Student: Emily Chu Professor: Ann Leiter

Course: Student Teaching Day 2    3/20/2023

Grade: 2 Topic: ELA Content Area: Textual Evidence 

STANDARDS AND INDICATORS 

ELA Standard New York State Next Generation English Language Arts Learning
Standard Speaking and Listening Standards (Text Types and Purposes)
5W1c: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and
concepts.
Indicator: This will be evident when students write their own PSA.
ELA Standard New York State Next Generation English Language Arts Learning
Standard Speaking and Listening Standards (Text Types and Purposes)
5W2b: Develop a topic with facts, definitions, concrete details, quotations, or other relevant
information; include text features, illustrations, and multimedia to aid comprehension.
Indicator: This will be evident when students use text evidence from the passage Gulf
Spill Superheroes to write their PSA.
INSTRUCTIONAL OBJECTIVE(S)
I can identify the main idea and use text evidence to support my answers.
After having classroom discussions and observing a teacher model, students will be able to
compose their own PSA and after work in groups to complete one big PSA and share with the
class. This assignment will be based on a teacher created rubric with a passing score of 4 out of
5. (Appendix A)
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS 
Prior Academic Knowledge
Prior to the start of a lesson, each student will know how to read informational texts.
Prior to the start of the lesson, each student will know how to collaboratively work in groups.
Prior to the start of the lesson, each student will know how to distinguish relative text evidence.

Misconceptions
Some students may not understand that all evidence is relevant evidence.
Some students may not be familiar with the concept and purpose of a PSA. 
 DEVELOPMENTAL PROCEDURES (*ENGAGE THE LEARNER)
1. MOTIVATION: During the beginning of the lesson students will watch an educational
video showing a past PSA announcement. Before the video, the teacher will ask
questions during a classroom discussion (Does anyone remember the last time they had a
fire drill? Why do we practice fire drills in school? Does anyone know what PSA stands
for? When is a public service announcement (PSA) sent out?) 
2. The teacher will conduct a group discussion after the video (fire department stop at 2:10)
( What is some information that you learned about from this PSA? Why are PSAs
important? What was the reason for this PSA?)
3. The teacher will review vocabulary words with the whole class that they can use when
they write their own PSA. (Attention, Important, Safety, procedures) (these words are
descriptive, and help create a visual) (This will be added to their PSA worksheet)
4. The teacher will review the written example of the PSA given to them on their worksheet
and review with them why this is a good example on the Smart Board.
5. Students will take out the Gulf Spill Superheroes passage from the day before and use
text evidence to assist with the writing of the PSA.
6. After the group discussions, students will be partnered to create a combined PSA.
(Appendix B)
7. Groups will practice and then perform their group PSA in front of the class. (Everyone in
the group will have a part to read) 
8. Students that get pulled out for reading or are in the Q-R (lower level) reading group will
be provided with a differentiated form of the worksheet.
9. While the students are working on their PSA worksheets the teacher will circulate and
observe how each student is working while taking notes.
10. Conclusion I will call on individuals to explain the importance of a PSA.

ASSESSMENT (formal & informal)

Informal assessment- The teacher will have group discussions with the class and walk
around and observe while the students work independently.
Formal assessment- Students will be assigned a PSA assignment and they will have to
create their own using text evidence from the passage read the day before. This will be
based on a teacher-created rubric which will help guide the lesson for the following day.
(A level 4 sample will be provided)
 
INSTRUCTIONAL STRATEGIES
. Discussion (engaging in class discussion with the teacher)
-Indicator: This will be evident when the teacher asks the class questions about
the educational video and the purpose of a PSA.
. Modeling (Students observing the teacher model
-Indicator: This will be evident when the teacher shows the class an example of a
written PSA.
     . Independent Work (Independently engaging in student work)
-This will be evident when students first participate in writing their own PSA.
ADAPTATIONS
. Students with IEP’S will have directions simplified as needed.
. Students with IEP’S will have preferential seating in the classroom.

DIFFERENTIATION OF INSTRUCTION
. Struggling Students- These students will be provided a modified form on the worksheet
including keywords that can be used when writing their PSA.
 Jace
 Shamel
 Jade
 William
 Liliana 
 Victoria
 Anthony 
Average Students- These students will be given the basic worksheet asking to write a
PSA.
 Olivia
 Andrew
 Ariana
 Darrell
 Joseph
 Jordan
 Mason
 Ryan
 Jenny
 Nayla
 Milana
. The higher- level students will be asked to write their own PSA on important issues in
the world today that can impact them in school.
 Patrick
 Sarah
 Zakhar
 Owen
 Nikolas
 Pola
 Aleksiy
INDEPENDENT PRACTICE 
. Students will create their own PSA before being paired with his/her classmates to create
a combined PSA.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
 Direct Teacher Intervention: After the lesson is complete, students that struggled during
the lesson will be given a poor example of a PSA and will be asked (How can I fix this to
make it better?) During a group discussion.
Academic Enrichment: Students who have completed the assignment will have a chance
to become creative and create their own PSA about anything that can negatively impact
them in school.
INSTRUCTIONAL RESOURCES AND MATERIALS
workbook Pencils
smartboard Reading book
Video
 fReferences
Login: Teachers pay teachers. TPT. (n.d.). Retrieved March 30, 2023, from
https://www.teacherspayteachers.com/FreeDownload/Oil-Spills-PSA-Assignment-3063678 
NEW YORK STATE EDUCATION DEPARTMENT. (2017). New York State Next Generation. English
Language Arts Learning Standards.
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-
generation-ela-standards.pdf

YouTube. (2018, April 21). Be cool about fire safety - allstate PSA (1995?). YouTube.
Retrieved April 16, 2023, from https://www.youtube.com/watch?
v=gdj85Oyy9u4&t=129s 
Appendix A
Appendix B

Key Words (Attention, Important, Safety, procedures) 

Your task is to create a PSA (Public Service Announcement) for the
citizens of our town! It will be shown on the local news station! Give
four statements that could be used for a public service announcement
about oil spills and their effects on the environment. You may include an
illustration to be shown if you would like!
 Include:
You and your partner’s names
Date
Title of your PSA
Illustration of what is to be shown on TV
 Example: “The dangers of oil pollution”

Oil spills can have devastating effects on the coastal environment! Oil
can penetrate bird shells and kill unborn birds. Oil can make it
impossible for birds to fly or get around when it coats their feathers.
Please be aware of proper disposal techniques when you are disposing of
oil that comes from working on your car!