ELL Project Lesson Plan

Candidate’s Name: Renee Bacchus

Grade Level: 2

Title of the lesson: Summarizing a Text               

Length of the lesson: 45 minutes

 

Central focus Write about a complex text by using evidence to support thoughts.   Sequencing and summarizing (Grades 1-2)

Knowledge of Students to inform teaching ·         Alphabetic Principle, main idea, and retelling

Common Core State Standards ELA S.L.2.2- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.    W.2.3-Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Support literacy development through language (academic language)   Summarize the reading passage Determine the most important ideas Retell and then write the sequence of events Vocabulary General academic terms: categorize, retell, and summarize Content specific: proper, behavior, trainer, punished, manners Sentence Level Sentence structure, transitions/connectives, past tense verb tense Discourse Text structure, message, conversation, discussion with reading partners. Retell and use sequence words to write.

Learning objectives   Will respond to a text by retelling. Will respond to the text by summarizing in sequence the most important ideas.

Formal and informal assessment: collaborative, text-based discussions are observed. Listen for transitional words while students retell the story. Look for accuracy in the summarization and sequence of the writing piece.

Instructional procedure 1)    We did a shared reading on the story, “A Horse Lesson in Good Manners”. 2)    Student orally retold the story in sequence 3)    Student task was to write a summary about the most important parts of the story in sequence. 4)    Give instructional support by rereading the story if necessary. 5)     Determine what parts were important enough to underline them.  This was done to support her as to what she should write in her summary. 6)    Write the most important parts of the story (summarize). 7)    Students share their summary with a partner.   Theory/research: Oral language to develop writing development.   Accommodations and modifications: ELLs/struggling readers: Rereading, paraphrasing, and prompting.  Allow more opportunities to use oral language.

Instructional resources and materials: use starfall.com to bring a story to life, hilighters, the reading passage “A Horse Lesson in Good Manners”, and writing journals.

Reflection I think my instruction supported learning for the whole class. However, finding a shorter passage to start off with might have been more helpful. The prompts and paraphrasing served as instructional support. Using a graphic organizer would have been helpful in organizing student ideas. These changes would improve student learning. According to Gardner’s Multiple Intelligences, students have different ways of learning.  Constructing a visible thinking map would be helpful for visual learners.

 

Dr. Hui-Yin Hsu Spring 2014