Lesson <2>

Teacher William Date Taught: 10/02/18

Candidate Hartenberger

Grade 2 School / District: River Trail

Subject Social Studies Unit Civics & Community

Model Used Direct

Conceptual Framework

Big Idea/Understanding(s) Essential Question(s)

Listening helps us build community. How does listening build community?
Listening is crucial for everyday life. How can we be better listeners?

Lesson Listening
Theme

Curriculum SS.EC.1.2: Demonstrate how our choices can affect ourselves and
Standard(s) others in positive and negative ways.
Represented CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or
plot.

Instructional SWBAT
Objectives 1. Summarize the main plot of “I Have a Little Problem,” said the bear
1.1. Discuss how the main character feels
1.2. Empathize with the main character
2. Describe good listening
2.1. Define good listening
2.2. Give examples of good listening
2.3. Compare good listening to bad listening
2.4. Compare listening and community
Academic Function: listening
Language Vocabulary: workshop, inventor, fastened, shrugged, tailor, hatter,
vitamins, vendor, worn out, dread, solution
Discourse: Community
Syntax:

Materials Student: ​Materials for drawing (colored pencils), bear outline (check
bottom of lesson plan), sticky notes or notecard (exit slip)

Assessments Informal:
Comprehension of plot, take notes of listening skills/interaction (1.1, 1.2),
(Discussion) This year we are discussing how to be a good community.
Does being a good listener help us build community? Why or why not?
(2.1, 2.3, 2.4)

Formal:
Exit slip-- Students answer the following questions on sticky notes:
(Summative) What are some ways you can be a better listener? (2.2)

Learning Activities

05:00 Phase 1 - Introduction: Discuss the idea of listening with the children.
Ask what it means to be a good listener. Ask children if they ever tried to
tell someone something and felt like they were not listening to them. How
did it make them feel when no one listened? Did they feel frustrated,
angry or maybe even sad? Ask the children to think about how it feels
when someone does listen to them. For example,how does it feel when
they are trying to tell their teacher something and the teacher stops what
she is doing and listens to them? Do they feel happy, understood and
important? Tell the children that you are going to read a book about a
bear with a problem. Ask them to listen carefully so they can figure out
what the bear’s problem is.

Hand out the bear outline. Tell students to draw what they visualize the
bear wears each page.

10:00 Phase 2: Read the book with the class, often stopping to ask questions
and allow the students to have comments or questions, and to draw.

10:00 Phase 3: (Discussion) Discuss the book at the end. What was the point
of the story? I'm noticing that the bear says less and less every page and
everyone else says more and more. They keep interrupting him. Have
you ever had this happen to you? How did it make you feel? What would
it sound like if they were being good listeners? How is the fly's response
different?
5:00 Phase 4: Conclusion:
Have students discuss with a partner the following question. Listen to
their answers and tell them to prepare to share with the class.
● This year we are discussing how to be a good community. Does
being a good listener help us build community? Why or why not?
Have students write on a sticky note the following questions for
comprehension of the book and assessment:
● What are some ways you can be a better listener?

UDL Representation:
Principles ● Vocal expression when reading the book.
(use each ● Visual of the pictures in the book
principle ​3 ● Discussion questions on board
times) Expression:
● Verbal responses
● Witten sticky note exit slip
● Verbalize exit slip question (option)
Engagement:
● Discuss with partner
● Dress up as the bear in the story
● “Telephone” game

Differentiatio Content: Literature book

n Process: Discussion, sticky note exit slip, “telephone” game
(choose ​1 Product: Sticky note exit slip
component) Environment: Sit in reading circle “Living Room”

Adaptations 1. Seating options - floor, wiggle chair, desk away from group
(include IEP, 2. Fidget toys while listening
504, ESL, 3. Option to verbalize Exit Slip questions
other needs
as teacher
advises)