Elementary Lesson Plan

Your Name: Leah Bromaghim Grade Level: (circle one) K 1 2 3 4 5 6 ELL Level 1 and 2 students

Subject: (circle one) Language Arts Social Studies Mathematics Science

Lesson Title: Statue of Liberty - nonfiction

Materials Needed: Graphic organizer, booklet of The Story of the Statue of Liberty

Prerequisite Skills: knowledge of Statue of Liberty, we frontloaded with a couple video clips and pictures, read the story “The Statue of Liberty” by Mary F. Porsche

Standard(s): Grade 2, Standard 3 – ELP 2-3.3 An ELL can speak and write about grade appropriate complex literacy and informational texts and topics.

Lesson Objective(s): Students will be able to collaborate with the teacher to write 2 detail sentences and then write 2 independently.

1. Provide objectives: (What are students going to learn?) Time: 2 minStudents will help generate details of how the Statue of Liberty symbolizes freedom.

*Set expectations for students during group time*-raise a quiet hand to answer a question and wait to be called on-stay in your seat unless you ask permission to go somewhere-get your brains warmed up for some great learning today!

2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 7 minWhen I show you this picture of the Statue of Liberty (hold up Porsche book), what does it mean to you? What do you think of? (give WAIT TIME)What might it mean to an immigrant? Oh wait!! What is an immigrant again? Ah yes it is a person who is moving from one country to another. Okay so when a new immigrant is on a boat coming into New York, what do you think the statue might mean to them?

So, based on what you are saying, it shows or symbolizes freedom! Let’s write that as a main idea.Pass out graphic organizer.

3. Provide guided practice: (Guided practice with the teacher) Time: 3 minSo now we have our main idea. What do you know from the book we read that gives us details or supports it (Tells that it is true)?Have the students look through the book to see if they can find parts that support the idea of showing freedom.Look through with them a pick out a page number that fits and model picking it out, putting it into your own words and sentence and making it a stretched out sentence.

4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they “get it?”)? Time: 10 min

Similar to above students will write 2 more details with teacher.

5: Provide extended practice and transfer: (Independent practice of the skill) Time: 7 minStudents will write 1 detail stretched out sentence, on their own. Remind them to pick out a detail from the booklet that we haven’t used yet that supports the idea of freedom.

6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Time: 5 minThe graphic organizer will be assessed based on students’ use of four criteria in the checklist below:

Checklist for assessing the graphic organizer1. Did they mostly use complete or “stretched out” sentences? Yes / No2. Did they use a capital letter at the beginning of most sentences? Yes / No3. Did they put a period at the end of most of the sentences? Yes / No4. Did they complete all parts of the graphic organizer? Yes / No

*when the word “most” or “mostly” is used it means the majority it

Share sentence with group when finished. Let them know that we will be using our ideas and sentences today to write a whole paragraph next week! The work we did today will help us practice writing a good paragraph next week!

IF extra TIME, read “I Pledge Allegiance to the Flag” by Pat Mora and Libby MartinezIntroduce the book by asking what an immigrant was again and explain that the story is about a family whose grandmother immigrated to the US and is taking her citizenship test.

7. Plans for differentiation:Highlighted sentences for JarettTabbed pages. Look at the picture with the sticky note. What is on this page that symbolizes or shows freedom? How can we write it in a stretched out sentence?

TOTAL LESSON TIME: __35ish minutes____

8. References Consulted (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc.): ELP Standards

DAY 2 – Write a paragraph using a hamburger graphic organizer.

*this was a day when only the second graders could come so we did an extra graphic organizer in more of a paragraph form to get them more prepared for the following day when the two third graders could join us to write the full paragraph on lined paper

Sit students down and review Statue of Liberty vocabulary Give them the graphic organizer from the week before and the new hamburger graphic

organizer that they are familiar with as well. Explain to them that today we will work on transferring the information from our web graphic

organizer to the hamburger paragraph graphic organizero BUT before we start! What do we know about paragraphs? What are the rules?

Indentation Format: topic sentence, detail, detail, detail, closing sentence Capital letters at the beginning of sentences, names and Statue of Liberty Periods at the end Space out words! Emphasize importance of using our best and prettiest hand writing

SO what bubble from this web are we going to start our hamburger with?o Main idea middle bubble

Have students pick the detail sentences that come after that. Support them by writing your own version on the board.

After writing out the closing sentence, have students cut out the different pieces of the hamburger, and allow them to glue the pieces IN ORDER STILL onto a colorful sheet of construction paper.

Emphasize how ready they will be to write a full real paragraph on lined paper the next day!

DAY 3 – Write a full paragraph on lined paper.

Sit students down at the document camera table and pass out their completed graphic organizers, a sheet of lined white paper, and a pencil.

Get students minds working by asking recall questions, “What are we working on again? I’ve totally forgotten!!” “Ohhh the Statue of Liberty! Tell me more about what you know about that!”

Refresh memory of what we need to include in a full paragraph Finger indentation Format: topic sentence, detail, detail, detail, closing sentence Capital letters at the beginning of sentences, names and Statue of Liberty Periods at the end of sentences Space out words and spaces after periods! Emphasize importance of using our best and prettiest hand writing because this

is a FINAL COPY Model writing the paragraph with them, while they write it as well. Write a few words and

pause to let them catch up, write a few more, pause again, etc etc. Ask some questions “OH! What comes next?” “Oh wait, what do I need to remember to do?”

Intentionally forget a period and see if they notice, if they don’t, say “Oh no! Friends, what did I forget at the end of this last sentence?

o This shows that it is okay to make mistakes and that it is GOOD to go back and fix them

Some students will have different sentences than others toward the end of the paragraph, but hopefully by then they can copy it off of their graphic organizers or choose to write the one you have up on the doc camera.

Tell students that we need to have a closing sentence at the end of our paragraph to wrap it all up. Ask them what they want to include at the end.

o Maybe give them a sentence starter like “The Statue of Liberty is…” Congratulate the students on their HARD work! Writing a whole 5-6 sentence paragraph as

second and third graders whose first language is not English can be a very challenging task!

Rubric for assessing final copy paragraph about the Statue of Liberty

Points 1 2 3

Paragraph Format(main idea sentence, detail, detail, detail, detail, closing sentence)

1-2 sentences without paragraph formatting

3 or 4 sentences arranged in the correct formatOR more than 4 sentences but in the format

5 or 6 sentences arranged in the correct format

“Stretched out” Complete Sentences

1-2 stretched out sentences

3-4 stretched out sentences 5-6 stretched out sentences

Capital Letters

a few sentences start with a capital letter

some sentences start with a capital letter

all sentences start with a capital letter

Periods at the end of sentences

a few sentences end with a period

some sentences end with a period

all sentences have periods at the end

Spacing and Indenting(1 finger space between words and 2 finger indent at beginning of paragraph)

didn’t indent the beginning of the paragraph and has inconsistent spacing between words throughout writing

didn’t indent the beginning and has consistently good spacing between wordsORindented at the beginning but has somewhat inconsistent spacing between words

indented the beginning of the paragraph and has consistently good spacing between words