Name: Diane Light Grade/Subject: 2nd Date: 7/7/2023

1. Texas Essential Knowledge and Skills (TEKS): (C2)

TEKS110.4 English Language Arts and Reading, Grade 2, Adopted 2017

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral
language. The student develops oral language through listening, speaking, and discussion. The student is expected
to:

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
110.4(A) The student develops oral language through listening, speaking, and discussion.

3. SMART
Objective(s): (C3) Learning Objective
By the end of this lesson, students will demonstrate in small groups listening actively, asking
relevant questions to clarify information, and answering questions using multi-word responses
Essential Question: with 100% accuracy.
Essential Question
How can I use what I know about speaking in a sentence to create multi-word responses?

Learning Objective
By the end of the lesson, students will demonstrate how to follow, restate, and give oral
instructions that involve a short, related sequence of actions in groups of 4 with 80% accuracy.
Essential Question
How can I use what I know about related sequences to follow, restate, and give oral instruction?
Learning Objective
In a small group setting, students will develop social communication such as distinguishing
between asking and telling with 80% accuracy.
Essential Question
How can I use what I know about questions and statements using social communication?

4. Central Focus The purpose of this lesson is to build upon the student’s previous knowledge of
(C4) developing language skills. The students will learn how to follow, restate, and give oral
How will this lesson link instructions that involve a short, related sequence of actions. This lesson will also serve
with other lessons in the
unit?
as a building block for communication skills. Communication is used every day in real-
life situations where students will need to know how to communicate by asking and
telling.
Learning Targets "I can demonstrate how to follow, restate, and give oral instructions that involve a short,
I CAN statements that related sequence of actions.”
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Demonstrate, develop
represents the language
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. listening actively, relevant, clarify, multi-word responses, sequence

There are 4 language

demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
The students will participate in a think pair share to discuss what they know about sequence.
The students will then share with the whole class what they know now that they didn’t know
before about sequencing.
The student will write a sequence of events using at least 3 items in their graphic organizers.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

The students are doing a think, pair, share, that they are using to create their assignment in
graphic organizers.

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Students will watch a short video about sequence of events before think, pair, share and creating
The resources, their assignment in graphic organizer.
representations, and
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and
practice the concepts and 1. build background- Students will create a word wall using vocabulary words before the
language they need to lesson
learn within the
discipline

Site the researcher’s

name as you refer to the
strategy.
2. learning strategies-Students will learn vocabulary in both written text and oral speech
with the whole class discussion and students created word wall.
 Discourse strategies - (GO TO Page)
-Write: Graphic organizer

-Talk: Think, pair, share

Syntax - (GO TO Page)

1. include words recently used activating prior knowledge in think pair share

2. include new vocabulary words with sentence scrambles using graphic organizers

Making Content Comprehensible (R9)

Add visuals to vocabulary word wall

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be The teacher will walk around the room while students do the think, pair, share checking for
aligned to the TEKS, understanding and asking open ended questions.
and objectives.

Summative:
The teacher will use the graphic organizer to check for understanding.

Assessment of your language demands:

Formative:
Teacher will have students participate in a whole class assignment working on a vocabulary
word wall with visuals.

Summative:
The teacher will use the graphic organizer to check for vocabulary understanding.

8. Hook (C7) Hook activity (make connections to prior learning)

Students will watch a video on event sequencing

Closure (C7) Closure Activity: (make connections to prior learning)

Students will play a game with using visuals they draw putting events in order with a partner in
each corner of the room.

Student Assets (C7)

Personal assets: refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, that a teacher can draw upon to support learning.

Cultural assets: refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a
teacher can draw upon to support learning.
 Community assets: refers to common backgrounds and experiences that students bring from
the community where they live, such as resources, local landmarks, community events and
practices, and so on, that a teacher can draw upon to support learning
9. Body of Lesson/
Teaching Strategies and I DO – Teacher will use the app canva (Bloom’s Verbs and Technology Apps) to create a visual
Learning Task(s) sequence of events to model for students.
(C9)

Be sure to include:
How will students learn
and use academic
language? WE DO – The teacher will have a whole group discussion and assignment building a visual
vocabulary word wall. The students will do a think, pair, share for a small group discussion
“Marzano’s Strategies for Success”.
Three higher order
thinking questions.

Marzano Strategy
YOU DO – The student will write a sequence of events using at least 3 items in their graphic
organizers. “Marzano’s Strategies for Success”.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Using a visual vocabulary word wall the
students help to create.

o Gifted / advanced learners: Adding additional vocabulary for students to draw or cut out
pictures to add to the word wall letting the student explain the definition to the class.

Technology: -(GO TO page)

Teacher will use a you tube video for the hook to activate prior knowledge and teach new
content.

Marzano Strategy - (GO TO page)

Teacher will use graphic organizer for students to come up with their own events putting them
in the correct sequence.

Higher Order Thinking Questions (GO TO page)

1. What do you already know about event sequencing?

2. In what order would you begin your event sequencing?

3. After you know what comes first what would be next?

 Grouping / Partnering Technique: (Hattie)
Students will break into small groups and do a think, pair, share

Potential misconceptions and your plan to address it:

The obvious order may not be what comes next. The teacher will walk around the room
listening to small groups to address these possible misconceptions as needed asking open-ended
questions.

10. Resources and Smart board

materials needed (C9) Graphic organizers
Paper and crayons
(E7) Magazines
Scissors
Tape
Speech to text to my autistic student with handwriting issues
Visual search engine for my ell students

(How might you differentiate materials and resources for learners with various needs?)
Students will have a variety of ways to create visuals.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Build relationships with students
Management Strategies
(CBM5) Let the energetic ones be leaders and helpers
What procedures will you
employ to manage Set clear expectations
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Chunk assignments
strategies and planned
supports, will you employ to 2. give extra time
meet the needs of each
student that has identified
3. output Adapt how the student can respond to instruction.
special learning needs?

Modification(s)- (A change in what is being taught or what is expected from the student):
1. Give different assignment

2. let student cut out pictures out of the magazine and place them in the graphic organizer

3. Participation have students put the vocabulary words on the word wall instead of writing
them
(E11)

Strategies for ELLs (strategies that support language acquisition)

1. Scaffolding understanding

2. Background knowledge

3. valuing Linguistic Differences

4. Heterogeneous classrooms

5. Extended discussion