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Part B: lessons Plans for Learning Segment

Student’s Name:
Professor:
Course:
Date:
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First lesson Plans

Health Education
Planning Task 1
Date of Lesson: 02/20/23
Task 1: planning
Grade Level: Second
Theme: Language Arts
Lesson Plan #: 1
Lesson Title:
Heading: Carla’s Sandwich (Part B)
Reading ability Meta-Strategy for learning segment: Find story features, Break down the Skills,
characteristics, or subjects.
Reading ability Strategy: Set Diagram
Essential Skill: Meaning and Vocabulary in context
Common Core State Standards (CCSS) for English Language Arts:
ELA for 2nd grade Use frequent nouns, phrases, and words learned through conversations,
reading and being read to, and responding to texts.
Learning Target Based on CCSS:
The learners will identify and analyze how the author's choice of words, imagery, and tone
affects the overall meaning of a text. Also, describe how unusual can be good and complete a
comprehension test on the first part of Carla's sandwich with at least 82% accuracy.
Hypothetical Language:
Describe: The apprentices will define the character traits of Carla's classmates and understand
who they are. This allows more precise communication and provides a concrete basis for the
subject pertaining learning segment. Learners will be reinvigorated to search in lieu of and use
adjectives and qualities all through the lesson.
• Describe: Giving a detailed account of something or a certain character.
• Traits: Features of persons that defines the way they are.
• Adjectives: Telling words. In this example, telling traits of Carla’s classmates.
Language Function:
Describe: Learners will find phrases, words, and adjectives learned from end to end dialogues
and interpretation and being read to describe Carla's classmate and her lunch box content.
Learners with particular Learning Needs (also termed as Grouping Students for
Instruction):
This class has not any IEP or ELL apprentices, as termed in the "Context for Learning (Task
1A). However, at hand will be explicit adjustments, supports, plus differentiations for the five
struggling students then two students with impaired hearing. Also present is a differentiation for
competent student in the book learning activity section. Learners are alienated into four groups,
each group having six students. Groups are culturally mixed, teacher-chosen, and
heterogeneous. Continuous evaluation will be conducted via observation during every lesson to
determine if changes must be made regarding individual needs, such as ability level, behavior,
and culture. The placement of two struggling readers is made so that the instructor can access
them and offer added support readily and quickly.
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The three other struggling readers are placed in each of the other three groups to gain support
from their able peers. To accommodate the students with impaired hearing, they are positioned
in front of the classroom where the sound is clearer. All will have to sit down at their lockers in
their corresponding groupings for the rest of the teaching time. Students will be seated in a
circle surrounding the reader while reading Carla's Sandwich. The teacher will then allow them
to fill in their literacy interpretation worksheet in selected teacher groups.
Instructional Resources, level of know -how and Materials.
The Learners will use a Set or Venn diagram to describe characters in Carla's sandwich story.
Students will need a sandwich dish, a sheet of paper to write their ingredients for Carla's
Sandwich, the book itself, Carla's Sandwich by Debbie Herman, and photocopied activity
worksheets and samples of comprehension to be filled during this education segment. Markers
and a board white in color will as well be required. The learners will need own target boards to
let out their opinions/views at the end of teaching part
Assessment Tools and Procedures
The instructor will reexamine the apprentices' performances at the course of the lesson via
observation and rephrasing during the reading skills strategy. They will complete a Venn
diagram to identify and describe the characters of Carla's sandwich. The tool will serve as an
informal assessment for class involvement, while the intellectual capacity worksheet will be
formal. The ability of students to identify adjectives, words, and phrases, describe the
characters, and complete the first part of Carla's sandwich comprehension worksheet will show
how the Learning Target has been achieved.
Family/Community Connection
To engage the family, a note will be sent to the parents before the onset of the lesson segment.
The note's content will send a message across of the child’s teacher plan in regards to what
their child will learn about a key theory of creativity, acceptance, and individuality at the family
and community levels. At the end of the learning segment, learners will take home a work
sample subject to parental cross-checking. Children engage in a play of the Book Carla's
sandwich to exercise their presentation skills, familiarize themselves with new vocabulary and
get new concepts. This will create a good opportunity for the families to discuss the subjects
with their children and get the book learning target.
Educational Theorists
Venn diagram (Jia, Xu, & Wang, 2021) is the lesson's literacy strategy whose purpose is to
provide a perfect, pictorial Graphic Organizer (Gao, Yu, & Cai, 2021) for the students to identify
common elements, and highlight differences between sets of data in regards to Carla's
sandwich. As a result, they will be introduced to the theme of the learning segment which is
intended to create the concept of tolerance, creativity, and acceptance, two lessons. Identifying
themes, character traits, adjectives, and story elements are the meta- Strategy for the three
lessons. More emphasis will be put in these different versions during the learning section.
Part C: Instruction
Learning Activities: Randolph’s Reading-lesson Recommendations
Time: 15 minutes
The subsequent interactions display the key discourse design of this lesson.
Engaging students in incorporating Rip-roaring opening activities and Raises are very
interactive. In this activity, students will be given sheets of paper where they will write a
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description certain features in relation to their classmates. The learners will read out what they
have written loud enough, the strips aloud, after which they put it on a pie plate as the teacher
goes around collecting the sheets of paper. The teacher will then raise some questions
regarding some of the traits leading to a fun discussion and challenge; thus, children will start
raising their in an attempt to air their views and opinions and as a result, they build their
knowledge.
Time: 5 minutes
Reading- Pre-reading, during reading, and post-reading activities are essential. Before reading
the book, the teacher will engage them in activities to help them build background knowledge
and connect to the text. These activities include discussing the topic, asking open-ended
questions, and providing visual support such as a graphic organizer or story map. This will
enhance the easier identification of words and adjectives. During Reading Activities: While
students are reading, the teacher will pause and review the text. In post-Reading Activities, the
instructor can write a summary or even draw a picture to synthesize and review the material.
Time: 10 minutes
Make known literacy strategy—instructor model.
The instructor will point out a circle after drawing a set diagram on the whiteboard, and it reads
out. The children will then identify keywords and phrases, how to search for information, and
how to make connections between the text and the real world. They will be able to notice circles
with descriptive words like creative, tolerant, and even patient classmates. Students will also
brainstorm and summarize what they have learned.
Time: 10 minutes
Review strategy
Students will then go through an assessment test where they read aloud a variety of texts as a
way to practice fluency, pronunciation, and comprehension. They will also fill out a worksheet by
identifying and describing the character traits of the main characters, such as Carla. The
teacher-chosen partner will guide the student with hearing loss while the educator's assistant
will crisscross on the struggling readers/writers who need help going through the questions once
more in order to answer.
Time: 5 minutes
Rate –interpreting learning target by yourself
Wrapping up, the instructor will provide students a few minutes telling them they should
conclude their work. Students will then come forward to pick individual target boards with
learning targets written for those needing a reminder. Learners will then color the dots close by
to the learning goal as they feel they have accomplished. The teacher will give feedback to
every student according to their assessments and the locations of the dots on their target board.
This response will occur after the lesson has wind up, all through inaudible reading time.
Students are to complete a cloze activity with the learning target text.
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Second Lesson Plan

Health Education
Planning Task 1
Date of Lesson: 02/21/23
PLANNING
Grade Status: Second
Theme: Reading
Lesson Plan #:2
Lesson heading:
Heading: Carla’s Sandwich
Knowledge Meta-Strategy for learning section: Find, story elements, and break down the skills,
character traits, or themes.
Literacy Strategy: Vocabulary instruction
Necessary Skill: Understanding vocabulary meaning in context
Common Core State Standards (CCSS) for English Language Arts:
2nd grade common core ELA standard 2.7
Usage of data acquired from the words plus illustrations contained in digital text or print to show
an interpretation of its scenery, plot and characters.
Learning Goal Founded on CCSS:
The apprentices will detect the location of the definition; vocabulary knowledge will become ever
more transferrable across theme zones, and pay more attention on terminology acquisition will
be fruitful. They will also be able to identify the knowledge and skills acquired in Carla’s
sandwich by carrying out a Vocabulary instruction and generating a summation of the story with
a high percentage of accuracy.
Theoretical Language:
Learners will use vocabulary instruction tools to consolidate their story comprehension and
determine the extent/degree to see if the learning target is reached. The same academic literacy
tool will also be acquainted with in the third section of the object lesson:
Disclose Literacy Strategy
The learners must familiarize themselves with the term, sum up or summarize opinions, and
condense (shorten)—the restatement of main points in a case or argument.
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Language purpose
Learners will ascertain the definitions in addition to their location, sum up the knowledge already
acquired on or after the story Carla's sandwich by filling in four columns of vocabulary
instruction. Learners with Explicit Learning Needs
No IEP or ELL learners are in this lesson, as termed in the "Context for Learning" (Task 1A);
however, all students with various individual needs will be accommodated. Present will be
special and universal adjustments besides support for the five struggling writers, readers, as
well as two other students with hearing impairment.
A total of twenty-four students are divided into four groups. The groups are culturally mixed
teacher-chosen and heterogeneous, so the groups are so involved. The four sets of groups will
be evaluated by observing them for the duration of all lesson to conclude if regrouping needs to
be done considering the specific needs of individuals. The aim is to ensure that the groups
provide accommodations for different cultural and behavioral needs. Two of the struggling
learners will join a single group which straight in opposite the board, where the educator is able
to readily reach out and offer additional help speedily. The remaining three struggling learners
will join the remaining groups for each group one student. Here they will get extra support from
other able and competent students.
The two students with hearing loss will be in such a manner that the ears with full hearing are
facing in the direction of the front of the classroom, and the teacher will call out to cross-check if
they are listening before giving any instruction. An educational assistant will also be
occasionally required to work with the teacher during the day to help the students with hearing
problems.
The students will have to remain settled at their writing table in their corresponding groups in
lieu of the better part of the object lesson. While reading Carla’s sandwich, the apprentices will
sit semantically, focusing and putting all attention toward the reader. When it is time for
summaries and completion/filling of the vocabulary instruction, students will return to their desks
and get seated to allow them to concentrate on their work. This way, the teacher can go around
the class to pay close attention to the struggling learners and provide additional support to those
who need it.
Instructional Resources, Technology and Materials
In this object class lesson, the instructor will require different requirements such as markers, a
whiteboard, and the book, Carla's Sandwich by Debbie Herman. Additionally, twenty-four
vocabulary instruction materials are needed for the students. Summary worksheets for the
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students and individual target boards for the same number of students will be required for the
student's voices at the lesson's close. Also, every student should have erasers and paintings

Assessment Measures and Tools

The apprentices will ascertain whatever they have learned, locate and define some concepts
from the story Carla’s sandwich by filling the columns provided in the vocabulary instruction
material and construct a summation of the story with high accurateness. At the onset of the
literacy approach and opening activity, the instructor will evaluate learners' intellectual capacity
verbally. Students will be engaged in incorporating activities including question and answer
where they will participate, as well as the vocabulary instruction tool. The tool will be assessed
informally for participation and comprehension because it is done at the class level. The
summary worksheet will be the formal assessment; students will do them individually. However,
seeking help with spelling a word from the group members is an exception. The apprentices will
have realized the Learning Objective if they can locate, fill in the most used vocabulary in the
columns, and ascertain the kind of skills obtained from the story Carla’s sandwich by carrying
out the vocabulary instruction and summarizing the story with 80% accuracy.
Family, community, and connections
Engaging the family (Epstein, 2019) will be done via notes where learners will be issued with
such notes after the lesson to take home for their parents. Notes will provide them with a
notification on the learning concepts that a child is engaged in. The concepts will be about the
importance of individuality, tolerance, and creativity and how they will help them connect well
with community and family members. Equally, the learners study to identify, locate and
describe the meaning of being creative, they will constantly familiarize themselves with the new
vocabulary, talk about it with the family, generate more creative ideas, and engage in it. All
these processes will help the students catch up easily on the day's learning target. The work
samples will be issued to the students so that they take them home at the conclusion of this
book learning segment.
Informative theories
Vocabulary instruction is what I choose as a literacy approach to back up intellectual capacity
for part two, reading and understanding of Carla’s sandwich. The tool will provide the learners
with flashback skills where they can display the ability to remember the story components from
the beginning, rehearse pronunciations of the new vocabulary and get ready for more literacy
skills and interpretation of further learning in this lesson. The vocabulary instruction tool is a
reading ability strategy that supports the meta-Strategy of classifying story features, personality
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traits and subjects. Summary worksheets and Vocabulary instruction are Detailed Organizers
(Dujardin et al. 2021 which are good for organizing the learners' understanding on paper and
supporting comprehension. The learning segment's theme is creativity and tolerance, which
applies to family and the community. This will give the teachers, parents, and community a very
good platform to partner in building and encouraging students to develop skills and good
character. The graphical organization is very useful to particular group of learners.
Instruction
Learning Actions: Randolph’s Reading-lesson Commendations
Time: 5 minutes
Rip-roaring introductory activity that involves apprentices in the object lesson
Raise: contextual facts for new vocabulary as well as material
The instructor asks: Who's ready for a little test ? And makes an offer that anyone who gets to
answer the challenge can also add points to their groups. This challenge stimulates excitement
for the participation of the students to earn points. The students will then participate in the
following oral comprehension questions:
I. Why did Buster and their classmates tease Carla?
II. Where did the girl hang her traits list?
III. What did the girl bring her mother for the traits’ list pie?
IV. What was the girl doing while her mother made the pie?
The reading target for new learning [collecting student's voices]
Time: 5 minutes
The target for new learning is to develop a system to effectively collect student voices to
understand better and respond to student needs and concerns. The teacher will have the
students repeat after her what he has just read, for example, the words," Now we will establish
what we have learned from the story Carla’s sandwich as well as identify new vocabulary” to
gain a better understanding of how students are feeling and what they need. Additionally, this
system should be designed to be easily accessible to students and include methods to keep the
collected feedback confidential. The system's goal should be to create an environment where
students feel comfortable and open to providing their opinions and insights. The teacher will
then let them summarize the story in their own words, after which they can engage in smaller
group discussions and in turns recite that learning objective to every single one of them. The
learning target will also be written on the whiteboard so every student can see it.
Reveal literacy plan—instructor model.
Time: 15 minutes
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The instructor will draw vocabulary instruction material on the white-colored board and begins
by clearly identifying and explaining the purpose of the strategy and the skill they want the
students to learn. The teacher then models how to complete the task or skill, breaking it down
into step-by-step instructions. Throughout the modeling, the teacher should provide verbal and
visual cues and feedback to help students understand and follow each step of the process. After
modeling the task, the teacher can provide students with opportunities to practice the skill or
task and provide further feedback and guidance. Then explain how the columns will be filled.
The students will then be given more room to suggest a few more ideas from Carla's sandwich
story by raising their hands.
Review Strategy
Time: 15 minutes
The instructor will capture all class attention by inviting all to participate as the class says. He
will incorporate the class in question and answer activity to examine the students' knowledge of
the sandwich story. Room for group discussions on what has been learned from the story Carl's
sandwich will be given at an average of 5 minutes after one group at a time through the group
leader will give their understanding of the concept. The learners will recap to each other the
learning target and summarize the story.
Time: 5 Minutes
Rate: understanding of learning objective independently [collecting student's voice]
The learning target for collecting students' voices is to understand the needs and concerns of
students to create an environment that is supportive and conducive to learning. It is important to
give students the opportunity to express their opinions and ideas in a safe and comfortable
setting. This will allow teachers to create lesson plans tailored to their student's needs and
create a better learning experience for everyone. Independent response will be provided to the
learners as they do an appraisal on their strategies plus complete their worksheets. Regarding
rating understanding of the class, general feedback will be applicable during the last part of the
lesson.
Third Lesson Plan
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References
Epstein, J. L. (2019). Theory to practice: School and family partnerships lead to school
improvement and student success. In School, family and community interaction (pp. 39-
52).
Dujardin, E., Auphan, P., Bailloud, N., Ecalle, J., & Magnan, A. (2021). Tools and Teaching
Strategies for Vocabulary Assessment and Instruction: A Review. Social Education
Research, 34-66. Routledge.
Gao, C. H., Yu, G., & Cai, P. (2021). Given diagram: an intuitive, easy-to-use, and highly
customizable R package to generate a Venn diagram. Frontiers in Genetics, 1598.
Jia, A., Xu, L., & Wang, Y. (2021). Venn diagrams in bioinformatics. Briefings in Bioinformatics,
22(5), bbab108.