson while listening to class discussion, and Student voice will be heard throughout the lesson. First the
interaction between students. discussion and pre-assessment will be a student led discussion.
Students will also have the opportunity to share their work and
Formal: The formal assignment will be putting together each demonstrate their understanding on the topic to their peers
students book. All students sentences, along with their illustration
will have been looked at and approved by the teacher prior to
adding to the book during the one on one conferencing as well as
peer editing. Once added they will receive full credit for the
assignment.
Feedback: I will provide feedback to each individual student when

we are conferencing one on one while brainstorming their ideas as
well as demonstrating the sentences they have already come up
with. Not only will they receive verbal feedback but also written
feedback on their papers as well as the opportunity to brainstorm
and as questions during the one on one time.

commentary.
For the whole class
Students will have the opportunity to share their all about my family books in their small groups or in a while class setting in order
to be able to determine how their family might be different than those of their peers.
2. Students with below average understanding and limited vocabulary I will be available to provide repeated instruction and
clarification.
I will also encourage the student to work with this table group in order to get information clarified.
During the lesson, I will use a variety of modalities in order to help the student draw connections and activate prior
learning.
83
Vocabulary terms along with definitions will also be listed on the board in order for students to use as a reference point
when they are not sure what something is.
Struggling students will be given extra help at the back table trying to come up with descriptive terms for their sentences
as well as putting their sentences together properly.
language as well as to create visual reinforcement for the vocabulary terms.
As the terms are being discussed during the whole group discussion I will point to the vocabulary words and have students repeat
the words further reinforcing learning.
Students who are struggling readers will also have the opportunity to look through the magazines and other media provided in
order to take from them and demonstrate their understanding in a visual manner.
Struggling students will be given extra help at the back table trying to come up with descriptive terms for their sentences as well as
putting their sentences together properly.
3. Advanced/ GATE students will have the opportunity to compare and contrast two different terms or pair up and compare and
contrast their terms with a peers term.
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or
from different cultures.
visual manner and well as repeating the information for their own understanding.
Attach photos or copy of student work and teaching tools.
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for
your answer and select research based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting &
research base. helpful for whole group or links to student/standards
specific student(s).
details in a text.
84
aids provided in order to
for understanding.
50 Literacy
Strategies
should be used.
helpful in plot.
50 Social Studies
Strategies
assignment.
85
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward
your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe
and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
Looking at sentence structure will help determine if students are able to
identify the key aspects that were asked. Things such as being able to
identify who, what, where, when and why.
One on one conferences looking at what students Evidence of Student Understanding:
have written for their sentences making sure they Student understanding will be determined based on what they have written in
are using the content language correctly. their social studies journals. Not only do they have to list the formal definition,
but they also have to put it into their own words in order to demonstrate their
understanding of the term and concept.
Student Feedback:
Feedback will be given both orally and written in their actual journals. It will
be things such as fixing grammatical mistakes and encouraging students as to
what they are doing correctly and well.

Listening to student discussion will determine if students are accurately able to
demonstrate their understanding of the vocabulary terms as well as forming
sentences with them.
Listening to class discussion as well as small
group discussion during the writing process. Evidence of Student Understanding:
Students will have the opportunity to use the sentence starters in order to start
their writing process. If students are able to put the vocabulary terms into their
own words or use real life examples of their own families, they have
demonstrated understanding as well as having moved up the depth of
knowledge levels making real world connections with the materials presented
in class.
Student Feedback:
Discussion will be student led but will be guided by the teacher. The
teacher will also be available to provide feedback and redirect students to
the vocabulary terms, the proper use of them, the model shown at the
beginning of the lesson and the list of sentence starters for students to use
in their own work.
This lesson was building on the information and prior learning that has occurred during the unit. Students prior knowledge came
from practice that had been done prior to the lesson as well as their own personal experiences. These personal connections and
experiences were linked and build on during the small group and large group discussion.
Large group discussion will be utilized to see if students need help or have any questions, the small group discussion will be for
students with the same or similar vocabulary terms in order to exchange ideas.
Planned Supports:
clarification. I will also encourage the student to work with this table group in order to get information clarified. During the lesson,
I will use a variety of modalities in order to help the student draw connections and activate prior learning. Vocabulary terms along
86
with definitions will also be listed on the board in order for students to use as a reference point when they are not sure what
something is.
language as well as to create visual reinforcement for the vocabulary terms. As the terms are being discussed during the whole
group discussion I will point to the vocabulary words and have students repeat the words further reinforcing learning. Students who
are struggling readers will also have the opportunity to look through the magazines and other media provided in order to take from
them and demonstrate their understanding in a visual manner
87
88
Professional Reflection
1.
Select one Social One particular social studies strategy from my lessons that I feel could extend
Studies Strategy
from your text and
social studies knowledge, as well as help students engage in a deeper level of
explain how it can thinking is the culture collage that students were asked to make. This not only
be used to: extends their social studies knowledge by being able to differentiate between
cultures and what dress, customs and traditions belong to a certain culture or
Extend social peoples, but it incorporates technology in order to extend knowledge and
studies
knowledge,
thinking. Students have the opportunity to choose their own groups of people that
interests them in order to learn more about them through the use of technology,
Extend literacy literature and conversation about what prior learning has occurred during the unit.
learning By having students put together their own findings on what they think contributes
or falls into the category of a certain groups culture they are utilizing the skills
Engage they have gained through the course of the unit as well as making their own
students at a
deeper level of connections engaging students in a deeper level of thinking.
learning
2. Through the use of graphic and semantic organizers students are able to
Select one organize their thoughts and the information they collect through each lesson in
Literacy Strategy
from your text and
order to illustrate the relationship between concepts in text. Regardless of what
explain how it can type of graphic organizer is used in a variety of lessons students are able to put
be used to: their focus on what they feel the important concepts are as well as the
relationship one concept from one lesson has to another from previous lessons.
Extend social Not only does it benefit students throughout the course of the lesson, but it also
studies
knowledge,
teaches students strategic learning skills such as reducing information therefor
reducing processing demands. As a result of reducing information not only is the
Extend literacy content easier to understand but the content can be addressed in a more
learning sophisticated and complex level helping students engage in higher levels of
thinking.
Engage
students at a
deeper level of
learning.
3. Research has confirmed the importance of providing students with immediate

Feedback: Select feedback. Not only does it help student learning, but it helps student
2 strategies for
providing
achievement. The concept seems simple, when learning new skills and material
immediate students need feedback in order to tell them whether or not they are doing the
feedback on right thing. Of course, in order to establish effective feedback positive feedback is
learning from any needed as well as corrective feedback. Students need to know what they are
of your texts. doing right or what their strengths are in order to determine what they need to
Provide evidence
that it is research
change. I chose to do this through the use of formal and informal assessment.
based. Informal assessment was done throughout each lesson in a variety of ways. One
of the primary ways it was done was through the observation of student led
discussions. Being able to see which students are participating and what type of
information they are presenting to one another as well as what questions they
have helps guide the lesson in the direction it needs to go in order for all learners
89
to get to the level in which they all have a deep understanding of the content.
Formal assessment was done after each activity. Immediate feedback was done
and given to students in their social studies journals in order to help them
determine what they were doing correctly and what needed to be fixed. A rubric
was used as well in order to break down what each students strengths and
weaknesses were in each area of the assignment.
90

Miryam de La Torre E-Unit Project

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Miryam de La Torre E-Unit Project

Diunggah oleh

Hak Cipta:

Format Tersedia

Families of today and in the past

By: Miryam De La Torre

What do you know about families?

Who are you? Where do you come from?

Whats that got to do with me?

Exploring Families of Today and in the Past

Exploring Different Families

Compare and Contrast Different Families

All about my Family: A Short Narrative

Objectives and Standards

Literature for unit...

Direct Instruction Lesson Plan.

Concept Attainment Lesson Plan

Generalization Lesson Plan.

Inquiry Lesson Plan

Vocabulary/ Grammar/ Spelling/ Handwriting

Listening/ Talking Lesson Plan.

Writing Lesson Plan

ELA Content Objectives:

ELA Language Objectives:

5. Listening actively to spoken English in a range of social and academic contexts.

C. Connecting and Condensing Ideas

ELA Content Standards:

CCSS ELD Standards:

5. Listening actively to spoken English in a range of social and academic contexts.

Social Studies Standards:

CCSS ELA Standard:

College and Career Reediness Anchor Standards:

General Student List with Three Focus Students

Gender General SES General Ethnic Describe

17 Girls 9 on free lunch 4 high average, 11 on 9 Hispanic, 8 Average Students

Guardian-A person who takes over the care of a child.

Generations- A group of people born and living at the same time

Siblings- Children born to the same mother or father.

Traditions- The handing down of beliefs, language, culture, holidays, etc.

Diverse- Different or differences.

My Family, Your Family by Lisa Bullard

The Great Big Book of Families by Mary Hoffman

Whos who in my family by Loreen Leedy

Honoring Our Ancestors by Harriet Rohmer

The Roots on My Family Tree by Niki Alling

Families are big,

Families are different,

Families have ways,

A Family is a love like no other

And in our times of need

Author: Misti Williams Houk

State the cognitive taxonomy level (Blooms )

List the standards met by this objective

CCSS ELA Standard

CCSS ELD Standard

College and Career Readiness Anchor Standard CCSS

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Related skills for the essential literacy strategy:

Academic vocabulary/symbols: Use vocabulary words in complete sentences.

Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)

Student wrote sentences Student wrote sentences Student wrote sentences

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set

RESTATE OBJECTIVE IN STUDENT TERMS

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

K (What we know) W (What we want to learn) L (What we learned)

INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

(Ideasselect several of these or add your own ideas.)

Power point with pictures of different examples of families