Teacher Candidate: Madeline Cho Date: 3/12/17

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MS 2016-2017 UCI LESSON PLANNER
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Part 1: Classroom Information
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Grade: 2 Content Area: English Language Arts

Group Size: 27 Lesson Length: 50 minutes
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Student Context:

Identified Student Needs Accommodations During
Instruction to Support Student
Needs
Students with Special Needs n/a n/a
(IEP and/or 504)
Students with Specific need language support -provide sentence starters, show
Language Needs (ELL) visuals, use simple and
straightforward language, speak
clearly and enunciate, use wait
time for processing questions/
information
Students with Other Learning -struggling reader: need support -provide sentence starters, read
Needs (Behavior, Struggling in reading and/or writing directions/questions aloud, give
Reader, Struggling Math) -talented/gifted: need additional time to complete
enrichment work, some students get pulled
to work in small groups with an
instructional aide
-encourage talented/gifted
students to add details to their
story, add more events to their
story, use a dictionary or
thesaurus to enhance story,
share their story to a partner
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Part 1: Planning for the Lesson
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A: Standards
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i. Key Content Standard:
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include
details to describe actions, thoughts, and feelings, use temporal words to signal events order, and
provide a sense of closure.
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ii. Math Practice Standard or ELA Capacity: CCSS-M Standards for Mathematical
Practice, or NGSS Science and Engineering Practices, CCSS-ELA Capacity of
Literate Individuals
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iii. Related ELD Standard (must be included when using an ELA Standard):
Part I: Productive
10. Writing literary and informational texts to present, describe, and explain ideas and information,
using appropriate technology
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Part II: Connecting and Condensing ideas
6. Connecting ideas
7. Condensing ideas
B. Objectives
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i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
The students will complete a rough draft of their narrative including a problem, a solution, transition
words, and details.
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ii. Language Objective (transfer this from "Incorporating Academic Language"):
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The students will describe events in their narrative using transition words and details.
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C. Assessments:
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i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning

Students include a problem, a solution,
Walk around and monitor students as they
transition words and some details in their
begin drafting. Assist students as needed.
first draft.
Students answer that a problem is
Ask the students what a problem and a something that goes wrong in the story
solution is. and a solution is something that fixes the
problem.
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ii.Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
The written assessment is the first draft of narrative on written on writing paper. The students will have
met the learning objective if they have a problem and solution in their story. They also need to include
some transition words and details in their story.
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D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:
• writing paper
• graphic organizers/pictures from previous lesson
• PowerPoint
• “Changing your plan into a draft” anchor chart
• Transition words chart (handout)
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Part 2: Instructional Sequence - Engaging Students in the Learning Process
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Optional: Starter and/or Homework Discussion (___ min.)
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N/A
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Introduction (_3_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a “hook”, AND 2) let students know what the objective of the
lesson is.
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Overview of the Writing Process
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Prewriting
• Draw a picture using the squiggle on the page and complete a graphic organizer.
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Drafting
• Complete a first draft of narrative.
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Revising
• Revise first draft to include descriptive details.
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Editing
• Edit second draft fixing any spelling errors, grammar errors, and adding in transition words and
details.
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Publishing
• Write final draft and self-assess by going through a checklist to make sure everything is included and
fixed.
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• Remind the students that last time they were in the prewriting stage of the writing process. They
drew a picture using the squiggle and filled out a graphic organizer about the picture they drew to tell
a story. They also talked about what a problem and a solution is in a story.
• Display problem and solution slide on PPT. (ELL support - Provide visuals.)
• Ask the students what a problem is.
• Prompt a think-pair-share. (ELL support - Use wait time for processing question.)
• Ask the students what a solution is.
• Prompt a think-pair-share. (ELL support - Use wait time for processing question.)
• Tell the students that today they are going to move into the drafting stage of the writing process,
which is where they will begin writing their narratives using complete sentences.
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Body of the Lesson (______ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
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• Direct students to the “Changing your plan into a draft” anchor chart. (ELL support - Provide
visuals.) (Struggling reader support: read directions aloud.)
• Explain the chart and tell the students they are going to turn their phrases from the graphic organizer
into complete sentences, use transition words, and add details as they draft today.
• Display the transition words slide from PPT and remind the students what transition words are. (ELL
support - Provide visuals.) (Struggling reader support: read directions aloud.)
• Engage the students in a modeled writing activity where they will see your graphic organizer
transformed into a rough draft:
• One hot, summer morning in Mexico, Luna the giraffe decided it was a nice day to go to the
beach. When she got to the beach, she spotted her friends, Harry and Arnold, the peacocks. To
start, Luna, Harry, and Arnold built sand castles. After that, Luna reached her long neck up into
the tree and grabbed three coconuts for her and her friends to eat. Later that day, Luna, Harry,
and Arnold decided to dip their feet in the ocean. All of a sudden, a big wave crashed over
Luna and pulled her into the deep sea. Luna cried for help! Just then, Harry and Arnold grabbed
a floatie and threw it out into the ocean. Luna grabbed onto the floatie and floated back to the
shore. In the end, she hugged Harry and Arnold and thanked them for saving her.
• Remind the students that this is just the first draft of your story. The main focus is to get your ideas
into complete sentences. Spelling and grammar is not as important when drafting. Mistakes are okay
in the first draft. It is all apart of the writing process.
• Remind the students that if they want to add something not included in their graphic organizer or
leave out something, they are perfectly free to do so. Graphic organizers are simply guides to help
write the rough drafts.
• Display prompt on PPT: Think about a story you would like to write. You can include any characters,
any setting, and any events in your story. Write a narrative for the rest of the class to read including a
problem, a solution, transition words, and details. Your story should be at least a paragraph long.
• Pass out writing paper and the transition words handout as well as the completed graphic organizers
and pictures to the students.
• Explain what the students should do when they are done: they can reread their story for any errors,
share their story with a partner, add transition words, add details, add events, use a dictionary to
check spelling (Talented/gifted support - Encourage students to add details to their story, add more
events to their story, use a dictionary or thesaurus to enhance story, share their story to a partner.)
• Walk around and monitor students as they draft their narratives. Assist students as needed.
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Make sure that you include the specific academic language strategies you will use to support your
students in using academic language to talk/write about the math they are learning.
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Make sure you identify the specific assessment you are using in the Body of the Lesson.
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Homework (if you are assigning homework, what will it be?):
N/A
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Closure (___2___minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
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Ask the students what they learned today.
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Part 3: Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)
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1. Describe the rich learning task(s) related to the content learning objective.
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The students will begin drafting their first draft of their narrative including a problem, a solution,
transition words, and some details. The students have the option to share and discuss their draft
with a partner.
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2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
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Describe
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3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: narrative, transition words, graphic organizer, prewriting, drafting, first
draft, elaborate, details, problem, solution
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Syntax1: One day______. Next______. Later_____. All of a sudden_______.
Meanwhile______. In the end______. (Syntax varies on transition words chosen by student.)

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
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Discourse2: Written draft, oral discussion with a partner

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4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
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The students will describe events in their narrative using transition words and details.
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5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, “What would the students say/write when using the language function.” Remember
to consider the language demands while creating sample language that the students might use.

Emerging Expanding Bridging Start here!

! Uses an appropriate amount
! of transition words to
! sequence the order of events
! in the story.
Ex. One day______.
Uses little to no transition words. Uses 2-3 transition words.
! Next______. Later_____. All
! of a sudden_______.
! Meanwhile______. In the
end______. (Transition
words can vary.)
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6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice
! Transition Words Handout Writing first draft
! Graphic Organizer
Modeled writing Think-pair-share
! Write-pair-share

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7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you may
need to make for your language learners.
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Instructional Materials:
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Transition Words Handout:
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TRANSITION WORDS
help move the story forward and show the sequence of events in your story
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BEGINNING First One day!
One night One morning!
To begin Once upon a time!
To start It all started when!
In the beginning
MIDDLE Then After that!
Next Suddenly!
Later All of a sudden!
Second Just then!
Later that day In the meantime!
Later that night Meanwhile!
Soon after As soon as
ENDING Finally In the end!
Eventually In conclusion!
To sum it up Last but not least !
Last At the end of the day
At the end of the !
night
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POWERPOINT:

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