Week 11: Graphic Organizers

Candidate’s Name: Sarah Kovalenko

Grade Level: 2

Title of the lesson: Cause and Effect

Length of the lesson: 25 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Students will learn about cause and effect and how to find such occurrences in books. They will learn to fill out a cause and effect chart.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students know how to read and they know what the terms cause and effect mean. They are now learning to identify cause and effect in a text and how to fill out a chart.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Support literacy development through language (academic language) Identify cause and effect while they’re reading and writing. Discuss their ideas in their literacy groups.

Learning objectives Students will learn to identify cause and effect. Students will fill out a cause and effect chart.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Formally, collect the charts of the students to see how well they understand. Informally, circulate the classroom while they’re in their groups to see if they need help

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Anticipatory Set: Introduce the topic by putting up a large cause and effect organizer and show what it does. Have students volunteer different causes and effects (i.e. Cause: waking up late Effect: Missing the bus.) Model New Knowledge: Read a text out loud. Fill in the chart a cause and effect from the text. Guided Practice: Have the students go into their literacy groups and read the text together. Have them fill in their cause and effect charts.

Instructional resources and materials used to engage students in learning. Large cause and effect chart Text Individual charts

Reflections This lesson focuses on many different intelligences, so each child has a chance to succeed. It involves collaborative skills, writing, reading, organizations, and making connections. This method allows students to make use of their different abilities and skills.

Candidate’s Name: Sarah Kovalenko

Grade Level: 2

Title of the lesson: Science: Timeline of a butterfly

Length of the lesson: 25 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Students will learn about timelines in conjunction with their lesson in science.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students have begun a chapter on butterflies. Now they are reviewing what they learned about the metamorphosis of a butterfly and learning about timelines at the same time.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Support literacy development through language (academic language) Students will read a short text and transfer the information onto a timeline

Learning objectives Students will review what they know about butterflies Students will learn about timelines and how to fill it out.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Informal: When students are answering questions as a class, check for understanding Formal: Collect their timelines.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Anticipatory Set: Hang up a large timeline. Explain what the different parts are and how the sequence of time works. Model New Knowledge: Read a text out loud and have students come up and fill in the information in the right order of events. Have them label when everything occurred. Struggling students can have a one on one explanation and demonstration if needed. ELLs can do it in their native language or have a translator. Another idea is having them do it orally. Guided Practice: In groups, have the students read a short text on the metamorphosis of a butterfly. Have them discuss what to fill in and then they should fill it in on their own timelines. Review as a class. Groups struggling students together and work with them as a group. ELLs can complete this orally or in their native tongue.

Instructional resources and materials used to engage students in learning. Text Large and small timelines.

Reflections This lesson introduces a new and vital skills but provides room for differentiation. It can be modified for all students. I would give more time for students to work as a group and then more practice alone. This will scaffold the information better

Candidate’s Name: Sarah Kovalenko

Grade Level: 2

Title of the lesson: Characterization

Length of the lesson: 25 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Students will learn have to identify character traits and how to organize it onto a chart.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students have read texts and identified traits. They are now learning how to organize this on a chart and cite evidence for their claims.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) 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.

Support literacy development through language (academic language) Describe character traits. Write down different traits on their organizers.

Learning objectives Students will learn how to identify character traits Students will learn how to fill out a character trait charts. Students will cite evidence for what they wrote.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Formally, collect the charts that they filled out. Informally, while to students are working or while they are doing in class learning, check for understanding and provide assistance when needed. Struggling students and ELLs can be grouped and get one on one assistance.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Read a text out loud. Write a character name on the board and ask the class for a character trait the describes this character. Write it on the board and who how to find evidence based on the text. Divide the class into groups and have them read the same text and pick a character. Have them write down five character traits for the character with evidence from the text. Review as a class

Instructional resources and materials used to engage students in learning. Character traits charts Text

Reflections This lesson can be modified for all students and can be taught one on one if needed. I would offer more help for ELLs, and give them some time one on one. They need this extra assistance when they are struggling with the language.