FSW School of Education Lesson Plan Template

Teacher Candidate: Caroline Johnson Date:01/09/2022

Content Area(s): ELA Grade Level: 2 Allocated Time: 35 minutes

Topic: Solving Problems Through Technology (introductory

lesson of new unit) Lesson Model: Direct Instruction

2.V.1.1 recognize/use academic vocabulary in speaking and writing

Standards: 2.V.1.3 identify/use context clues, word relationships, background knowledge, reference materials to
(Reference number(s) and determine meaning
complete standard(s))

● During the guided reading of the texts together as a class, students will be able
Instructional to correctly answer the turn-and- talk guided questions with 100% accuracy.
Objectives/Learner
Outcomes:
● After the guided reading of texts together as a class, students will be able to
€ condition correctly identify relevant details they underlined and explain how the graphic
€ action features contributed to their understanding with 100% accuracy.
€ measurable criteria
for success

Guiding Reread the title and paragraphs 1-2. What is the Central Idea of this selection?
Questions What is the focus for each paragraph?
Critical Thinking: What relevant details help you?
What information in the text makes you think that is the central idea?
How is the central idea in this story similar to another story we read?
How would you summarize the story using the central idea and relevant details?
Where did Mary Anderson’s idea for an invention come from?
What inspired the invention of windshield wipers.

Depth of ● DOK 1: Students will be able to identify context clues that help them
Knowledge determine the meaning
Activities ● DOK 2: Students will describe the focus for each paragraph
● DOK 3: Students will explain about their background knowledge and how it
supports their comprehension of the text
● DOK 4: Students will compare and contrast how the central idea in this story
similar to another story we have read
● DOK 5: Students will create a paragraph and apply information from past
texts to develop an opinion statement with reasons and supporting evidence
and conclusion on “My favorite Invention”
Students will show understanding through sharing responses to the Turn and Talk
Formative
questions and the teacher will monitor accuracy.
Assessment:
n/a
Summative
● Unit 5 introduction video:
Teacher
https://itrs-production.benchmarkuniverse.com/#init/ed41b8cbb8872d187731
Materials: e1aa06cb3dd19a3efbc0/X73134?path=javascript

● Solving Problems Through Technology Benchmark student magazine (21

copies, 1 per student)
 ● Inferences Anchor Chart (chart paper, markers)

● Promethean board with internet and access to Benchmark account

● Pencils
Student
● chromebook

Lesson Preparation: Teacher can choose to pre-teach vocab beforehand or preview concepts
invention
Key Vocabulary:
engineer
problem
solution/solve
device
Vision

● Vocabulary may be displayed during lesson

Literacy Strategies to Vocabulary
● Vocabulary can be added to word wall/ anchor chart for future reference
Support Instruction
● May have access to vocabulary journals or dictionaries if needed
● definitions will be discussed at the beginning of the lesson
Comprehension ● The teacher will walk around and ask students guiding questions
to check for understanding of the material. The teacher will also
use think-pair-share as quick checks for understanding
Instructional Procedures: (Amount of
Time for Each) View Multimedia/Introduce the Essential Question (3 min.)
Introduction
Play the unit video. Ask students what they saw and heard.
Step-By-Step Procedures
€ Include grouping
€ Include transition Display and have students turn to the unit opener spread in Solving Problems Through
statements Technology. Read aloud the Essential Question: Where do ideas for inventions come
from?
Closure
Teacher will say:

For the next three weeks, we are going to learn about inventors, inventions, and what
inspires people to invent new things. As the culminating task for this unit, you will

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 come up with an idea for a helpful robot and create a poster to describe it.
Ask students to quickly jot and/or sketch their initial responses to the Essential
Question on a piece of paper. Collect students’ ideas and tell them they will revisit
their initial thoughts later in the unit.

Real World Perspectives: Turn and Talk (4 min.)

Read aloud each caption or invite students to read them aloud. Discuss each caption’s
connection to the image it supports.
Ask partners to share responses to the Turn and Talk questions. Remind them to take
turns and listen carefully when their partner is speaking.

Introduce the Build Knowledge Vocabulary (5 min.)

As we explore the topic of Solving Problems Through Technology, we will use some
key vocabulary. Some of these words were in the captions we just read.

Display the words one at a time. Use the Define/Example/Ask Routine to introduce
the words. You may support meaning visually using the digital Multilingual Glossary.

Word Define Example Ask (Turn and

Talk)

invention An invention is The telephone Name an

something new that was an important invention that
is made. invention. changed people’s
lives.

engineer An engineer designs An engineer What is a

or builds things that designed the machine an
are useful for people. robot vacuum engineer might
cleaner. design or build?

problem A problem causes Traffic caused a What is a

trouble or is hard to problem for problem you have
understand. people trying to faced?
get to school on
time.

solution/solve A solution answers a The detective was When have you

problem. To solve is able to solve the found a solution
to find an answer to mystery. or been able to
a problem. solve a problem?

Introduce the Knowledge Blueprint (2 min.)

Display the blank Unit 5 Knowledge Blueprint.

This is the blueprint you will use in this unit to record information about the texts you

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 read.

Point out the Build Knowledge Word Bank.

These are the words we just learned. Keep an eye out for them in the tasks and in the
texts you read. I want you to use them in your discussion, writing, and tasks.

Read aloud the questions students will answer on the blueprint and the Enduring
Understandings they will strive to develop.

Just as you have done in earlier units, you will use the texts, your discussions, and
tasks to help you think about and master these Enduring Understandings. And at the
end of the unit, you’ll complete a culminating task that demonstrates what you have
learned.

Preview the Research and Inquiry Project (3 min.)

Ask students to turn to page 31 of Solving Problems Through Technology. Briefly

introduce the project students will participate in to research an invention that interests
them to find out when, why, and how it was invented. Refer to the Research and
Inquiry Projects Teacher’s Guide for pacing suggestions and explicit lessons to use as
needed throughout the unit. In week 1, students should complete step 1 in the Build–
Reflect–Write e–Notebook.

Set Personal Knowledge and Reading Goals (3 min.)

Ask students to turn to the Personal Learning Goals flap on the inside front cover of
Solving Problems Through Technology.

As you think about this unit, what goals do you have for yourself? Maybe there is
something specific you want to learn about technology, inventors, or inventions.
Maybe you have a goal to read a certain number of books during this unit. Today
during independent time, take a few moments to jot down your own knowledge and
reading goals. I look forward to talking with you about them during conferring time.

First Reading: Draw Inferences to Build Knowledge about

Technology (15–18 min.)

Build Vocabulary/Preview the Text (3–5 min.)

Teacher will display and introduce words from the text using the Define/Example/Ask
Routine. The teacher may support meaning visually using the digital Multilingual
Glossary.

Word Define Example Ask (Turn and Talk)

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 device A device is a piece A pencil sharpener is Name a device that
of equipment that a device in our you use at home or at
serves a special classroom. school.
purpose.

Vision Vision is the I wear glasses to help What can affect your
ability to see. my vision. vision?

Display and ask students to open to the biography “A Woman with Vision.” Guide
students to preview the text and graphic features. Draw their attention to the inset on
page 5, which is a diagram. Review the Draw Inferences Anchor Chart from Unit 2,
noting how text and graphic features help readers make inferences. Set a purpose for
the lesson. For example:

Today, we will read the biography “A Woman with Vision.” We will use the
text, text features, and graphic features to draw inferences.

Read and Annotate (5 min.)

Tell students that you will practice annotating the text and making inferences. Read
aloud paragraphs 1–2, pointing out that Mary Anderson noticed that people needed to
scrape their windshields over and over. Guide students to make an inference about
what it takes to have the mindset of an inventor, using this detail. (Having the mindset
of an inventor involves noticing a problem and wanting to improve the lives of
others.)

Have students continue making inferences about the mindset of an inventor from the
remainder of the text. Remind them to notice clues by underlining or making notes in
the margins. Based on their needs, have students read independently or choose an
approach from Ways to Scaffold the First Reading.

Share and Reflect (5 min.)

Ask small peer groups to address the following questions in brief conversation:

What relevant details did you underline or note in the margins?

How do the graphic features give you information about the text?

What information did you use to draw an inference about the mindset of an inventor?

Ask students to share their answers with another small peer group. Invite a few
students to share their ideas with the class.

start planning their paragraphs about their favorite invention,

Students can
and begin brainstorming ideas.
● The teacher can pre- teach key vocabulary and definitions the day before.
Accommodations: Vocabulary
(Include visuals)
ELL 1 or 2 Support
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 ● Students may access spanish/english dictionary

Instructional ● Students may ask the group at their table for help or read with a partner
Support ● Teachers can read out loud directions on the assignments for them.
● The teacher will model what is expected of them and also model additional
examples one one one with the student
ELL 3 or 4 ● Students can be supported in small group after lesson, to reteach key ideas
● Conduct a before-reading picture walk to introduce vocabulary and concepts.
● Stop after meaningful chunks to define unfamiliar words and paraphrase
difficult sentences.
Assessment ● Allow students more time.
Modifications ● Read and repeat directions out loud
● Students may use ELA journal as reference tool
● Display the frames for partners to respond:
When Mary Anderson noticed ___, she ___.
___ is a graphic feature that tells me ___. It helps me understand ___.
Vocabulary ● The teacher can pre- teach key vocabulary and definitions the day before.
Support (Include visuals)
● Students may access spanish/english dictionary
Instructional ● Students may ask the group at their table for help.
Support ● Teachers can read out loud directions on the assignments for them.
● The teacher will model what is expected of them and also model additional
examples one one one with the student
● Students can be supported in small group after lesson, to reteach key ideas
● Conduct a before-reading picture walk to introduce vocabulary and concepts.
● Stop after meaningful chunks to define unfamiliar words and paraphrase
difficult sentences.
Assessment ● Allow students more time.
Modifications ● Read and repeat directions out loud
● Students may use ELA journal as reference tool
Instructional Accommodations:
ESE
● The teacher will point out important illustrations of the text.
€ Accommodations
● The teacher ask students to reread key details and check for understanding
€ Modifications
● Directions can be repeated during small group
● Ask students to repeat things in their own words to ensure comprehension.
● Students can orally dictate their responses and the teacher can write in words.
● Students may ask table neighbors for help
● Read aloud only paragraph 2 ( can be during small group support)
● Before reading, explain the words using visuals, examples, and gestures. Say the words with
students. clean device drivers riding weather windshields
● As you read aloud, use gestures and pause to restate ideas in simpler sentences, e.g., Mary
Anderson saw a problem. Ask questions to check understanding, e.g., What did drivers stop to
do?

Assessment Modifications:
● Display the frames for partners to respond.
When Mary Anderson noticed ___, she ___.
___ is a graphic feature that tells me ___. It helps me understand ___.

Students can explore inventions through a Brainpopjr video and draw about it activity on how to improve
Extensions or Alternate
a design of a toothbrush accessible at the following link:
Activities:
https://jr.brainpop.com/artsandtechnology/technology/engineeringanddesignprocess/
Parents can ask their students questions about what they read today in school. Students can share the story
Links to Home:
with their parents and participate in a discussion together. They can also watch the video about Mary
Anderson’s life together: https://www.youtube.com/watch?v=1IFhwWxL99M

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Post-Lesson Reflection:
€ What went well?
€ What would you do
differently if you
taught the lesson
again?
€ What was your
impact on students’
learning of the
concept?
€ What evidence do
you have to support
student learning?
€ What feedback did
you receive?

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