Teacher Candidate: Madeline Cho Date: 2/6/17

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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: _40_ 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 frames
Language Needs (ELL) -show visuals
-use simple and straightforward
language
-speak clearly and enunciate
-use wait time for processing
questions/information
Students with Other Learning -struggling reader/writer: need -read directions/questions aloud
Needs (Behavior, Struggling support in reading and/or for struggling readers
Reader, Struggling Math) writing -give students additional time to
-talented/gifted: need complete work
enrichment --read directions/questions
aloud for struggling readers
-give students additional time to
complete work
-create opportunities for
talented-gifted students to work
in groups, allow students to
silently read, allow students to
write a new story of their choice
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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.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a concluding statement or section.
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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):
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Second Grade: Productive
11. Supporting own opinions and evaluating others’ opinions in speaking and writing
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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 opinion letter to their favorite crayon stating
their opinion on whether or not the crayon should quit in order to develop skills of opinion writing
including supplying reasons to support opinion, using linking words, and providing a concluding
statement.
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ii. Language Objective (transfer this from "Incorporating Academic Language"):
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The students will justify why their favorite crayon should not quit using linking words such as because,
and, and also to support their opinion.
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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 are discussing what an opinion is
Ask the students what an opinion is.
with a partner.
Students are appropriately choosing a
crayon to write to, filling in the graphic
Walk around and monitor students as they organizer with an opinion, reasons to
complete the written assessment. support opinion, and restating their
opinion. Students are also including
linking words.
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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?)
Each student will individually complete a graphic organizer for their opinion letter. The students will
have met the learning objective if they have clearly stated their opinion, supplied three reasons to
support their opinion, used linking words, and restated their opinion as their concluding statement.
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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:
• Graphic organizer for Opinion Letter (Worksheet)
• Anchor chart of things drawn by the different crayons.
• Anchor chart of sentence frames
• Anchor chart of linking words
• PowerPoint with prompt
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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
• Explain what an opinion is and distinguish it from a fact.
• Students listen to The Day the Crayons Quit by Drew Daywalt and Oliver Jeffers.
• As a class, brainstorm ideas of things drawn with different colored crayons: red, blue, yellow, green,
and purple.
• Model how to complete the graphic organizer for one of the crayons.
• Students will individually complete a graphic organizer for their opinion letter.
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Prompt
• Imagine your favorite crayon was going to quit just like the crayons in the story, The Day the
Crayons Quit. Write a letter to your favorite crayon telling them not to quit. Be sure to state your
opinion, give reasons to support your opinion, and use linking words.
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Draft
• Students work independently to draft their opinion letter. (ELL and struggling writer support -
Students use the graphic organizer to guide drafting.)
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Revising
• Students will revise their initial draft of their opinion letter making sure to include a clear opinion,
reasons to support opinion, linking words, and a concluding statement.
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Editing
• Students will self-edit their papers before submitting a final draft for review.
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Evaluating
• Evaluate students’ opinion letters based on opinion letter rubric.
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Optional: Starter and/or Homework Discussion (___ min.)
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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• Remind the students that last time they discussed what an opinion is, read the story The Day the
Crayons Quit and brainstormed some ideas about things they liked to draw with their favorite
crayons.
• Tell the students that today they are going to imagine that their favorite crayon was going to quit just
like the crayons in the story and write an opinion letter to their favorite crayon telling them not to
quit.
• Ask the students what an opinion is.
• Prompt a think-pair-share. (ELL support - Use wait time for processing question.)
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Body of the Lesson (__35____ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
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Modeled Writing
• Model how to fill in the graphic organizer:
Dear Green Crayon,
Please don’t quit because you are my favorite crayon. You help me draw all of my flower stems and
grass, especially in my garden drawings. You should not quit because I use you to color some of my
favorite animals like alligators, frogs, and turtles. I also use you to draw my favorite ice cream, which
is mint n’ chip. I need you to help me draw leprechauns and four leaf clovers every year. Please don’t
quit because I need you!
Sincerely your hopeful friend,
Miss Cho
• Present and read the prompt to the students by displaying the PowerPoint. (Struggling Reader
support - Read aloud directions.)
• Explain to the students that it is their turn to now write a letter to their favorite crayon and that they
are going to start by completing the graphic organizer.
• Remind the students to use the anchor charts (anchor chart of things drawn by the different crayons,
anchor chart of sentence frames, anchor chart of linking words) to help them in completing the
graphic organizer. (Struggling Reader support - Read aloud directions.) (ELL and Struggling Writer
support - Provide sentence frames.)
• Let the students independently complete the graphic organizer.
• Walk around and monitor students as they complete their graphic organizers, assisting students as
needed.
• For talented/gifted students or other students who finish early, allow them to draw/color a picture
using their favorite crayon, share their letter with a partner, supply more reasons to support their
opinion, write another letter to a different crayon, or silent read.
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Homework (if you are assigning homework, what will it be?):
N/A
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Closure (2 min.): Describe how you will prompt the students to summarize the lesson and restate the
learning objective.
• Ask the students to share what their favorite part of the lesson was or something new they learned
about opinion writing.
• Select a couple of students to share their ideas.
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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.
The students will complete a graphic organizer for their opinion letter to their favorite crayon
stating their opinion on whether or not the crayon should quit in order to develop skills of opinion
writing including supplying reasons to support opinion, using linking words, and providing a
concluding statement.
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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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Justify
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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: opinion, letter, reasons, linking words, because, and, also
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1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
Syntax1: Please don’t quit because _____; You should not quit because_____; I need you
because _____; You help me color/draw_____; You also help me_____; I also use you to color/
draw___.

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Discourse2: written responses

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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.
The students will justify why their favorite crayon should not quit using linking words such as because,
and, and also to support their opinion.
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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!

You are the best color. You help me Please don’t quit because you Please don’t quit because you
color/draw_______. are the best color. You help are the best color. I need you
! me color/draw_______. You because you help me color/
! are the best color! draw________. You also help
! me _______. You should not
! quit because ________. You
are my favorite crayon!
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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

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
Modeled writing Sentence frames Completing graphic organizer
! Linking words Anchor Chart
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7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!

INSTRUCTIONAL MATERIALS
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GRAPHIC ORGANIZER:
PowerPoint: