Date: Subject: Grade Level: Classroom Teacher: Time: Standards:

November 2, 2013 Language Arts 2nd Grade Mary Vining 30 - 40 minutes AL.CC.SL.2 Speaking and Listening Standards ELA2010(2) 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [Rl.2.1] RF.2.21 Read with sufficient accuracy and fluency to support comprehension. [RF.2.4] SL.2.29.b Build on others talk in conversations by linking their comments to their remarks. [SL.2.1.b] SL.2.29.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1.c] Today students will be able to identify the main character in several nursery rhymes. Students will locate the names of nursery rhyme characters. Read nursery rhymes to the class several times. Humpty Dumpty, Jack and Jill, Little Miss Muppet, Old Mother Hubbard, and Peter Peter Pumpkin Eater. Ask students to name the main characters of the nursery rhymes. Write the names of the characters on the smart board. Allow students to practice reading independently. Students can also use Rebus Rhymes website for independent reading. Teacher will walk around the room while students are reading independently and allow students to read a nursery rhyme to her. The teacher is checking for fluency. Smart board Internet Nursery Rhymes to include but not limited to Humpty Dumpty, Jack and Jill, Little Miss Muppet, Old Mother Hubbard, and Peter Peter Pumpkin Eater. Access to Rebus Rhymes Access to Word Families in Nursery Rhymes Access to Construct-a-Word Access to Picture Match or Word Family

Objectives:

Introductory Activities:

Developmental Activities: Assessing Students:

Formal Assessment:

Resources (list material):

Alternative Activities:

For students who need a different activity or finish the other assignment. They can access Word Families in Nursery Rhymes, Construct-a-Word, Picture Match, or Word Family sort.

Modifications for Special Needs:

Attention Problems: Set that student near your desk. Shape approximations of desired behavior by providing direct reinforcement such as praise or immediate feedback for correct answers. Make a positive, personal comment every time the student shows any evidence of interest. Make frequent check for assignment progress/completion. Give advance warning of when a transition is going to take place. Visually impaired student should be near the front of the classroom close to the board. A hard of hearing child will need to be near the teachers desk. Was there enough time for this lesson? Should I change anything about this lesson? Where the students able to identify the main characters? Where the students able to read the nursery rhyme fluently?

Self-Reflection: