ELD lesson model

INSTRUCTIONAL UNIT

DATE:
TEACHER
April 25th,
CANDIDATE:
Megan Edwards 2015
Will be given
University of La
May 11, 2015
Verne
Rio Vista
Multiple Subject
Elementary
Credential
School

GRADE 2

LESSON TITLE:

Acquisition
Level:
Expanding
and
Bridging
(lighter color)

Roxaboxen Building a town of your

own

SUBJECT
(Content Area):
ELD

LESSON OBJECTIVE:

Students will be able to:

Listen and understand the
story Roxaboxen.
Collaborate with classmates to
structure their own town.
Orally present the towns
structure to the class

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

CONTENT STANDARD not necessary for ELD
lesson
CCSS: SL - 1 Participate in collaborative
conversations
CCSS: SL 4 Tell a story with appropriate facts
and descriptive details. Plan and deliver a
narrative presentation.
California Dept. of Education
History/Social Science 2.2 -1
Students demonstrate map skills by describing
the absolute and relative locations of people,
places, and environments. Locate on a simple
letter-number grid system, the specific locations
and geographic features in their neighborhood or
community (e.g., map of the classroom, etc)

A. Collaborative
1. Exchanging information and ideas
Contribute to class, group, and partner
discussions, including sustained dialogue, by
listening attentively, following turn taking
rules, asking relevant questions, affirming
others, and adding relevant information,
(building on responses, and providing useful
feedback.)

B. Interpretive
5. Listening actively Demonstrate
active listening to readaloud and oral
presentations by asking and answering
detailed questions with oral sentence frames
and occasional prompting and support. (with
minimal support)

C. Productive
9. Presenting plan and deliver
brief (longer) oral presentations

3. Offering and supporting opinions and

negotiating with others in communicative
exchanges.
Lesson objective:
Students will relate their own creative experiences with those of the authors.
Students will be able to construct their own society by collaborating with peers.
Students will discuss their ideas and come to a conclusion about their town.
Students will integrate the ideas from the text, Roxaboxen, into their own town.
Students will demonstrate understanding by designing an imaginary town and mapping it out
on coordinate grid paper.

ADAPTATIONS FOR LEARNERS

RATIONALE
REFLECTION
To allow for a context rich Picture files worked well!
Picture files, to explain environment to allow for Use of Smartboard to present
better understanding of illustrations while teacher reads
vocabulary words as
English and for building
well as a few other
text allowed for intimacy.
up ELs Cognitive
words that may be
Next time write name of town
Academic Language
confusing to all
requirement last, for assessment.
Proficiency. (CALP)
students.
Lower affective filter.
MODIFICATIONS FOR
ELL

Low anxiety group

activities.
ASSESSMENT
STRATEGY FOR ASSESSMENT

Student groups will brainstorm ideas for their town including:

Town name, at least 5 different job titles for towns-people,
a form of money, and at least 3 societal rules of the town.
Student groups will orally present their towns to the other groups.
Students will match vocabulary words with their meanings
Students will create individual maps of their groups town, following 2nd grade
social studies standards
LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

Power Point which includes illustrations from the piece of literary fiction titled
Roxaboxen .
Computer/Smartboard and/or screen with ability to project Power Point
images.
Blank white paper and lined paper for THROUGH activity (Vocab.
Worksheets)
Graph paper, pencils, erasers and crayons or colored pencils for BEYOND
activity

INTO, THROUGH, and BEYOND

Motivation
Think-share-pair
elbow partner:

Have you ever

pretended you were
living in a different

INTO
RATIONALE
This activity will get
students excited to
remember and share
different examples of

REFLECTION
Students enjoyed
telling each other
about places that they
had imagines I the

place? A castle, an
island, a forest?
Think of an example of
when you pretend you
are somewhere else. (3
min.)

Inside/outside circle:
Same question.
3 rotations (6 min.)

when they imagined

past. I was surprised to
being in a different
hear about places like
place then their normal candy towns or mine
surroundings.
craft creations.
They will be engaged Inside/Outside circle is
in conversation with
difficult because of
their partner. And
how much space it
again with in/out circle takes up. Think of a
partners.
different way, multiple
(A. collaboration
small circles??
exchange information.)

THROUGH
MOTIVATION

Students return to
seats.
Teacher reads the story,
Roxaboxan, while
displaying corresponding
story illustrations on the
Smartboard.
Teacher re-reads the
story, Roxaboxan, ,
stopping to ask
comprehension
questions about the
vocabulary,
while displaying
corresponding story
illustrations AND picture
files. These will be
interspersed throughout
the books illustration
images, to provide a rich
contextual environment
for vocabulary words
and other unknown
words.

Introduce
vocabularythorn
ford
pebbles
plain
pottery
mayor
jewels Amber, Amethyst
plenty
parlor
gallop
fierce
fort
Check for understanding:

RATIONALE

REFLECTION

Students enjoyed the

story and were
Students will practice
completely engaged.
active listening and
If anyone had been
viewing of story and
disruptive, I might
illustrations.
have had a hard time
noticing because my
eyes
were on the text.
Luckily, students
Students will respond
were all interested
to teachers dialogic
but I felt uneasy not
reading strategies as
being able to monitor
the story presents
behavior.
concepts and words
Picture files were very
that students may not effective. The
understand.
pictures sparked
conversation
and stories that the
students wanted to
tell however, as
usual, I had to end
(Students will be given the interaction
a summative
because we needed
assessment with a
to continue with the
vocabulary worksheet. lesson.
Non-ELs will use one
I will continue to use
and ELs will use a
picture files.
worksheet with picture
files.)
I did not do anything
with the vocabulary

Teacher will ask students to

verbally summarize each part
of the story by going through
the illustration images.
(Without re-reading the
story.)

Interactive
activity
Students will form prearranged groups of 4 or
5.
They will have lined
paper and pencil.
Teacher will explain that
groups are to brainstorm
ideas about their own
pretend town. They will
need to invent at least 5
job titles, come up with
a form of money and
agree on at least 3 town
rules.

words.
In fact, I did not
display
the words which was
a mistake. I verbally
explained them ad
used picture files
however, the
students were not
introduced to the
written word. Next
time I will add the
words to a word wall.
I will also have a
Students will work
worksheet with a
collaboratively in
visual picture of each
groups, to invent a
word on one side and
town of their own.
the list of words on
They will emulate the
the other. This will be
characters in the story, an individual
Roxaboxen, by
summative
creating their own
assessment.
jobs, money and
The group activity
societal rules.
went very well.
Students were
A . Collaborative
interested and
1. Exchanging
engaged in the
information and ideas. process. They
3. Offering and
negotiated and
supporting opinions
argued for what they
and negotiating with
each wanted for their
others in
towns.
communicative
The interactions were
exchanges.
friendly and fun. We
had a candy town, a
cloud town, two forest
towns and an animal
town.
Students came up
with rules that were
similar to US societal
rules.

BEYOND

Demonstrates
knowledge of
concept

Interactive
activity
Students will draw
a top-view map of
the town their
group created.
This will be
individually and
for display.
(This will take a few
days and will be an
unfinished work
activity through-out
the week.)

RATIONALE

REFLECTION

I was unable to
Students will be
complete the
engaged in this
BEYOND because
section as most
we ran out of time.
students enjoy art.
I would continue
This will also allow
with the BEYOND
for creativity and
on the next day.
critical decision
making, when they
have to layout the
town. They will be
asked to make their
map conform to 2nd
grade social studies
map making
standards.