Viterbo University

Lesson Plan Template

Constructivist Unit
Effective Spring 2016
Copyright Viterbo University Education Department, All Rights Reserved

Name: Laura Frericks Date: September 24, 2016

Grade: 2/3 Lesson Title: A Fine, Fine School by: Sharon Creech
Time Frame: 4-5 weeks (1 week per book)

Learner Profile (Classroom) IEP Requirements:

I teach a class of 15 students. My classroom is split which means I
have seven second-graders and eight third-graders. My students come
from low-middle income families and all students speak English as
their primary language. My students love to discuss with one another
and enjoy playing Minecraft and Pokmon Go.
Student 1: Requires behavioral and academic support during math,
language, writing and reading
Student 2: Requires behavioral and academic support during math,
language, writing and reading

According to DPI: Student 3: Requires academic support during math, language, writing
At my school, the percentage breakdown of ethnicity is 48% White, and reading.
22% African American and 22% Hispanic. Of all of the students at the
school, 75% qualify for free/reduced lunch. Student 4: Requires speech therapy.

Unit Goal/Central Focus Unit Summative Assessment

Theme: Community Students will invent their own community in pairs that resembles a
Essential Question: How does change influence a community? real community. Students will create a map of their community and
Enduring Understanding: Students will understand that change can include in their presentation: the type of community, characteristics,
influence a community in positive and negative ways. places, people, and how to be a good citizen of their community.

Unit Curriculum Standards

Academic Language:
What is the key language demand and function?
What academic language will you teach and/or develop? What is the key vocabulary and/or symbols?
What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency?
What supports will you provide that will help students understand and successfully use the academic language?
Key Language Demands and Functions Academic Language Practice Support

Demand
This is a low complexity text because of
the repeated phrases: This is such a fine,
fine school. I love this school! Lets have
more school. From now on, lets have
school on and The teachers and
students did not want to go to school on
(blank), but no one knew how to tell Mr.
Keene that. He was so proud of the
children and the teachers of all the
learning they were doing every day.
Function
The student will seek information by
observing and exploring and acquiring
information.
principal Students will practice their The teacher will model the
creek academic language words by vocabulary strategies in whole
fine using: group. Next, teacher will give
strolled Vocabulary webs students a word (not a focus
announce Concept definition maps vocabulary word, but one that
matches the story. Possibly
school or teacher) to do as guided
practice. Last, teacher will send
students off to complete the
vocabulary strategies with the
target academic language.
Teacher will walk and monitor
students work.

Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select a
strategy and justify with research or theory.
Strategy: Inferencing- Whats in the Bubble?
Rationale: Inferencing is a foundational process that leads to higher-level thinking processes necessary for the 21 st century learner. Students
generate inferences all the time, and with the guidance of teachers and specific strategies, they can now become more thoughtful with their
inferences (Marzano 2010).

Marzano, R. (2010). Teaching inference. Educational Leadership, 67(7), 80-01. Available online at http://www.ascd.org/publications/educational-
leadership/apr10/vol67/num07/Teaching-Inference.aspx.

Lesson One Formative Assessments-

Students will use a the Frayer Model to show their
Title- Introduction of A Fine, Fine School Vocabulary Words understanding of the following vocabulary words: principal,
creek, fine, strolled, announce.
Objectives-
Literature: Craft and Structure CCR Anchor Standard 4: Interpret words and
phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning
or tone.
Constructivist Elements- Materials-
Teacher allows the students to practice applying their previous Anchor chart paper
knowledge of vocabulary words by using the Frayer Model. A Fine, Fine School text
Knowledge of vocabulary words is dynamic. Not everyones Frayer Frayer Model worksheet
Model will look the same.
Students are able to work in groups. Resources-
Students will share their discoveries with the class. The TeacherToolKit- The Frayer Model
http://www.theteachertoolkit.com/index.php/tool/frayer-
model

Prior Student Knowledge:

Students will have prior knowledge of words that connect or have a relationship with the key vocabulary words from the text such as principal
and announce. This prior knowledge will help the students form their responses for the Frayer Model. Since all students have different
experiences and prior knowledge, discussions can take place within groups about which response would fit best.

Time Anticipatory Set: 5 minutes

Teacher will flash up a picture of each of the vocabulary words. Students will try to predict what the task for the day is. They may make
predictions about the text which is fine. Teacher will remind students that before the text is read, key vocabulary must be better
understood.

Instructional Procedures: 25 minutes

After the images of the vocabulary words are shown to students, the teacher will write each vocabulary word on the anchor chart.
Teacher can help students say each word aloud. Then, teacher will model the Frayer Model using a word that has a connection to school,
possibly cafeteria or secretary. Students will watch as teacher models how to complete the Frayer Model. Then, each student will get five
sheets with the Frayer Model and will complete one worksheet for each new vocabulary word. They will be able to work in small groups
as to benefit from each students prior knowledge and experience with the word. Teacher will monitor student work and assist where
needed.

Differentiation:
The Frayer Model can be differentiated for higher-level students by asking them to think of two different examples for each box. This
same model can be differentiated for lower-level students by taking away one or two boxes as to not overwhelm the student. It is
important for the student to have exposure to all vocabulary words, so removing a key vocabulary is not an option.

Time Closure: 10 minutes

Students will gather back in a group on the carpet. Students will then share some ideas they thought of with the completion of the Frayer
Model. Remind students that when we read the book tomorrow, they should be looking for the new vocabulary words we studied today.
Lesson Two Formative Assessments-
Teacher will provide discussion prompts to draw students into deeper
Title- Interactive Read Aloud A Fine, Fine School encounters with the text. Students will be provided an opportunity to
convey their understanding through turn and talks.
Objectives-
Literature: Key Ideas and Details College and Career Readiness (CCR)
Anchor Standard 1: Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from
the text.
Constructivist Elements Materials-
Students work collaboratively in partners. Anchor chart paper
Teacher is facilitator, students run the discussion. A Fine, Fine School text
Formative assessment is observational.
There is a community of learners. Resources-
ASCD: Chapter 5. Procedures for Classroom Talk

http://www.ascd.org/publications/books/108035/chapters/Procedures-
for-Classroom-Talk.aspx

Prior Student Knowledge:

Students have knowledge of activities that happen in schools. They will be able to make connections with their prior knowledge and what they
will learn in the text. Students are learning how to cite evidence from the text, and use that evidence when answering higher-level questions
about the text.

Time Anticipatory Set: 5 minutes

Have students turn and talk and list a few reasons why they love school. The principal in our book today loves his school
too. Listen to hear what he requires students to do because he loves his school so much.

Instructional Procedures: 25 minutes

Teacher will do a read aloud with the book, A Fine, Fine School. After the reading, the teacher will name the
skill (sequence of events) and then ask the students to turn and talk and respond to the following prompts
that lead to a deeper understanding of the text.
In A Fine, Fine School, one event happens and then another and another. The order of events in a
story is called sequence of events.
What happened first? Next? Then? Last?
What words did Mr. Keene use to describe his school?
 What happens as the principal requires students to go to school every day?

Differentiation:
Lower-level students will be able to answer what happened in the beginning, middle, and end, instead of using the words first, next, then
and last. Higher-level students will describe the parts of the story using specific details and characters. Higher-level students will be
paired with higher-level students to promote higher-level thinking. A group of lower-level students can work with the teacher or another
adult as a support.

Time Closure: 10 minutes

Students will share with the whole group (or another small group) some of their best discussion points. Sharing is student-led as students
decide what pieces of information they want to sharemaking choices as to what was most meaningful to them.

Lesson Three Formative Assessments-

Title- Character Inferencing Whats in the Bubble?
Objectives-
Literature: Key Ideas and Details CCR Anchor Standard 3: Analyze how and why
individuals, events, and ideas develop and interact over the course of a text.
Teacher will monitor inferencing activity and do
quick checks with students. Quick checks will help
the teacher to gauge which students are understanding
how to use characters actions and feelings to make
inferences, and which students still need help.

Constructivist Elements Materials-

Using the think bubble is hands on. Think bubble sticks
Students may work collaboratively in partners. Post-it notes
Formative assessment is observational. Dry erase markers
There is a community of learners. Mentor Text- A Fine, Fine, School
Students will bring their own set of prior knowledge to create inferences. Text to practice with

Resources-
Think Bubble Inferencing Strategy
Reading Strategies Book by: Jennifer Serravallo

Prior Student Knowledge: Students have prior knowledge of character traits and why characters might be feeling a certain way. They are
learning to combine their prior knowledge with what they see or read from the text.
Time Anticipatory Set: 5 minutes
Teacher will invite two participants to come up to the front and act out a small skit on bullying. The person being bullied will not share
how their feeling aloud, instead the students will need to write on their white-board what they infer he is feeling. Then we will lead into
our discussion about character inferencing.

Instructional Procedures: 25 minutes

Teacher will use A Fine, Fine School to model the Think Bubble strategy. Teacher will strategically find points in the story where
students would need to infer how that character is feeling or what they are thinking, and not saying. Teacher will model how to use the
think bubble stick and where to write their inference. Students will then pick out a book where they can practice this strategy
individually or with a partner. At this time, the teacher will be monitoring and doing quick checks as the informative assessment
strategy.

Differentiation:
Students will be able to use a think bubble stick with lines on it, to help them write. They can use a think bubble stick with no lines,
or they can draw a think bubble on a post-it. There will be three different strategies to be used, for the many levels of the classroom.
Students also have great choice in the different complexity of text they choose to model this strategy.

Time Closure: 10 minutes

Students will gather back on the carpet, and share the book they chose with one of their very best inferences. There will not be time for
everyone to share, so the teacher must be mindful in who is chosen to share.

Lesson Four Formative Assessments

Teacher will check students work to ensure they are answering the analysis question with text
Title- Using Text Evidence from A Fine, evidence in mind.
Fine, School

Objectives-
CCR Anchor Standard 2: Determine central
ideas or themes of a text and analyze their
development; summarize the key supporting
details and ideas.

Constructivist Elements Materials

Students will share their discoveries -iPad
with the class. -Notability app
There is a community of learners. - A Fine, Fine School text
 Students are encouraged to be Resources
responsible and autonomous The Importance of Evidence in the Common Core by: Diane Fettrow
https://assets.pearsonschool.com/asset_mgr/current/201326/CommonCoreFettrow_med.pdf

Prior Student Knowledge: Cite evidence of: What do they know? What can they do based on this knowledge? What skills and knowledge are
they still building? What tool did you use to answer this question?

Time Anticipatory Set: 5 minutes

Today as we read our story one last time, I want you to listen for evidence to support the message of this text.

Instructional Procedures: 25 minutes

Read the text one more time and point out important parts of the book that speak to the lesson/moral of the story. Specifically, re-read the
section when Tilly is talking with the principal about what she is missing out on when she is in school all of the time. Students will be
using evidence from the text to determine what the central message of the story was. Most of the time spent on this lesson is given to the
students, to craft their response in their iPad app, Notability. The prompt is the following: What is a perfect school like? Use text evidence
from A Fine, Fine School to support your ideas.

Differentiation:
The number of specific pieces of evidence that each students gives will differentiate depending on how well they comprehended the text.

Time Closure: 10 minutes

Students may share their responses with a partner. The partner can be checking that specific text evidence from the story was used.