Teacher Candidate: Madeline Cho Date: 11/17/16

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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 - Writing

Group Size: 24 Lesson Length: 3 days (3 60-minute lessons)
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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 -model with explanations where
Language Needs (ELL) applicable
-show visuals where applicable
-speak slowly and clearly
-use simple and straightforward
language
-seat ELLs near the front during
lesson
-provide sentence frames
-use wait time for processing
questions/information
Students with Other Learning -behavior: need to take -be explicit about holding
Needs (Behavior, Struggling responsibility for actions, need students accountable for their
Reader, Struggling Math) to stay focused actions
-struggling reader: need support -emphasize expectations of
in reading student behavior
-focus on positive student
behavior to redirect to desired
behaviors
-give students struggling in
reading extra time to complete
work
-some struggling readers get
pulled to work in small groups
with an aide
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Part 1: Planning for the Lesson
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A: Standards
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i. Key Content Standard:
Second Grade: Writing
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 event
order, and provide a sense of closure.
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iii. Related ELD Standard (must be included when using an ELA Standard):
Second Grade: Productive, Emerging
10. Write very short literary texts (e.g., story) and informational texts (e.g., a description of a volcano)
using familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers,
and sometimes independently.
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Second Grade: Productive, Expanding
10. Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining
how a volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and
with increasing independence.
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Second Grade: Productive, Bridging
10. Write longer literary texts (e.g., a story) and informational texts (e.g., an explanatory text
explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction), with peers and
independently.
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B. Objectives
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i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
The students will complete a graphic organizer for their personal narrative about a real event using
descriptive details and transition words to signal event order.
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ii. Language Objective (transfer this from "Incorporating Academic Language"):
The students will describe their small moment using various descriptive details and transitions words
such as first, next, then, after, and last.
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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
Ask students what descriptive details they
Students share out key details.
heard from the read aloud.
Students are appropriately filling out the
Monitor student progress during their graphic organizer with descriptive details
completion of the graphic organizer. and transition words and are describing a
small moment.
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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 completed graphic organizer includes descriptive details to describe who, when, where, thoughts,
emotions, what was seen, heard, felt, smelled, tasted, and sequencing words to signify order.
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D. Lesson Resources/Materials:
• Chart paper
• Roller Coaster by Marla Frazee
• Graphic Organizer for Personal Narrative (Worksheet)
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Part 2: Instructional Sequence - Engaging Students in the Learning Process
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Writing Process:
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Prewriting
• Students listen to Roller Coaster by Marla Frazee.
• As a class, brainstorm descriptive details from the story including similar components as the graphic
organizer (worksheet) on chart paper (ELL support - Add visuals to support vocabulary on chart
paper.)
• Read and present a non-descriptive narrative to the students.
• Begin a shared writing process of how to change the narrative to be descriptive.
• As a class, students share their ideas on the differences between the two narratives and what makes
one more descriptive than the other.
• Present possible topics for students to get an idea for their small moment topic.
• Prompt students in a think-pair-share to share a possible idea for their small moment.
• Students will brainstorm for their small moment by completing the graphic organizer that includes
using the five senses, who, when, where, emotions/feelings, reactions. (ELL support - Let students
draw pictures or write words in graphic organizer)
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Prompt
See attached Small Moments prompt.
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Drafting
• Students work independently to draft their personal narrative based on a small moment from their
life they have chosen. (ELL support- Students use the graphic organizer to guide drafting.)
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Revising
• Students will revise their initial draft of their small moment including more descriptive details, and
fixing any errors.
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Editing
• Students will self-edit their papers before submitting a rough draft for review.
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Evaluating
See attached narrative rubric.
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Introduction (_2_ 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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• Remind the students they have been talking about stories from their own lives and real events that
they’ve experienced.
• Tell the students that they are going to learn about a new way to write today. They are going to take a
small moment from their lives and learn how to make it into a story.
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Body of the Lesson (___55___ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
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Introduce the strategy or skill:
Read Roller Coaster aloud (ELL support - Point to pictures in the story when reading nouns out loud.)
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Tell the students that the author, Marla Frazee, really takes a moment and stretches it across many
pages. She didn’t just say that she went to an amusement park and got on a roller coaster. She really
used those descriptive details to make the readers feel like they were right there with her riding that
roller coaster. She used a lot of her senses to tell the story. It is almost felt like watching a movie in
your mind.
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Ask the students to share some of descriptive details from story such as emotions/feelings and sensory
details. Write student responses on chart paper organizing the details into five senses, emotions/
feelings, who, when, and where. The list of details might contain:
• in line to get on a roller coaster
• lots of people
• very big
• very noisy
• bell ringing
• jerks forward
• slowly
• “Clickity, clackity”
• whoosh
• people screaming
• zips, zooms, dips, dives, goes all the way around
• dizzy
• wobbly knees
(ELL support - Provide sketches, pictures, or other visuals for details when possible.)
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Shared Writing
Present a written non-descriptive narrative on chart paper to the students.
• I woke up this morning. I ate breakfast. I came to school. I played with my friends. Then I went
home after school.
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Ask the students to help you turn this narrative into a small moment with descriptive details. Write a
new narrative on chart paper as the students share their ideas. The finished product might look like:
• In the morning, I woke up to the bright sun shining down on my face. I could hear my mom yelling
to tell me breakfast was ready. Then I quickly swung my feet and rolled out of bed. Next, I slowly
walked down the long hall and headed for the bathroom. I grabbed my pink toothbrush and squeezed
on some toothpaste. The toothpaste tasted so minty fresh. Finally, I made my way to the kitchen and
sat down for breakfast.
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Ask the students to share their ideas on the differences between the two narratives including what
makes one more descriptive than the other.
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Complete Graphic Organizer
Present possible topics on chart paper for students to get an idea of a big moment to turn into a small
moment such as:
• a trip to the beach (building a sand caste)
• a day at the zoo (feeding a monkey)
• halloween (going trick-or-treating)
• playing a sport (making a goal)
• a weekend activity (going swimming)
• something that happened yesterday or this morning (waking up)
• vacation (hiking)
• birthday (eating cake)
• school (science lesson), etc.
(ELL support - Provide visuals of the topics.)
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Prompt students to do a think-pair-share to share a possible idea for their small moment.
(ELL support - Provide sentence frames for discussion. Ex. “My small moment topic is_____” “I am
going to write about______” “My idea is______” etc.)
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Pass out the graphic organizers to each student. Explain how to fill in the graphic organizer.
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Students will brainstorm for their small moment by completing the graphic organizer that includes
using the five senses, who, when, where, emotions/feelings, reactions.
(ELL support - Let students draw pictures before filling in the graphic organizer.)
(ELL support - Display sequence words for students to use to help them write sentences in the graphic
organizer.)
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Monitor student progress as they complete the graphic organize and assist students as needed.
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Prompt students to share their small moment with a partner by some sharing some descriptive details,
the hook, supporting, and closing sentences from their graphic organizer.
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Closure (___3___minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
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• Select two or three students to share their small moment topics and some key details to the whole
class.
• Ask students to share what they learned about small moments.
• Summarize student responses.
• Tell students small moments include a lot of details and really makes the reader feel like they can
picture what is going on.
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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 discuss and write about a real event using descriptive details and transition words
to signal event order. The students will share their small moment topics as well as some descriptive
details, the hook, supporting, and closing sentences of their small moment from their graphic
organizer. The student will also engage in a shared writing activity to turn a non-descriptive
narrative into a small descriptive moment.
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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: write, describe, descriptive details, sensory details, who, when, where,
beginning, middle, end, small moment, topic, narrative, feelings, emotions, reactions, see,
hear, smell, touch, taste, reader, author, transition words (first, then, next, after, last/finally)
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Example descriptive vocabulary: quickly, slowly, short, large, fat, thin, thick, tall, beautiful,
bent, warm, cold, hot, cool, chilly, breezy, cloudy, freezing, windy, spicy, salty, sweet, sour,
crunchy, afraid, busy, nervous, anxious, scared, happy, sad, gloomy, cheerful, joyful,
excited, calm, sleepy, etc.
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Syntax1: First___________. Next__________. Then____________. After_____________.
Last/Finally_____________.
Ex. In the morning, I woke up to the bright sun shining down on my face.
I could hear my mom yelling to tell me breakfast was ready.
Then I quickly swung my feet and rolled out of bed.
Next, I slowly walked down the long hall and headed for the bathroom.
Finally, I made my way to the kitchen and sat down for breakfast.
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Discourse2: The overall structure of the discourse consists of the students describing a
sequence of moments that occur in their small moment narrative. The discourse among the
students consists of sharing their small moment topics as well as some descriptive details and
briefly reading the hook, supporting, and closing sentences of their small moment from their
graphic organizer.

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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)
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The students will describe their small moment using various descriptive details and transitions words
such as first, next, then, after, and last.
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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.
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1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
Emerging Expanding Bridging
Ex. I woke up this morning. Ex. In the morning, I woke Ex. In the morning, I woke
I got out of bed. up to the sun shining down up to the bright sun shining
I walked down the hallway. on my face. down on my face.
I went to the bathroom. My mom told me breakfast I could hear my mom yelling
I ate breakfast. was ready. to tell me breakfast was
I rolled out of bed. ready.
Then, I walked down the Then I quickly swung my
long hall and headed for the feet and rolled out of bed.
bathroom. Next, I slowly walked down
Finally, I went to the kitchen the long hall and headed for
and sat down for breakfast. the bathroom.
Finally, I made my way to the
kitchen and sat down for
breakfast.
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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
Present mentor book as an Think-pair-share Write-pair-share (students fill
example of a small moment. Sentence frames in their graphic organizer
Model how to write a small Transition/Sequence words independently before sharing
moment. ideas with a partner)
Graphic organizer
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7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!

SUPPORTING MATERIALS:
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Prompt: Write about a true small moment from your life for your classmates to read. Stretch out this
moment and slow down your story. Make sure to include descriptive details, transition words, and a
concluding statement.
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Rubric:

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Graphic Organizer:
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