Spring Arbor University School of Education

Title: Adding Detail Grade Level: 2nd Grade

Teacher Candidate: Sara Murray-Madigan Time Allotted: 30-45 Minutes

Materials Required: Teacher copy of Gooseberry Park, photos of 3-4 different dogs, 6-8 sheets of blank paper for sentences (1 for teacher, 1 per each group of students), pencil for each group, marker for teacher, ELMO (tool for teacher to model sentences) Common Core Standards: 2.W.5- With guidance and support from adults and peers on a topic and strengthen writing as needed by revising and editing 2.L.6- Use words and phrases aquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. 2.SL.1- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and large groups. 2.SL.2- Recount or describe key ideas or details from atext read aloud or information presented orally or through other media. 2.SL.4- Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 2.RI.1- Ask and and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. Objectives: Stated in terms of Blooms taxonomy (level/verb) student will. 1. Understand what a detail is, understand why details are important, and add details to their work. 2. Participate in collaborative conversations in small groups, working together to form 1-3 descriptive sentences, be able to construct them onto paper, as well as present their work orally to the whole group. Purpose of lesson: The

The main purpose of this lesson is to review what a detail is, why details are important, and how to add details to create imagery in text. The students are to do this, using their five senses, and asking questions such as: who, what, when, where, and why. Instructional Procedure: What information do students need to accomplish the objective? 1. Anticipatory Set: During my mini lesson, I will read a quote that Mrs. Tate often uses when talking about reading; "Master writers don't just tell any stories. They tell meaningful ones." After this, I will ask the students what a detail is? Why are details important? I will then remind them that it is important to think about our 5 senses when adding details, as well as thinking about the 5 W's- who, what, when, where, and why. After this, I will give an example of a sentence: "My dog is cute." I will show the students 3 or 4 photos of dogs and ask them which dog my sentence was about. I will then explain that they don't know which dog it is, because I didn't give them enough information. Lastly, I will change my sentence, adding more details, and from here, I will have them guess as to which dog is mine--using the details I gave as clues. 2. To provide brief review of previous related lessons (systematic- how is todays lesson connected to past learning) This lesson is connected to past learning. Mrs. Tate has been teaching the students about adding details to their writing since the beginning of 2nd grade. She goes over this before Writer's Workshop every day. This lesson will be a review of what she has been teaching the students.

1. State Purpose and Objective (s) of Lesson:

a. What is a detail? Why are details important? Today we will be reviewing the importance of adding details to our stories. b. Adding details to our work is important because it creates imagery for the reader. It also makes our stories more interesting. c. I will be sure to remind the students to: Pay attention to me/those talking, sit up like students, listen like they care, do not talk out of turn, participate in their groups-making sure all members share their ideas and collaborate. 2. Instructional Input Plan: a. Modeling: I will model adding details by giving them an example of a sentence without details (dog), then by giving another example-- I will read a passage from Gooseberry Park, a short chapter book the class is familiar with. The passage is very descriptive. b. Guided Practice: The students will be asked what the passage meant and then will be asked to give me examples of ways the author could have said what they meant without adding details, as well as other ways they could have added details to get their point across. I will interact with them and encourage to think of their 5 senses, as well as the 5 Ws- who, what, when, and where, to add more details. c. Independent Practice: After helping the students with the first two activities: dog & Gooseberry Park, I will give each group (4 students) a simple, short sentence without any details. I will have the students work together to create 1-3 detailed sentences from their original sentence. I will give them all sentences they can relate to, such as: It is cold. It is fall. I ate breakfast this morning. I have a pet. I like Thanksgiving. I play outside. I will assign each student

a role (Leader-makes sure every voice is heard, reminds students that all students need to share, keeps students on task, Recorder- Writes down all ideas, Time keeper- Encourages the group to stay on task, pays attention to timer, making sure the students complete their work on time, Presenter- will share and present the small groups work to the whole group) 3. Differentiation Considerations (accommodations): a. If groups of students finish quickly, I will have them try to come up with another sentence. If groups need extra time, I will help to encourage them, reminding them of the different strategies they can use (5 senses, 5 Ws, adjectives, etc.) b. I will tell the students to raise their hand if their groups finish early- and allow them to work on another sentence. I will also tell them to raise their hand if they are stuck, or need some help. 4. Assessment: Throughout the entire whole group lesson, how do you assess that students are comprehending what they are being taught? I will learn that the students understand what we are talking about, if they are able to complete the first two whole group activities, with little help from myself. I will reinforce using some of the strategies that have been taught by Mrs. Tate (ex: using our senses to add detail). I will ask the students, in groups, to create detailed sentences, using what they know, as well as some additional strategies such as the 5 ws and adjectives. 5. Closure: a. I will have the students summarize what they have learned by having them present their sentences to the whole group.

b. After the students present their sentence (s), I will tell that what I liked about their sentences and ask how they came up with the details, such as what strategy did you use to come up with your finished product?

After this lesson, I will ask myself.. -What did I want the students to learn? -How will I know they learned it? -What will I do for the student (s) that didnt? -What will I do for the student (s) that did? - What went well? -What would I change if/when I teach this again?