Name: Mikel Hoffman (Fourth Observation May 6, 2014)

LEARNING
PLAN
Social Group
Grade: 2nd
Lesson Plan Topic: Ientifi!ation of "ones
Learning Targets
CC Standard(s) (tin! o" tis as a long term goal):
CCSS#ELA$Literac%#SL#2#& #arti!i$ate in !ollaborative !onversations %ith iverse $artners about grade 2
topics and texts %ith $eers an aults in small an lar&er &rou$s'
CCSS#ELA$Literac%#SL#2#1b (uil on others) talk in !onversations by linkin& their !omments to the remarks
of others'
CCSS#ELA$Literac%#SL#2# ' *sk an ans%er +uestions about %hat a s$eaker says in orer to !larify
!om$rehension, &ather aitional information, or ee$en unerstanin& of a to$i! or issue'
Learning target(s)(o)*ecti+e(s) "or tis lesson:
Students ,ill !no,(understand-
,tuent %ill unerstan an be able to ientify %hi!h "one they are in'
Students ,ill )e a)le to-
,tuents %ill be able to !reate a ra%in& of themselves in ifferent "ones'
Student$"riendl% target:
I !an ra% %hat I feel an look like in a s$e!ifi! "one'
I !an ientify %hi!h "one I am in an ho% I feel %hen I am in that "one'
Assessment E+idence
I ,ill !no, students a+e met te target i"-
-hey are able to !reate a ra%in& of themselves in the ifferent "ones' -his %ill sho% they !an ientify
%hen they are in a s$e!ifi! "one an kno% ho% they feel %hen they are in that "one'
Instruction and .ormati+e Assessment Plan
/aterials(Resources(0igital /edia Needed:
One Me in My .one %orksheet
Markers
/rayons
/olore $en!ils
#en!il
.one $oster
,!heule on the boar
Learning Acti+it% .ormati+e Assessment
Introduction(oo!:
T: 0rite the s!heule on the boar1
2ea3In (talk about the ifferent "ones)
*!tivity ("one %orksheets)
/losin& of a!tivity
Free time
,na!k
T: 45o you believe there are si&ns our boy &ives us that hel$ us kno% %hi!h
"one %e are in67
-alk about the ifferent boy si&ns %ritten on the boar, visually
emonstratin& them if $ossible'
Listen/watch to make sure
kids are providing the
correct answers to the
question.
,tress that every stuent looks ifferent in ea!h "one'
T: 89$lain to stuents that in this a!tivity they %ill ra% a $i!ture of %hat they
look like in ea!h "one'
Guided Practice:
Activity:
Have the stuents &o to their assi&ne seats
#ass out the %orksheets
:o over %hat %e %ill be oin& a&ain
Have stuents %ork on the %orksheets &ivin& them su$$ort for the first
!ou$le "ones to make sure they are unerstanin& %hat to o'
Independent Practice:
*fter &oin& over a !ou$le of "one as a !lass, have the stuents finish
their "one %orksheet'
*llo% stuent to share a "one ra%in& if they %ant to'
-o %ra$ it u$ ask1 4ho% !an it be hel$ful for you to kno% ho% to rea
your boy in the ifferent "ones67 40hy %oul it be hel$ful to tell
others %hat "one you are in67
1a%s to Generali2e Learning:
In a variety of environments an situations, ask stuents %hat "one
they are in'
Have stuents share their Me In My .one $a!kets %ith $arents an
others %ith %hom thy %ork !losely'
Have stuents revisit their $ortraits in ea!h of the "ones after some
time an see if they !an a more etails'
Re"erences:
Kuypers, L. M., & Winner, M. G. (!""#. The zones of regulation: a
curriculum designed to foster self-regulation and emotional control.
$an %ose, &'( )hink $ocia* +u,..
Listen/watch to make sure
kids are providing the
correct answers to the
question.
Listen/watch to make sure
kids are providing the
correct answers to the
question.