Lesson Plan 9:22:16.docx - Mara Kelly Lesson Plan Title...

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Mara Kelly Lesson Plan Title: Whole Group, Families of the World Subject/Grade: ELA/ 2 nd Grade 1.1 Integration of Learning Outcomes Students should be able to recall key details using illustrations and text to understand characters, setting or plot by contributing to the whole group lesson at least once. Students will demonstrate understanding of using context clues and prior knowledge with unfamiliar text through prediction with 100% accuracy. Students will apply grade-level phonics and word analysis in decoding words with 80% accuracy. 1.2 Standards CCSS.ELA-LITERACY.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. CCSS.ELA-LITERACY.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. CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.2.3 CCSS.ELA-LITERACY.L.2.2. Demonstrate command of the conventions of the standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage à badge; boy à boil). CCSS.ELA-LITERACY. 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. CCSS.ELA-LITERACY.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY. RF.2.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 1.3 Anticipatory Set Essential Question: Remind children that this week they are talking about how families around the world are the same and different. Remind them of the family in “Maria Celebrates Brazil,” and of Alejandro’s family in “Dinner at Alejandro’s.” o Guide children to discuss the Essential Question using information from what they have read and talked about throughout the week. To get us started, we will be reading “Dinner at Alejandro’s”. (Smartboard and Interactive Read-Aloud Cards) Pause as you read to model identifying words that help children visualize the characters, setting and events. o Prompt children to identify the key details that help them to understand the story. What key details can you identify that help you to understand the story? What
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strategy did you use to help you better understand the characters, settings and events? Visualization. 1.4 Procedures Write About Reading Have children write about the details that help them to understand how the foods Tommy eats at Alejandro’s house are the same as and different from the foods that Tommy is used to eating.
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