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Lessonplan 2

This lesson plan is for a second grade language arts class and focuses on developing background knowledge about informational texts. The lesson objectives are for students to identify target vocabulary words and text features like headings and boldface print. Students will work in small groups to play a vocabulary review game and identify features in non-fiction books. The teacher will introduce the new story, review fiction vs non-fiction, read aloud, lead a vocabulary game, discuss text features, and have students find examples in books. In the reflection, the teacher notes they ran out of time and would split this into two lessons next time.

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0% found this document useful (0 votes)
470 views4 pages

Lessonplan 2

This lesson plan is for a second grade language arts class and focuses on developing background knowledge about informational texts. The lesson objectives are for students to identify target vocabulary words and text features like headings and boldface print. Students will work in small groups to play a vocabulary review game and identify features in non-fiction books. The teacher will introduce the new story, review fiction vs non-fiction, read aloud, lead a vocabulary game, discuss text features, and have students find examples in books. In the reflection, the teacher notes they ran out of time and would split this into two lessons next time.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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College of Saint Mary

Lesson Plan Format with Lesson Reflection


LESSON/ACTIVITY INFORMATION
Title: Developing Background
Your name: Corrie
Age or Grade
Lusch
Level: Second
Grade

Integrated
Disciplines/Su
bjects:
Language Arts

Time frame
for Lesson:
1 hour

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS


Nebraska State Standards
LA 2.1.5.b
Identify and use context clues and text features to help infer meaning
of unknown words.
LA 2.1.5.c
Acquire new academic and content-specific grade-level vocabulary,
relate to prior knowledge, and apply in new situations.

Objectives: During the lesson, students will work in small groups to identify
target vocabulary words.
During the lesson, students will work in small groups to identify headings and
boldface print in non-fiction texts.

Assessment: Students will participate in a vocabulary review game in two


teams. The teacher will keep score of each teams points by recording the
number of correct answers.

Materials: Houghton Mifflin Harcourt Journeys Unit 2 (Teachers edition and


student copies), 2 sets of flashcards with vocabulary words, PowerPoint
presentation for review game, student academic vocabulary notebooks, nonfiction student books from classroom, sticky notes

LESSON PROCEDURES
Anticipatory Set:
I will engage students by asking them to get their textbooks by walking or
moving like different animals. Once they have their textbooks and are
seated, I will open by introducing our new story, Animals Building Homes. I

will give a review of fiction versus non-fiction writing to draw on their


previous knowledge of what we have been working on for the last few weeks.

Input/Modeling/Guided Practice/Check for Understanding

Teacher will do:

Bring students into the


classroom (from restroom
break) and direct them to get
Journeys books off the
shelves
Introduce this weeks story:
Animals Building Homes
Give a recap on how nonfiction writing differs from
fiction

Read the passage on page


164 aloud to students,
pausing to review key
vocabulary words

Split the class into two teams

Give each team a set of


flashcards with the
vocabulary words on them

Play Power Point presentation


review game for students

Reveal correct vocabulary


word and keep score for

Student will do:

Get a Journeys book and return to


his/her seat

Read the passage on page 164 to


self

Work with team members to


decide which of the vocabulary
cards works best in each
sentence
Place vocabulary cards on the
board to complete each sentence

teams

Instruct students to their


academic vocabulary
notebooks out

Provide definitions for


graphic features and text
features

Show students examples of


headings and boldface words
in informational text

Refer back to Features of an


Informational Text anchor
chart to review other text and
graphic features

Put students in groups of 3


and assign each group a nonfiction book

Discuss a few examples of


students findings

Make entries for graphic


features and text features in
academic vocabulary notebooks

Look for headings and boldface


type in the non-fiction books
Place sticky notes where
headings and boldface print are
found

Closure: Review with students why text features are important and how they help
the reader in a non-fiction text.

Differentiation:
No specific modifications are required for this lesson with this group.
References: Houghton Mifflin Harcourt Journeys Unit 2 (teacher and
student editions)

LESSON ANALYSIS

Content Knowledge:
We have been working in writing on informational texts. This ties in well with
this weeks reading selection and allows students to see the text and graphic
features in context to build greater understanding.

Teaching Methods/Strategies:
This lesson plan includes whole group and small group elements to allow
students more opportunity to participate in working collaboratively with one
another.

REFLECTION
I did not end up getting to the second half of this lesson plan as the
review and game took up the allotted time for the days lesson. If I were to
teach this again, I would need to split this into two separate days.

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