Lesson Plan format

Teacher:Zainab Muhammad

Grade: 2

Common Core Standards Addressed:

Reading:Informational Text
CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
Writing
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use
facts and definitions to develop points, and provide a concluding
statement or section.
Listening and Speaking
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
Content Area Standards: CCSS.ELA-LITERACY
Unit Goals: To identify foods that aid the digestive process
Lesson: Food & Digestion
Content Learning Objectives:
Students will be able to demonstrate knowledge of the digestive system by
defining how roughage aids the digestive process.
Students will be able to demonstrate comprehension of the digestive system
by explaining how certain foods aid digestion.
Language Learning Objectives:
Students will be able to tell others what foods assist in digestion
Adverbs of Frequency (Never, Sometimes, Usually, Always, Often, Hardly)

Students will engage in:

Independent practice

Small group work

Project work

Other:______________

Partner work

Whole group

Centers
_______________

Time

What the Teacher will do What will the students do Please write in narrative form (rich details)

Vocabulary

Materials

__5_
minutes

Connections to Prior Knowledge and Review

Brainstorm in a pair and draw and label two of your favorite fruits and two of your favorite
vegetables On a mini white board. Also draw and share something personal about one of the fruits or
vegetables;
Does your family eat them often?
Is it grown in your country?
Is it popular in your country?
Is it something you tried only when you came to America?
Is it a vegetable or fruit that we dont have in America?
Work with your partner and be prepared to share with the teacher.

NOTE: Plan how to

introduce and teach
academic vocab. &
syntax (See Celic ch
5)

Include also
teacher made
materials as
attachments

After students complete this task, each group will share with the class their favorite fruit or vegetable
and one question from the list.
Differentiated Lesson
Lower Level Student-Simply draw fruit/vegetable and work with partner to label the pictures in
English. Student can label using their native language.
Higher Level Student-What fruit or vegetable do you like? What fruit or vegetable dont you like?
Formative Assessment
The teacher would walk around, listen observe the drawings on the students whiteboards as an
assessment of understanding.

https://docs.g
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ocument/d/1
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(Vegetable
and Fruit
Image G
Docs).

__15_
minutes

Procedure/Mini-lesson:
Ok class, today we are going to learn about some of the foods we process in our digestive system
We talked about our digestive system and how the foods we eat move through our system.
Today were going to learn about foods that are good for our digestive system.
If you could have one of these (apple or bag of chips), which would you like to have?
I love potato chips too but apples are better for our digestive system. To have a healthy diet we should eat
foods that have roughage. La Fibra or roughage is what helps move the food through our digestive system. We
need roughage to help eliminate waste. We can eat many other types of foods besides foods that have fiber but
it is important that we eat fiber daily. Foods that contain roughage are foods like fruits, vegetables, beans and
nuts.
Trans-languaging done by using hand gestures and using pictures as visuals aids mostly.

Today we are going to explore a book, Riff Raff Roughage: Role of Fiber. While Im reading this book, I want
you to write as many foods that you can identify.
As Im reading, I want you to think about;
Why we should have roughage in our digestive system?
What type of foods we get fiber from?
What is your favorite source of fiber?
Place these questions on a PPT and prompt students to answer as you read.
As the teacher is reading the book, she should stop and ask students what is happening based on the
illustrations in the book and then proceed to read. The teacher can ask guided questions based on the pictures.
After reading, the teacher should briefly ask students to answer the above questions.
After the teacher can show students adverbs of frequency.
She can review the meaning of pronunciation of these words briefly.
Then ask students:
What fiberous foods do you often eat?
What fiberous foods do you never eat
What fiberous foods do you usually eat?

Vocabulary

Materials
https://docs.g
oogle.com/d
ocument/d/1
O94BkYkllN
AQIP9aEQU
HwSA2_BN
Rjhd6bTfEP
spEP-0/edit?
usp=sharing
(Adverbs of
Frequency)

Formative Assessment
Ok students, Id like to see what you've learned from todays reading. I will take your paper (teacher takes one
paper from a student) and I will grade you. Teacher can demonstrate grading by gesturing a check sign or a
cross mark. The teacher will collect the task, grade it and hand it back to the todays within a day or to so that
students can make corrections early.
__5_
minutes

Guided Practice:
Ok,guys! Were going to do a fun activity! We must help Jose; he needs the right foods to help him
during digestion. Lets go over to the carpet and look together to see how we can help Jose eat
healthier.

Guide students over to carpet;

Hand assignment out,
Read task with students
Incorporate trans-languaging strategies-

https://docs.
google.com
/document/
d/1O94BkY
kllNAQIP9
aEQUHwS
A2_BNRjh
d6bTfEPsp
EP-0/edit?u
sp=sharing

Hand gestures
.he wants to eat much healthier, in the past, but his stomach hurts,

(Letter to
Jose)

Translate
Help- Ayuda
Decided- Decidido

https://docs.
google.com
/document/
d/1pXBzir7
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Pictures
Potato Chips
Candy
Pizza
Healthy Menu PlanningJose has decided that he wants to eat much healthier than he has in the past. Usually, he eats potato
chips, candy bars and pizza. He likes eating these foods but his stomach hurts him often. Jose needs
help deciding what foods he can eat that will have enough roughage to help his digestion. Select the
best foods from the list for Jose.

(Junk Food
Visual)

_15__
minutes

Independent Practice (Individual/Group):

Ok students, now we will write a letter to Jose. We must tell Jose why he should eat roughage.
Each student will write a letter explaining to Jose why he should eat roughage. Use your notes from the
reading. You should explain to Jose how his food is digested and what are some good foods for Jose to eat.
Lastly recommend foods that are high in fiber that you may like to Jose. Tell him about the foods you like that
have fiber. Do you eat these foods often, sometimes, or never?
Before students start the task, show students the letter that I have written. Read through the letter so that
students can see the structure that is expected.

https://docs.
google.com
/document/
d/1mQ3yT
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tjBWszblK
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p=sharing
(Letter to
Jose)

__5_
minutes

Closure/Summary/Sharing:
This lesson would close by asking select students to share questions they have answered in their letter. The
teacher should ask;
What are some good foods that you suggest Jose should eat?
Why should Jose eat fiber?
What are your favorite fiber foods? Do you eat these foods often, sometimes or always?
What are some foods that are fibers that you hardly eat? What are some foods that you never eat?
Assessment:
Full Assessment provided in link

https://docs.
google.com
/document/
d/11f9G2V
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?usp=sharin
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(Assessmen
t Rubric)
Homework Assigned/Extension Activities
Consider also how you will provide additional support for students who struggle with the content, as well as
students who need enrichment experiences.
Consider here how do you plan to integrate the parents funds of knowledge and cultural values? The home
language?
For their homework, students will reflect about their community and consider what they usually do (Focus is
frequency adverbs).
Picture street vendor

EDE 727 Lesson Plan Format Summer 2016

Page 1
NOTE: This lesson- planning template is designed to help you develop skills and attitudes about thoughtful, inclusive lesson design. Therefore, it is expected that
you include a great amount of detail as evidence of your thinking and knowledge. Please understand, when you are designing lessons as a certified teacher, your
written plans will not include as much detail, however you will engage in a similar, albeit briefer process.
You will be provided specific guidelines for your Groups Thematic Study rationale, which will be placed at the beginning of the unit. In addition you will be
asked to think about the lesson sequence.
Pre-assessment: Include also your pre-assessment for this lesson How does the pre-assessment help you plan for the lesson? How does the pre-assessment link
to post-assessment? Consider prior learning and experiences: Introduction of childrens academic content knowledge, language development, cognitive, physical,
social, and emotional development, family/cultural assets, interests and lived experiences.
Pre-assessment: Include also your pre-assessment How does the pre-assessment help you plan for the lesson? How does the pre-assessment link to
post-assessment.
How do you plan to build background knowledge? I ntroduction of childrens academic content knowledge, language development, cognitive, physical, social,
and emotional development, family/cultural assets, interests and lived experiences.

Think about inclusive strategies: What are the key strategies that you are using in this lesson to increase access, link to Multiple intelligence theory, differentiate,
or rely on UDL? You can list specific strategies and discuss how you differentiate learning, explain your approach to UDL, discuss co-teaching models, and/or
explain grouping strategies.