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Elementary Lesson Plan

Your Name:

Leah Bromaghim

Subject: (circle one) Language Arts

Grade Level: (circle one) K 1 2 3 4 5 6

ELL Level 1 and 2 students
Social Studies



Lesson Title: Statue of Liberty - nonfiction

Materials Needed: Graphic organizer, booklet of The Story of the Statue of Liberty
Prerequisite Skills: knowledge of Statue of Liberty, we frontloaded with a couple video clips and
pictures, read the story The Statue of Liberty by Mary F. Porsche
Standard(s): Grade 2, Standard 3 ELP 2-3.3 An ELL can speak and write about grade appropriate
complex literacy and informational texts and topics.
Lesson Objective(s): Students will be able to collaborate with the teacher to write 2 detail sentences
and then write 2 independently.
1. Provide objectives: (What are students going to learn?) Time: 2 min
Students will help generate details of how the Statue of Liberty symbolizes freedom.
*Set expectations for students during group time*
-raise a quiet hand to answer a question and wait to be called on
-stay in your seat unless you ask permission to go somewhere
-get your brains warmed up for some great learning today!
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Time: 7 min
When I show you this picture of the Statue of Liberty (hold up Porsche book), what does it mean to
you? What do you think of? (give WAIT TIME)
What might it mean to an immigrant? Oh wait!! What is an immigrant again? Ah yes it is a person
who is moving from one country to another. Okay so when a new immigrant is on a boat coming into
New York, what do you think the statue might mean to them?
So, based on what you are saying, it shows or symbolizes freedom! Lets write that as a main idea.
Pass out graphic organizer.
3. Provide guided practice: (Guided practice with the teacher)
Time: 3 min
So now we have our main idea. What do you know from the book we read that gives us details or
supports it (Tells that it is true)?
Have the students look through the book to see if they can find parts that support the idea of showing
Look through with them a pick out a page number that fits and model picking it out, putting it into
your own words and sentence and making it a stretched out sentence.

4. Check for understanding and provide student feedback: (How will you know students
understand the skill or concept? How will they know they get it?)? Time: 10 min
Similar to above students will write 2 more details with teacher.
5: Provide extended practice and transfer: (Independent practice of the skill) Time: 7 min
Students will write 1 detail stretched out sentence, on their own. Remind them to pick out a detail
from the booklet that we havent used yet that supports the idea of freedom.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?)
Time: 5 min
The graphic organizer will be assessed based on students use of four criteria in the checklist below:
Checklist for assessing the graphic organizer
1. Did they mostly use complete or stretched out sentences?
Yes / No
2. Did they use a capital letter at the beginning of most sentences? Yes / No
3. Did they put a period at the end of most of the sentences?
Yes / No
4. Did they complete all parts of the graphic organizer?
Yes / No
*when the word most or mostly is used it means the majority it
Share sentence with group when finished.
Let them know that we will be using our ideas and sentences today to write a whole paragraph next
week! The work we did today will help us practice writing a good paragraph next week!
IF extra TIME, read I Pledge Allegiance to the Flag by Pat Mora and Libby Martinez
Introduce the book by asking what an immigrant was again and explain that the story is about a
family whose grandmother immigrated to the US and is taking her citizenship test.
7. Plans for differentiation:
Highlighted sentences for Jarett
Tabbed pages. Look at the picture with the sticky note. What is on this page that symbolizes or shows
freedom? How can we write it in a stretched out sentence?
TOTAL LESSON TIME: __35ish minutes____
8. References Consulted (Curriculum books in Drake SOE curriculum lab, teacher resources,
websites, etc.):
ELP Standards

DAY 2 Write a paragraph using a hamburger graphic organizer.

*this was a day when only the second graders could come so we did an extra graphic organizer in
more of a paragraph form to get them more prepared for the following day when the two third graders
could join us to write the full paragraph on lined paper

Sit students down and review Statue of Liberty vocabulary

Give them the graphic organizer from the week before and the new hamburger graphic
organizer that they are familiar with as well.
Explain to them that today we will work on transferring the information from our web graphic
organizer to the hamburger paragraph graphic organizer
o BUT before we start! What do we know about paragraphs? What are the rules?
Format: topic sentence, detail, detail, detail, closing sentence
Capital letters at the beginning of sentences, names and Statue of Liberty
Periods at the end
Space out words!
Emphasize importance of using our best and prettiest hand writing
SO what bubble from this web are we going to start our hamburger with?
o Main idea middle bubble
Have students pick the detail sentences that come after that. Support them by writing your
own version on the board.
After writing out the closing sentence, have students cut out the different pieces of the
hamburger, and allow them to glue the pieces IN ORDER STILL onto a colorful sheet of
construction paper.
Emphasize how ready they will be to write a full real paragraph on lined paper the next day!

DAY 3 Write a full paragraph on lined paper.

Sit students down at the document camera table and pass out their completed graphic
organizers, a sheet of lined white paper, and a pencil.
Get students minds working by asking recall questions, What are we working on again? Ive
totally forgotten!! Ohhh the Statue of Liberty! Tell me more about what you know about
Refresh memory of what we need to include in a full paragraph
Finger indentation
Format: topic sentence, detail, detail, detail, closing sentence
Capital letters at the beginning of sentences, names and Statue of Liberty
Periods at the end of sentences
Space out words and spaces after periods!
Emphasize importance of using our best and prettiest hand writing because this

Model writing the paragraph with them, while they write it as well. Write a few words and
pause to let them catch up, write a few more, pause again, etc etc.
Ask some questions OH! What comes next? Oh wait, what do I need to remember to do?
Intentionally forget a period and see if they notice, if they dont, say Oh no! Friends, what
did I forget at the end of this last sentence?
o This shows that it is okay to make mistakes and that it is GOOD to go back and fix
Some students will have different sentences than others toward the end of the paragraph, but
hopefully by then they can copy it off of their graphic organizers or choose to write the one
you have up on the doc camera.
Tell students that we need to have a closing sentence at the end of our paragraph to wrap it all
up. Ask them what they want to include at the end.
o Maybe give them a sentence starter like The Statue of Liberty is
Congratulate the students on their HARD work! Writing a whole 5-6 sentence paragraph as
second and third graders whose first language is not English can be a very challenging task!

Rubric for assessing final copy paragraph about the Statue of Liberty
Paragraph Format
(main idea sentence, detail,
detail, detail, detail, closing
Stretched out Complete
Capital Letters
Periods at the end of
Spacing and Indenting
(1 finger space between
words and 2 finger indent
at beginning of paragraph)

3 or 4 sentences arranged in
1-2 sentences
the correct format
without paragraph OR more than 4 sentences
but in the format
1-2 stretched out
a few sentences
start with a
capital letter
a few sentences
end with a period

3-4 stretched out sentences

didnt indent the

beginning of the
paragraph and has
spacing between
words throughout

5 or 6 sentences
arranged in the
correct format

some sentences start with a

capital letter

5-6 stretched out

all sentences start
with a capital letter

some sentences end with a


all sentences have

periods at the end

didnt indent the beginning

and has consistently good
spacing between words
indented at the beginning
but has somewhat
inconsistent spacing
between words

indented the
beginning of the
paragraph and has
consistently good
spacing between