GENEVA COLLEGE

BEAVER FALLS, PA
EDU 343
INCLUSION LESSON PLAN

Name: Megan Knight Date: 4/20/2020

Course: EDU 343 Grade Level: 2nd Grade

I. Topic and General Goal

- Cultural Diversity: The students will share about their families’ culture through a
writing activity.

II. Reference to PA or Common Core Standards

- Standard 16.2 2.B- Recognize and tolerate the uniqueness of all people in all
situations.
- Standard CC.1.4.2.W: Recall information from experiences or gather information
from provided sources to answer a question.
- Standard CC.1.4.2.F: Demonstrate a grade- appropriate command of the
conventions of standard English grammar, usage, capitalization, punctuation, and
spelling.
- Standard CC.1.5.2.D: Tell a story or recount an experience with appropriate facts
and relevant, descriptive details, speaking audibly in coherent sentences.
- PA English Language Proficiency Standard 2: English language learners communicate
information, ideas, and concepts necessary for academic success in the content area
of LANGUAGE ARTS.
- Writing (Level 3 Developing): Write a journal entry about a family event using
a picture dictionary or word wall.

III. Lesson Objectives - Objectives must be written using observable verbs

- TSWBAT create short booklets about their own families and experiences.
- TSWBAT orally share their booklets about their family to the class.
- TSWBAT use grade appropriate capitalization, punctuation, and spelling in their
writing.
- TSWBAT recognize similarities and differences between their families and traditions.

IV. Materials
- My Family booklet
- Crayons or colored pencils
- Picture for VTS
- Word wall

V. A. Introduction
- Call the students by table to the carpet.
- Say: Today we are going to learn about each others’ families.

 - Activate Background knowledge using the Visual Thinking Strategy (VTS):

- Show a picture of my family on a camping trip on the smart-board.
- Ask the students to look at the picture and think about what they see.
- After about a minute, I’ll have the students share what they notice about
the picture.
- Ask: “What do you think this family is doing?”
- Allow the students to share their answers.
- Say: “This is a picture of my family when we went camping last summer. I
have been going camping with my family every summer since I was five
years old. It’s one of my family’s traditions. Have you ever gone camping
with your own families?”
- Allow the students to share.
- This will help the students to start thinking about their own family
traditions and to activate this prior knowledge before the activity.
- Summarize the students’ ideas and responses.

B. Lesson Development (Activities, Procedures)

- Explain that many families have different traditions.
- Give a student friendly definition for traditions: an event or activity that your
family has done for many years.
- Give examples of traditions:
- Going on vacation to the beach
- Baking Christmas cookies
- Going to a pumpkin farm
- Having a family game night
- Explain that families also have different foods that they eat and languages that
they speak.
- Ask the students to think about their own families and the traditions that they
have.
- Pass out the My Family booklet.
- Give directions:
- First, write your name on the cover page.
- Then use the crayons and colored pencils in your table bins to draw a
picture of your own family in the box on the cover page.
- After the students have drawn their pictures, have the students put their crayons
and colored pencils back.
- Model how to complete the next page of the booklet:
- Show the next page of the booklet on the document camera.
- Read the prompt/question out loud.
- Use a think aloud to model brainstorming ideas.
- Model writing an answer to the question and point out the use of
capitalization at the beginning of the sentence and for peoples’ names, as
well as the use of punctuation.
- Give directions for the students to complete the rest of the booklet:
- First, I will read the question at the top of the page.

 - Then, you will write your answer to the question in the lines at the bottom
of the page.
- Next, you will use crayons or colored pencils to draw a picture in the box at
the top of the page to go with what you wrote.
- After you draw your picture, I want you to share your answer with the
person sitting next to you.
- Once everyone is done, we will move onto the next page together.
- Think-Write/Draw-Pair-Share:
- I will read each of the following writing prompts orally as a question (The
students will write their answers, draw their pictures, and share with a
partner before I ask the next question):
1. What family members live in your house?
2. What are your family’s traditions?
3. What are your family’s favorite foods to eat?
4. What languages does your family speak?
- The students will write their answer to each question.
- Then the students will draw a picture to go along with what they wrote.
- Next, the students will pair with a parter and share their answer before I
ask the next question.
*I will walk around throughout this process to provide assistance, ask
questions or have the students explain what they wrote.

C. Evidence of Differentiated Instruction (Content, process, Products, or

Learning Environment)
- Product: The students will draw their own pictures and write about their own
families to create a booklet.
- Learning environment: I will use a combination of whole class, group work, and
independent work.

D. Closure (Summary)
- The students will share their finished booklets with the class.
- Ask: How are your families similar?
- Think-Pair-Pod-Share- the students will think of answer and share with a
partner. Then the students will share with their table groups. Finally we
will discuss the students’ answers with the whole class.
- Ask: How are your families different?
- Think-Pair-Pod-Share
- Explain that families are all different and that we should celebrate these
differences.
- I will collect the students’ booklets.

VI. Assessment/Evaluation
- Formative: I will use questioning and observation to informally assess the students
throughout the lesson. I will walk around while the students create their booklets
and ask them questions to assess their understanding and thought process.

 - Summative: At the end of the lesson I will ask the students what similarities and
differences they notice about their families to assess their ability to recognize the
uniqueness of families. I will also collect the students’ booklets to assess their
writing. I will assess their writing based on if they answered the prompts and used
grade appropriate capitalization, punctuation, and spelling.

VII. Adaptation for your EL

- One adaptation for my EL, Frieda is that she be able to use sentence starters and a
word wall to help her during the writing activity. In her booklet, the sentence starters
will already be typed on the page. Frieda simply has to complete each sentence. For
example, the sentence starters she will use are “The family members that I live with
are_____.” “One of my family traditions is_______.” “My family likes to eat_______.”
and “My family speaks________.” Frieda is at an overall English Language Proficiency
Level of Level 3 (Developing). However, she struggles specifically in the area of
writing. Frieda’s English Language Proficiency Level in writing is between Level 2
(Emerging) and Level 3 (Developing). In Level 2, Frieda is able to complete modeled
sentence starters. In Level 3, she is able to engage in prewriting strategies and form
simple sentences using word and phrase banks. Also, one of the Pennsylvania English
Language Proficiency standards for writing in Level 3 is to write a journal entry about
a family event using a picture dictionary or word wall. In this lesson, Frieda will be
writing a booklet about her own family. By providing sentence starters and a word
wall for Frieda, it will help her to participate in the same writing activity as the rest
of the students in the class. Providing the sentence starters will also lighten the
writing load for Frieda because she will just have to complete each of the sentence
starters. The sentence starters will also be beneficial for the identified students in
the class. In addition to this adaptation, I also include strategies, such as the Visual
Thinking Strategy, and variations of Think-Pair-Share in order to activate prior
knowledge and provide additional support throughout the lesson. During my lesson, I
also make sure to model each step of the process of creating the booklet. That way,
the students will have a better understanding of what they are supposed to do.

VIII.ELs Proficiency Level

Overall and speaking, listening, reading and writing
- Frieda’s English Language Proficiency Levels:
- Overall: Level 3 (Developing)
- Speaking: Between Level 2 (Emerging) and Level 3 (Developing)
- Listening: Level 3 (Developing)
- Reading: Level 3 (Developing)
- Writing: Between Level 2 (Emerging) and Level 3 (Developing)

IX. Self-Evaluation
How has what you have learned about ELs influenced your adaptation(s) and
your lesson generally? Was your adaptation effectively used? In retrospect, what would
you do differently? What went well?

 - I did not have the opportunity to actually teach this lesson in my placement.
However, I intended this lesson to promote the inclusion of my EL, Frieda. I also chose
my adaptation in order to help Frieda to be able to more effectively participate in the
writing activity. What I have learned about ELs in this course has influenced my lesson
and adaptations. For starters, I have learned that people experience culture shock
when moving to a new country or being introduced to a new culture. My EL, Frieda,
may have feelings of disorientation, discomfort, anxiety, and confusion due to culture
shock. Therefore, as a teacher I should do my best to make Frieda feel welcome and
help her adapt. As we learned in class, there are many ways that I could help Frieda
adapt to her new classroom environment. One way that I could help would be to
reduce the cognitive load. In order to reduce the cognitive load, it is important to
allow students to draw on their background knowledge and build on this previous
knowledge. In my lesson, I used the Visual Thinking Strategy as a way to activate the
students’ prior knowledge at the beginning of the lesson. The next way to help ELs
adapt is to reduce the cultural load. One way to do this is to include aspects of the
student’s culture in the classroom. In this lesson, my intention was to include aspects
of Frieda’s culture by allowing her to share about her family and their traditions. She
could also learn about American culture by listening to her classmates share about
their traditions. The third way that teachers can help ELs adapt is to reduce the
language load. In my lesson, I reduced the language load by providing sentence
starters and a word wall as adaptations for Frieda. Finally, the fourth way to help ELs
adapt is to evaluate teaching strategies and approaches. Throughout this lesson, I
provided structure, gave clear directions, and used a variety of strategies. The
strategies that I chose to implement in this lesson are based off of the CALLA model. I
included cognitive strategies, such as the Visual Thinking Strategy that activates prior
knowledge and allows the students to interact with the content. I also included
social/affected strategies, such as the think-pair-share variations that allow the
students to interact with each other. Throughout the semester, I have also learned
about the importance of culturally responsive teaching. As we discussed, in order to
become culturally responsive, teachers must incorporate culture into their teaching,
educate students about different cultures, and celebrate diversity. In this lesson, I
intended to incorporate culture and celebrate cultural diversity by allowing the
students to share aspects of their own cultures. By doing this, the students could
learn about each other’s cultures and celebrate their cultural differences.

X. Justification
Include a short justification for why your lesson promotes the inclusion of your EL
and how your adaptation would have benefitted the EL.
- This lesson promotes the inclusion of my EL. Frieda’s family moved to the United
States from Germany two years ago. German culture is different from American
culture in many ways. For instance, the food they eat, the language they speak, and
the traditions they have are all different from what many children in the United
States would experience. These aspects of Germany’s culture are reflected in Frieda’s
family life. Family is extremely important to Frieda, and her family really values their
German culture. This lesson will give Frieda the opportunity to share many aspects of
her family’s culture, such as food, traditions, and language with her classmates. She

will also be able to learn about American culture as she listens to her classmates
share their booklets about their own families. Therefore, this lesson will celebrate the
cultural diversity within the classroom and promote inclusion. The adaptation I chose
for this lesson would have been beneficial to Frieda as well. She is currently between
Level 2 (Emerging) and Level 3 (Developing) in the area of writing. Because she
struggles somewhat in writing, it is important to provide scaffolds in order to support
her writing development. It would be very beneficial to use sentence starters because
it would lessen the writing load, but still give her the opportunity to practice her
writing skills and participate in the activity. This adaptation will also be beneficial
because Frieda will become more familiar with sentence structures and can apply
them in her writing in the future. By using sentence starters and a word wall, Frieda
will have the tools to be able to construct written sentences on her own.

Cooperating Teacher Approval

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