Lesson Plan Template

Teacher: Rosa Vera-Topete

Subject & Grade: 2nd Grade ELA
Lesson Date: TBD

OBJECTIVE(S)/STANDARD(S) CONNECTION TO ACHIEVEMENT GOAL(S)

What will your students be able to do?
Reference Common Core or your state’s
standards, as applicable.
SWBAT use influential Hispanic figures as
inspiration to plan ways to elicit their own social
responsibility to generate change and equity.
RL 2.3: Describe how characters in a story
respond to major events and challenges.
How does the objective connect to the goal(s) you
have for your students this year?
My goal for my students is that they become
proud and driven leaders in their community. This
lesson helps my students become aware of their
collective and individual assets. Students will
brainstorm ways they can use their assets to
enact change in their community.
Commented [RT1]: BC's New Curriculum (N.D.) tells us
that social responsibility involves a positive contribution
to families, communities, cities, and the environment.
My goal is that students begin to explore their social
responsibility and use it to enact change in their
communities.

SL 2.1: Participate in collaborative conversations

with diverse partners about grade 2 topics and
texts with peers and adults in small and larger
groups.

L2.3: Use knowledge of language and its

conventions when writing, speaking, reading, or
listening.

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to master
the grade-level objective?
Students need to know that they have a social
responsibility to serve themselves and others.
Students must know that they have the power
within them to create change.
How will you assess students’ mastery of these
foundational skills?
Students will complete a written assignment in
which they will discuss how they will use their
collective and individual assets to help their
community. Students will be able to draw upon
examples from our text to complete their written
reflection.

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 ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?
Students will engage in discussion questions throughout the read aloud through the use of the
following activities:
- Think, Pair, Share
- Stop and jot

At the end of the read aloud students will answer the essential question: What opportunities do you
have that other children might not have? How can you help other children so they have the same
opportunity as you?

KEY POINTS
Key points are student-facing statements that include important content students needs to know to be
successful in the lesson. What three to five key points will you emphasize?
- Why were Sylvia and her brothers discriminated against?
- Sylvia’s dad created a group called “The Parents’ Association of Mexican-American Children”.
What was their purpose?
- Why did Sylvia and her parents have to go to court?
- What other groups of people joined Sylvia’s cause?

OPENING/HOOK (5 min.) MATERIALS

How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Introduction: (students sitting on the carpet) Book: “Separate
Teacher will say (TWS): “Students, this month is Hispanic Heritage Month. All Is Never Equal: Commented [RT2]: In the blog post Cultivating Cultural
month long we will be learning about and celebrating Hispanic Heroes. Today we Sylvia Mendez Assets: An after-school story, Roach, C., (2015),
are going to read a book about a Hispanic Hero named Sylvia Mendez. She and her and Her reminds us of the importance of engaging students
family worked hard to make it possible for children of all backgrounds to attend the Family’s Fight cultural backgrounds in order to bolster investment. All
same schools.” for of my students are of Hispanic decent, therefore
Desegregation” celebrating Hispanic Heritage Month is the perfect way
for me to engage my students by learning about their
“As we read the book you will have a chance to discuss your ideas with your elbow own culture. This in turn will for pride in their Hispanic
partner. After we finish reading the book you will answer an essential question.” By: Duncan Culture.
Tonatiuh
Display Essential question:
What opportunities do you have that other children might not have? How can you
help other children so they have the same opportunity as you?

INTRODUCTION OF NEW MATERIAL (25 min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?

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 Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
Read aloud: stop for key questions and guidance. Book: “Separate
Is Never Equal:
Teacher will read the book to the students. Teacher will stop along the way guide Sylvia Mendez
students through discussion of questions or key points. and Her
Family’s Fight
for
Key point to discuss: Desegregation”
- Why were Sylvia and her brothers discriminated against?
- Sylvia’s dad created a group called “The Parents’ Association of Mexican- By: Duncan
American Children”. What was their purpose? Tonatiuh
- Why did Sylvia and her parents have to go to court?
- What other groups of people joined Sylvia’s cause?
Vocabulary
Cards

GUIDED PRACTICE (10 min.) MATERIALS

How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?
Conversation about access: Conversation
TWS: “Students today we learned about Sylvia Mendez, her family, and their hard task cards.
work to help children across the country receive a fair education regardless of their
background. Now we are going to discuss what it means to have access to all of the
things you need and what happens when you do not have access to them.”

Teacher will stimulate the conversation through the use of conversation task cards.
Remind students that they will have to use their conversation skills to be active
listeners and contributors to the conversation in the class.

Student conversation cards:

#1 Sylvia’s father said that “It was not fair that his children had to attend an inferior
school”. What does inferior mean? Which one of the schools was inferior? Why do
you think that?

#2 When Sylvia’s family was trying to enroll her into school the book said that,
“Nobody would give them a satisfactory answer.” What does satisfactory mean?
Why do you think nobody was giving the family the answer they needed?

#3 Sylvia’s family wanted every child to have opportunities, regardless of skin color
or background. What opportunities were they trying to get? What did Sylvia’s family
do to try to get the same opportunities?

Differentiation:
The task cards will be printed on a handout to help those students who need a
visual reminder of the questions. Students will also be able to annotate the task
cards in order to help them stay organized and provide a complete answer.

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 INDEPENDENT PRACTICE (20 min.) MATERIALS
In what ways will students attempt to demonstrate independent mastery of the
objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?
Students will answer the essential question independently. Student writing
page with
TWS: “Students, we learned all about the way that Sylvia’s family fought so that all prompt.
students had access to good schools. Now it’s your turn to think about what you are Sentence stems
lucky enough to have access to that maybe other children may not have. Now that and word bank
we have read the book and discussed with our peers you will answer the essential for
question independently.” differentiation.

Teacher posts the essential question on the board:

What opportunities do you have that other children might not have? How can you
help other children so they have the same opportunity as you? Commented [RT3]: In the blog post New Roles for
Young People Throughout Society, Fletcher, A.,
Teacher will remind students how to write a complete sentence. All sentences have (2011), tells how it is important for students to not be
a “who” and a “what” and end with punctuation. Remind students that they must seen as recipients in their learning but rather as active
write at least three full sentences. contributors to it. By asking students to think of ways to
help other children have the same opportunism as they
do, my students are taking on the role of advocates for
Differentiation: other children.
For students who need differentiation there will be a handout that already has
sentence stems written out to help students organize their ideas.
CLOSING (5 min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
TWS: “Thank you for all of your hard work today. It is important to think about ways
that we can help others have access to things that they don’t already have. There
have been many influential people who have worked very hard to provide you with
access to a great education. We can always use them as inspiration to help us think
of ways that we can help our community too.” Commented [RT4]: In the TED Talk Video, Kiran Sethi:
Kids, Take Charge (2009), we are reminded of the
TWS: “This month is Hispanic Heritage Month, we will continue to learn about power that our children have to enact positive change
Hispanic Heroes who have fought for what they believed in. By the end of the in our community. The more we teach our students
month you will be able to select one of the Hispanic Heroes we have learned about about influential figures, the more they are “infected”
in class and write about them for your VIVA! project.” with the desire to help others and make their
community and world a better place.
Think, Pair, Share:
What Hispanic Hero do you want to learn about next? Why would you like to learn
about them?

DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all students?

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 Task Cards: Students who need to read their questions to help them process and Differentiated
organize their thoughts will have a copy of the discussion cards printed for them. handout with
question stems.
Handouts: Students who need differentiation when completing their writing
assignment will have a handout with sentence stems prewritten on it to help
students organize their ideas more clearly.

Read out loud: Students who cannot access the text will have any text read out loud
to them to help their comprehension of the text.

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 Handouts & Resources

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 References
BC's new curriculum. (n.d.). Social Responsibility. Retrieved from

https://curriculum.gov.bc.ca/competencies/social-responsibility

Fletcher, A. (2011). New roles for young people throughout society [Blog post]. Retrieved from

http://treasure.over-blog.com/2015/12/new-roles-for-young-people-throughout-society.html

Roach, C. (2015, April 27). Cultivating cultural assets: An after-school story [Blog post]. Retrieved from

https://www.edutopia.org/blog/cultivating-cultural-assets-after-school-clare-roach

TED. (2009, November). Kiran Sethi: Kids, take charge [Video file]. Retrieved from

http://www.ted.com/talks/kiran_bir_sethi_teaches_kids_to_take_charge.html

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