SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Tessa Swiger
Subject English Language Arts
Grade Level 2nd grade
Date/Duration 1 class period, 1 hour
Big Ideas Students can identify, describe, and artistically represent ones self and
culture.
Essential Questions What were some traits/foods/likes/interests stated in the story?
Can you relate to any of these same things?
What are similarities and differences between peers?
PA/Common Standard - CC.1.2.2.J
Core/Standards
Acquire and use grade-appropriate conversational, general academic, and
domain-specific words and phrases.

Standard - CC.1.3.2.A

Recount stories and determine their central message, lesson, or moral.

Standard - CC.1.3.2.G

Use information from illustrations and words, in print or digital text, to

demonstrate understanding of characters, setting, or plot.

Standard - CC.1.4.2.T

With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.

Standard - CC.1.5.2.F

Add drawings or other visual displays to presentations when appropriate to

clarify ideas, thoughts, and feelings

Objectives Students will be able to identify facts about themselves (physical traits),
while discuss and compare others and their interesting facts about self
Bloom's Taxonomy and cultures with 75% accuracy.

Webb's Depth of
Knowledge (DOK)
Formative & Regular Education Students
Summative Observation of students writing process, following directions, and
Assessment final art project
Evidence Student self assessment
For ELL Students
Reading-listen for correct pronunciation of words, listen and
match words to pictures, view key terms on a page, identify
correct descriptive word to fill in the blanks
 Writing- fill out one word answer blanks on provided work sheet.
Words will include colors, descriptors, body parts, foods, likes,
interests, and names. Word bank can be provided if necessary
Listening- students will actively listen to story that teacher reads
aloud while following along in their own book. If teacher asks
students to point to a specific word (brown hair), students can do
this as well.
Speaking-students will share with class or group their pictures
and work sheet with facts about themselves.
Family- What foods does your family prepare? What are some of
their favorite things, or is there something everyone does as a
family?
Culture- Is there music, TV shows, food, sports, or activities
specific to your culture that you like?

ISTE Standards for http://www.abcya.com/five_senses.htm

Students
Interactive site that describes all 5 senses, followed by a game to
Framework for 21st check understanding on how to use 5 senses
Century Learning FOR ELLs
Uses new vocabulary in context, helps identify functions of the
senses and how it relates to us

Accommodations, Modeling during story
Modifications Sentence frames
Partner discussion
Whole group modeling
Open ended prompts to write about family and interests
Break tasks down into smaller steps
Allow group work
Provide visuals and a mirror to help student visually connect
words to meaning (Where is your nose? Eyes? Color of hair?)

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
Have students watch this music video
https://www.youtube.com/watch?v=SQVYmia6RZQ
Teacher will ask what the song was about
Hook/Lead-In/Anticipatory Set
 Teacher will discuss individuality with class
Then will read What I Like About Me by Allia Zobel-Nolan
http://www.the-best-childrens-books.org/What-I-Like-About-
Me.html
Teacher will use modeling and TPR while reading.
Ask students if they have any hidden talents or if anything is
special about them
Explicit Big Idea Statement
Instructions Teacher will point and read the Big idea written on the board
Teacher will follow along with each word using gestures
Essential Questions Statement
Teacher will introduce essential questions while introducing
the book that will be read to the class
Objective Statement
After reading, teacher will hand out worksheets for students
to fill out
Regular Students- Will write 1-2 short paragraphs on
themselves
ELL students- Use sentence frames with a word bank to fill out
to describe themselves (I have _______ hair. My eyes are _______. I
like to watch ________. I like to listen to ________. My favorite food
is ________.
Transition
Teacher will review key ideas in what they may include in
their writing (hair color, eye color, family size, any pets,
interests, hobbies, sports, etc.)
Students can use home language to make associations
between words
Key Vocabulary
Dolch Sight words (2nd grade level)
(Pre-primer-second grade level for ELL)
Lesson Procedure PreAssessment of Students
Must include Have students share some sentences and ideas with peers in
adaptations & their group table
accommodations Ask student to point to another student that might have a
for students with similar trait (Who else has brown hair?)
special needs Modeling of the Concept

Guiding the Practice
Teacher will have an example already done of a self portrait
with a few written statements underneath.
If time permits, students can write sentences then practice
typing on computer.
Student can write color down on paper in that color marker or
pencil with assistance from peer or teacher (My hair is red. My
eyes are green. )
Providing the Independent Practice
Students will then create their own self portrait, including pictures
of themselves, family, and interests. Using the guide from their
writing, students can have creativity in arranging their pictures
 ELL can refer to example done by teacher.
Then, students can glue sentences and art on large sheet of paper.
Transition
Students will interact with group to complete project and compare
answers.
Adaptations/Accommodations for Students with Special Needs
See highlighted areas
See attached documents
Evaluation of the Formal Evaluation
Learning/Mastery Work sheets at bottom of document
of the Concept
Informal Evaluation
Restate essential questions to students. After some share, compare
likes and interests among groups and then classroom. Refer back
to lines from the song and story to connect with students work

Closure Summary & Review of the Learning
What was the big idea, and were the goals met by the
students? Were students able to successfully complete the
assignment? Were students able to make connections between
themselves, others, and the story?
Homework/Assignments
Share art with family
Reading Materials Book : What I Like About Me by Allia Zobel-Nolan
Technology http://www.the-best-childrens-books.org/What-I-Like-About-
Equipment Me.html
Supplies Youtube Clip:
https://www.youtube.com/watch?v=SQVYmia6RZQ

Contruction paper

Glue

Scissors

Worksheets (See Attached)

White board

Completed example of work that is finished

Various art supplies (crayons, magazine cut outs, markers)

Teacher If time permits, incorporate computer skills (students typing their

Self-reflection written sentences).

WHAT I LIKE ABOUT ME!

Name_________________________________________________________ Date_________________________________

What makes you, you-nique? Using the space below, write sentences describing your appearance, your
likes, family, favorites, talents or anything that makes you special! Then, create a self portrait
incorporating all of your special qualities.

- Hair color (Is it straight or curly?)

- Eye color
- Freckles?
- Height
- Family size
- Pets
- Favorite music/animal/sport/hobby
- Favorite season/subject/TV show
- Talents

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WHAT I LIKE ABOUT ME!

Name __________________________________ Date__________________________

My name is ____________________.

I have ____________________ hair.

My eyes are the color ____________________.

I have ____________ sister

I have _______________ brother

I have a ______________. (animal/pet)

Their name is _____________________.

I am from ___________________.

I speak _______________________.

My favorite song is ________________________.

I like to watch __________________________.

My talent is ____________________________________.

If the teacher already has prior knowledge of the student, sentences can be adapted for student.