Plan 1: Gr. 2 Unit: Through the Lens of Others

Lesson Plan 1 - Day 1-2

Overview of Lesson

This 2-day lesson will provide students with an opportunity to explore how the author uses language and illustrations to help us understand the character's point of view. Students will participate in a close reading of the text and respond to text-dependent questions in order to demonstrate understanding of the text.

TEACHER PLANNING, PREPARATION, AND MATERIALS

These model lessons feature best practices to address Common Core State Standards. The lesson plans were designed for heterogeneous classes. When teachers implement these plans, the skills and special needs of their students should be considered and adjustments should be made accordingly.

Apply appropriate elements of UDL:

The following websites provide alternate strategies and information for differentiation of lesson.

English Language Learners
http://www.wida.us/standards/CAN_DOs/

Gifted Children
http://www.nagc.org/

Special Education and 504 LD Online
http://www.ldonline.org/educators
http://marylandlearninglinks.org

Prepare for small group/guided reading by selecting appropriate leveled text and making connections to "Through the Lens of Others" and other topics related to this theme.

TEXT AND RESOURCES:

Dear Mrs. LaRue by Mark Teague www.youtube.com/watch?v=kaBvntxlTSo
Lexile: 500
Summary: Ike tries to get released from dog obedience school through a series of letters home.

PRE-ASSESSMENT:

Everyone looks at things differently based on their feelings and experiences. How do authors use language and illustrations to express the thoughts and feelings of the characters in the story. Have students respond in writing to this prompt. They will answer this question again at the end of this unit.

PROCEDURE:

Day 1: Dear Mrs. LaRue by Mark Teague

Before reading talk with students about occasions when they have viewed things differently than someone else.

Read aloud the text, Dear Mrs. LaRue. Tell students to listen to how Ike is feeling about being at obedience School. Have students follow along as you read Ike's letters aloud with expression. Encourage students to think about the characters' feelings and how they influence how the text is read. While reading, demonstrate how to read closely to make sense of the dialogue and clarify unknown words. For example: obedience, neglected, misconceptions, melodramatic, canine, and behavioral. After reading have student's share how Ike is feeling about his time at obedience school. Help students to see that Ike is telling the story in the way he sees things. They will locate details from the text to tell how Ike is feeling. Point out that the black and white pictures show his feelings versus the colored pictures which show what is really happening at school. Students should go back into the text to use words and pictures details as evidence to complete the T-chart.

Ike's view (black and white picture and Ike's letter)	What is actually happening (color picture)
He's in prison	welcome sign, sauna and pool

Respond to:
How school ground looks , Other students at school, What teachers are like, How Ike is treated, and Healthcare

LESSON CLOSURE

Share responses from T chart assignment.

ASSESSMENT

Teacher observation of the following:

PROCEDURE:

Day 2

Before reading, tell students they will be reading to locate details that explain why Ike was sent to dog obedience school.

Students will reread text independently or in pairs. Provide students with a way to record the evidence they find (post-its, note taking sheet, etc.). After reading students will list details that tell why Ike was sent to dog school. Have students share details orally in groups. Next, students will write a letter to Ike pretending they are Mrs. LaRue. In the letter they will explain to Ike why he needs to go to dog obedience school.

LESSON CLOSURE

Routine Writing:

Students will use the details recorded during their reading lesson to write a letter. They will write a letter to Ike pretending they are Mrs. LaRue. In the letter they will explain to Ike why he needs to go to dog obedience school. The teacher should monitor students to be sure they are mindful of the audience and purpose of the writing.

ASSESSMENT

Teacher observation of the following:

CCSS STANDARDS ALIGNMENT

Reading: Literature

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.6 Describe how characters in a story respond to major events and challenges.

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Reading: Foundational Skills

RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

RF.2.4.c Statement not found.

RF.2.4a Read grade-level text with purpose and understanding.

RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Speaking & Listening

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Language

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. .

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.