WEEKLY DESIGNATED ELD LESSON PLAN Grade: 2 nd Proficiency Level: Expanding Spiral: 1 - Narrative Theme: Biographies Week: 7 Sessions: 1-5 Content Standard(s): Social Studies 2.5: Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others' lives ELD Standard(s) Part 1.A.1: Exchanging information and ideas; Part 1.A.2. Interacting with others in written English; Part 1.B.5. Listening actively to spoken English; Part 1.B.6: Reading closely literary; Part 1.B.8: Analyzing how writers and speakers use vocabulary and other language; Part 1.C.9: Oral presentations on academic topics Key Vocabulary: Compassion Surgeon General Healthy spokesperson cause effect Purpose for Using Language: 2. Describing 8. Cause and Effect Language Functions Describe, summarize, cause/effect Grammar/Conventions: Cause/Effect Features of nonfiction text Instructional Sequence: Session 1 Session 2 Session 3 Session 4 Session 5 Learning Objective SWBAT describe pictures from a class shared wide reading of a video. SWBAT write/draw the sequence of a story David Goes to School SWBAT write/draw the sequence of a story Connection This week we re going to learn about how people have made a difference SWBAT understand and interpret the author s purpose of pp. 314-315 of Reflections. through a wide read/ interactive read aloud Yesterday we learned about what means to make a difference SWBAT analyze and deconstruct complex academic language of the text about Dr. Novello, pp. 314-315 of Reflections. Yesterday we read about Dr. Novello, pp. 314-315 Yesterday we analyzed David Goes to School. We re going to continue drawing our retell of David Goes to School,
Today, we ll listen to this rules song and look at some pictures of the video, Life of Dr. Antonia Novello https://www.youtub e.com/watch?v=qzf LyjjCCA4 Today, we are going to read this text. Today we will pay attention to the language that the author uses. We ll learn about how the author wrote important words and what the author used to help us understand the characters and events in the story. Today, we re going to retell David Goes to School. We ll read the story again, but this time we ll be thinking about the beginning, middle and end. We ll use evidence from the story to support our thinking and talking. Engage Teacher will build background knowledge the importance of character and how heroes have made a difference Students will engage in a text talk around the read aloud. Model Wide reading (overview of the pictures in the video) Teacher will guide students in a wide reading about Dr. Novello, pp. 314-315 of Reflections and write a poster of Who What Why important Teacher will model a sentence activity. Students will analyze the language structures and conventions within pp. 314-315 of Reflections, namely cause and effect using PICTURES Teacher will re- read and model a sentence activity. Students will analyze the language structures and conventions within pp. 314-315 of Reflections, namely cause and effect using TEXT Teacher will review what students accomplished Students will complete their sequence chart
*I Do Watch, listen, Teach/Facilitate/Model Model Talk Moves 1.Time to Think & Make a Claim 2. Paraphrase 3: Say More 4. Repeat 7: Add on A: What s going on in this picture? B:I notice/observe_ A: Tell me what makes you say that B: I say this because A: Tell me more. B: Well, I also think saying is B: That s correct (or actually, I meant) A: I would also like to add Model Talk Moves What did the author want to teach us? Who was this about? Why was this important? A: What did the author want to teach us? B: The author wanted to teach us about A: Why is this important? B: It is important because we are learning how Dr. Novello made a difference. A:Tell me more. B: I learned that saying is. And I would like to add: SWITCH Model sentence activity and model Talk Moves: T: So, someone was compassionate (or did something) and that caused something! This is called: CAUSE AND EFFECT. For example, Looking at the pictures on pp. 314-315: When the Girls Scouts visited and honored the veteran, they showed compassion and then he felt good. I know this because he is smiling. When (cause), then (effect) Model sentence activity and model Talk Moves: As Surgeon General, Dr. Novello spoke to children and teenagers about ways to stay healthy. She wanted to make sure that all children had the chance at a healthy life.- P. 315 T: So, something happened that would cause something! This is called: CAUSE AND EFFECT. For example: If you learn how to be healthy, then you have the chance at feeling good. If (cause), then (effect) Preview and model what students will be expected to produce today. Teacher models however way s/he wants to conduct this. Slip of paper: Dr. Novello is sick as a child. (Teacher pretends to be sick students guess it s when she is a child and sick)
*We Do Watch, listen, Facilitate/Practice/Apply Moves (see above) Moves (see above) Moves A: What happened when the volunteer read a story to someone in the hospital? B: If the volunteer reads a story to the girl in the hospital, then she is showing compassion and the little girl might feel better. saying is. I would like to add,. When you, then, Moves A: What made Dr. Novello compassionate? B As a result of being sick as a child,.dr. Novello became compassionate. saying is that as a result of being sick as a child,.dr. Novello became compassionate. I would like to add, _. SWITCH Moves Teachers ask a few students to join her and let s one of the students read it: Dr. Novello is appointed Surgeon General. Teachers and students discuss out loud how they should act this out. Determining who can be who
*You Do Watch, listen, Independently Structured Practice/Apply : Practice describing using Talk Moves : Practice summarizing using Talk Moves : Practice cause and effect (of pp. 314-315 pictures) using Talk Moves : Practice cause and effect (of pp. 314-315 text) using Talk Moves Students work on scenes while teacher makes her rounds *Closure/Reflect/Link - Watch, listen, *Note: Opportunity for Formative Assessment Circle: Teacher: What s going on in this picture? Student: I noticed_ We learned: 1) What this story was about AND 2) Why it was important Today we learned that after we read a text once, we can go back and examine what the author is really trying to get us to understand. This is called close reading! Today we learned that after we read a text once, we can go back and examine what the author is really trying to get us to understand. This is called close reading! Presentations
Recommended Instructional Sequence for Designated ELD Instructional Sequence Session 1 Session 2 Session 3 Session 4 Session 5 Interacting in Meaningful Ways Learning Objective Interacting in Meaningful Ways A. Collaborative B. Interpretative C. Productive Students will be able to Students will be able to Learning About How English Works A. Structuring Cohesive Texts B. Expanding and Enriching Ideas C. Connecting and Condensing Ideas Students will be able to Production: Presentation Students will be able to Connection Engage Goals(s) / Talk Move(s) *I Do Watch, listen, Teach/Facilitate/Model *We Do Watch, listen, Facilitate/Practice/Apply Yesterday we. Today we will. Visual Text/Task Talk Wide and Close Read Model Talk About Text/Task Talk About Text/Task Yesterday we. Today we will. Text Talk (Written) Wide and Close Read Model Talk About Text/Task Talk About Text/Task Yesterday we. Today we will. Close and Shared Read of text Analyze paragraphs / words Deconstruct/reconstruct sentences/text Instructional conversations in groups about text Building language with and through reading to scaffold writing Yesterday we. Today we will. Review Share what we ve learned *You Do Watch, listen, Independently Structured Practice/Apply *Closure/Reflect/Link - Watch, listen, *Note: Opportunity for Formative Assessment Partner/Trio Talk about text Community Circle Share Partner/Trio Talk about text Community Circle Share Community Circle Share Presentation / Writing Community Circle Share