Teacher: Miss Rebecca Murphy

Grade: 2nd
Content Area: ELA
Lesson Title: For what am I thankful?

1. Content and Standards:

a. CCSS.ELA-LITERACY.W.2.5 - With guidance and support from adults and
peers, focus on a topic and strengthen writing as needed by revising and editing.

b. CCSS.ELA-LITERACY.W.2.8 - Recall information from experiences or gather

information from provided sources to answer a question.

2. Prerequisites:
a. Students will have experiences for which they are thankful.
b. Students will have prior knowledge of how to write simple sentences.

3. Essential Questions:
a. How can we generate ideas from past experiences and share them in small
groups?

4. Materials and Equipment:

a. Pencil, eraser, paper, Promethean Board, and computer.

5. Instructional Objective:
a. Following a video on being thankful, students will participate in a “think, pair,
share” activity of writing down 10 individual experiences and/or things they are
thankful for and present them to other classmates in a small group.

6. Instructional Procedures:
a. Before: 5-10 minutes
b. The teacher will call students to their desks to transition from previous lesson.
Teacher will call attention to her and the Promethean board by saying “1,2” and
students will respond with: “Eyes on you.” The teacher will explain that the class
is going to watch a video and then discuss things they are thankful for with a
 “Think, Pair, Share.” She will prompt students to begin thinking of things they are
thankful for as well while they watch. Teacher will play “Kid President’s 25
Reasons to Be Thankful” and students will silently watch video. When the video
is over, the teacher will tell students that when she says “Begin” they will get their
paper and pencil out of their desks and begin to write 10 things they are thankful
for on the paper. The teacher will have timer set for 5 minutes so students do not
have time to disengage from the lesson. Teacher will quickly present a few things
she is thankful for, so students understand the expectations of what to write.
“I am thankful for my family.”
“I am thankful for cakes.”
“I am thankful for books to read.”
The teacher will check for understanding of expectations by having students put a
thumb up if they know what to do. Teacher will explain further if there are any
misunderstandings.
c. During: 10-15 minutes
d. Teacher will say “Begin” and students will get their paper and pencils out and
begin to write things for which they are thankful. The teacher will walk around
the classroom observing students while they are writing. She will answer any
arising questions students have and if students have questions about spelling, the
teacher will prompt them to sound it out and do their best. Teacher will also
monitor the timer and alert students when there is 1 minute left on the timer, so
they are prepared for it to go off and know they are to be done writing. When
timer goes off, teacher will ask students to quietly raise hands if they are finished.
If many students are not completed, then teacher can give an additional 1-2
minutes for them to finish writing.
e. Teacher will tell students to break into their previously assigned reading groups of
3-4 students and begin taking turns sharing their lists of things for which they are
thankful. Teacher will walk around observing and monitoring students
presentations. She will encourage students to take their turn if they are hesitating.
Teacher will also monitor time and if all students in each group seem to be
finished presenting their writing to avoid giving them time to become off-task.
f. After: 5-10 minutes
i. Teacher will call students back to their desks and ask if any students
would like to share 1 thing, they are thankful for to the entire class.
Students will take turns sharing and sit quietly while they listen to their
classmates. Teacher will have students pass in their papers while she
reviews the essential question “How can we generate ideas from past
experiences and share them in small groups?” Teacher will close the
lesson by asking if anyone has any additional questions/comments before
transitioning them to the next lesson.
7. Assessment:

a. I will be observing student participation and understanding of expectations by

walking around the room while they are writing and then presenting to their small
groups. I will also be collecting the written portion to be assessed for accuracy of
spelling and punctuation.

8. Differentiation:
a. For the students who need accommodations/differentiation this lesson can be
scaffolded. Students who require a more advanced lesson will be asked to write an
additional 3-6 sentences of what they are thankful for depending on their level of
being advanced.
b. For students who require a reduced amount of work and need more
accommodation they will be able to write 3-7 things they are thankful for instead
of 10 depending on their ability.
c. The teacher can provide written sentences for them to copy down, she can also
have someone else (like the classroom aide) write what the student dictates.
d. For the student who is unable to use her writing hand due to a cast, she will be
offered help to write down sentences that she dictates.

9. Technology:

a. I will be using a computer and Promethean board to show students a YouTube

video “Kid President’s 25 Reasons to Be Thankful.”
(https://www.youtube.com/watch?v=yA5Qpt1JRE4) This video will be a
wonderful way to enhance student learning, thinking, and engagement. Students
will be able to sit in their seats to view the video and may find it more interesting
to see another child listing things for which they are thankful.

10. Self-assessment:
a. I will be writing down my observations and experiences so I can reflect on them
and continue to adjust objectives and expectations of my future writing lessons.