For this assignment, create a lesson plan for integrated English language development (ELD) instruction that integrates ELLs cultural values and beliefs.

Teacher Candidate Name:

Davielle Vinson

Grade Level:

Grade 2

Date:

October 30, 2023

Unit/Subject:

Social Skills and Classroom Community Building

Instructional Plan Title:

“Together We Grow: Building Our Classroom Community”

Lesson Summary and Focus:

In this lesson, the students will explore the significance of a good classroom community. They will understand what class rules are and why they need to be respectful, kind and cooperative through interactive activities and discussions.

Classroom and Student Factors/Grouping:

The class comprises students of different ethnic groups, socio economic backgrounds, English language learners, and students with IEP/504 plans. Considering the diversity among the students, students will be paired in mixed-ability and mixed- background groupings to foster inclusiveness and peer support. The structure also ensures that different learners’ needs are met and enhances peer knowledge sharing among students.

National/State Learning Standards:

· Common Core State Standards (CCSS) – English Language Arts:

· SL.2.1: Participate in collaborative conversations with diverse partners about Grade 2 topics and texts.

· Mississippi Social Studies Framework:

· 2.C.1: Understand the concepts of leadership and roles of citizens in their community.

· 2.C.2: Describe positive character traits and ethical behavior in responsible citizens.

Specific Learning Target(s)/Objectives:

· Given a classroom scenario, students will identify whether the behavior exhibited aligns with classroom rules.

· Given a discussion prompt, students will share their understanding of respect and kindness in the classroom.

Academic Language

· General Academic Vocabulary: Discuss, identify, scenario, exhibit, behavior

· Content-Specific Vocabulary: Respect, kindness, cooperation, community, classroom rules

· How to teach: Introduce each word with a definition, a picture, and an example in a sentence. Students will then use each word in their own sentences to ensure understanding.

Resources, Materials, Equipment, and Technology:

· Resources: Chart paper, markers, pre-made classroom rules poster

· Materials: Scenarios printed on cardstock, ‘thumbs up/thumbs down’ cards for each student

· Equipment: Interactive whiteboard

· Technology: A video clip from BrainPOP or a similar platform, discussing the importance of classroom communities. This will address diverse learning needs by presenting information in an engaging and visually stimulating manner.

Anticipatory Set

• I will display a short video clip of a group of diverse students working together in harmony and accomplishing a common goal (like building a tower or solving a puzzle).

• After the video, I will pose the question, “What did you observe about how the students in the video interacted with one another?”

• I will create a word cloud on the interactive whiteboard using students’ responses to showcase the importance of teamwork, respect, kindness, and cooperation.

Time Needed

10 minutes

Multiple Means of Representation

Multiple Means of Representation

• I will prepare a guided note handout that outlines the key points of the lesson and includes spaces for students to add their personal reflections and thoughts.

• I will show a cartoon or animated video that portrays different scenarios in a classroom community – both positive and negative interactions. After each scenario, there will be a pause for discussion.

• I will utilize an anchor chart to highlight classroom rules and why they are important.

Explain how you will differentiate materials for each of the following groups:

• English language learners (ELL): I will provide a translated version of the guided note handout, and utilize visuals and diagrams to represent key concepts.

• Students with special needs: Key content will be highlighted on their guided notes. Audio descriptions will be available for any videos shown.

• Students with gifted abilities: They will receive an extended reading list that delves deeper into the concept of community and its broader implications.

• Early finishers: These students can draw or write about an ideal classroom community scenario. They can share their drawings or writings with the class.

Time Needed

20 minutes

Multiple Means of Engagement

Multiple Means of Engagement

• I will initiate a “Role Play Activity” where students act out various scenarios demonstrating good and bad classroom behavior. Students will then discuss the outcomes of each scenario.

• Students will be divided into small groups and given a challenge to build a structure using given materials. The aim is to highlight the importance of collaboration.

• Higher order thinking question: “Why do you think it’s important for us to work together and respect each other in our classroom?”

Explain how you will differentiate activities for each of the following groups: • English language learners (ELL): Pair ELL students with bilingual students, or provide them with prompt cards to help them in role-playing scenarios.

• Students with special needs: Offer role-playing scripts or visual cues. Modify the building challenge if necessary.

• Students with gifted abilities: Ask them to not only act out scenarios but also suggest potential solutions or improvements to bad behavior scenarios.

• Early finishers: Have them brainstorm additional classroom rules or guidelines that might benefit the community.

Time Needed

25 minutes

Multiple Means of Expression

Multiple Means of Expression Students will create a poster illustrating their understanding of a positive classroom community. They will present their posters to the class. (Summative Assessment) Students will also take part in pair-share discussions and a quick electronic quiz game to gauge their understanding. (Formative Assessment)

Explain how you will differentiate assessments for each of the following groups: • English language learners (ELL): Offer vocabulary lists or word banks to aid in poster creation.

• Students with special needs: Allow oral presentations or use of digital tools to express their understanding.

• Students with gifted abilities: Encourage them to draw connections between a positive classroom community and the wider world.

• Early finishers: They can critique and provide constructive feedback on the posters of their peers.

Time Needed

20 minutes

Extension Activity and/or Homework

Students will interview a family member or friend about their experiences in a positive community (can be school, work, or any other community). They will prepare a short report or presentation based on their findings, highlighting the importance of respect, kindness, and cooperation.

Time Needed

Homework assignment, to be presented in the next class.