1) The lesson plan is for a 2nd grade class reading the book "Something Beautiful" by Sharon Dennis Wyeth. The goals are for students to understand how they can positively impact their community.
2) Students will discuss ways to make their community beautiful by answering questions about the main ideas in the text.
3) After reading the book, students will brainstorm ways to beautify their community and write postcards to people in their school describing something beautiful they see.
1) The lesson plan is for a 2nd grade class reading the book "Something Beautiful" by Sharon Dennis Wyeth. The goals are for students to understand how they can positively impact their community.
2) Students will discuss ways to make their community beautiful by answering questions about the main ideas in the text.
3) After reading the book, students will brainstorm ways to beautify their community and write postcards to people in their school describing something beautiful they see.
1) The lesson plan is for a 2nd grade class reading the book "Something Beautiful" by Sharon Dennis Wyeth. The goals are for students to understand how they can positively impact their community.
2) Students will discuss ways to make their community beautiful by answering questions about the main ideas in the text.
3) After reading the book, students will brainstorm ways to beautify their community and write postcards to people in their school describing something beautiful they see.
1) The lesson plan is for a 2nd grade class reading the book "Something Beautiful" by Sharon Dennis Wyeth. The goals are for students to understand how they can positively impact their community.
2) Students will discuss ways to make their community beautiful by answering questions about the main ideas in the text.
3) After reading the book, students will brainstorm ways to beautify their community and write postcards to people in their school describing something beautiful they see.
written by Sharon Dennis Wyeth and illustrated by Chris K. Soentpiet
Rationale: One way to effectively address social injustices in a safe and productive context is through literature. This book confronts the idea that young, impoverished students cannot make a difference. This text shows that love and service for our community creates joy in ourselves and others.
READINESS
I. Goal(s)/Objective(s)/Standard(s) A. Goals- Students will understand ways that they can make a positive difference in their community. B. Objectives – Students will discuss different ways of making their community beautiful through answering questions about the main idea of the text. C. Standard(s) – 2.RL.2.1 Ask and answer questions (e.g., who was the story about; why did an event happen; where did the story happen) to demonstrate understanding of main idea and key details in a text.
II. Materials Something Beautiful by Sharon Dennis Wyeth Chart Paper Blank Postcards Pencils Coloring Utensils
Behavior Management Students will be given time count downs for each section of the anticipatory set. Transitioning to the carpet after the anticipatory set before the read aloud will help students to get wiggles out. I will use call and response to gain student attention. Students will be reminded to maintain a level 1 voice during work time. As students are working I will also be walking around and conferencing with each student about their ideas. III. Anticipatory Set - Okay Doodlebugs! Students will be sitting at their desks to start off. We are going to play a little game, but in order to play you need to listen very closely. We need to have a level 0 voice so you can hear my directions! Put in your bubble. For this game, you may walk around the room as needed. Are you ready to play? Okay! The first thing I want you to do is touch something blue. I am going to countdown from 10 and when I get to 1 you should be touching something blue. Everyone found something blue; great job! Next, I want you to close your eyes and take a deep breath through your nose. If you think the air smells good then give me a thumbs up, if it smells bad a thumbs down, and if it smells just okay then give a thumbs to the side. Nice. It looks like most people think the air smells blank. Now I want you to close your eyes again and think about what your tongue tastes like.. is it dry, wet, can you still taste what you ate for breakfast/ lunch? If you like the way your tongue tastes then touch your nose. If you don’t like it then touch your chin. You guys are funny. Here is the next thing I want you to do. I want you to listen to me and copy what a do. Let’s try it. Here I will clap a few different rhythms for them to echo back to me. Wow. We have some talented musicians in here. Now for the very last thing, are you listening? It’s very important. I want you to look around this room and find something that you think it beautiful. When you find that thing come sit on the carpet. I am going to count down from 10 just like I did earlier so by 1 you should be at the carpet. Once students have reached the carpet I will have a few of them tell me what the beautiful thing is that they saw.
IV. Purpose Today we are going to discover the main idea of this book by listening for what the author wants us to learn while asking and answering questions about the text.
PLAN FOR INSTRUCTION
V. Foundational Theory Reader-response theory is the theory in which reader’s feedback or reaction is vital to the understanding of the lesson. Students’ responses verbally as well as demonstratively will show their understanding. Adaptions Students who need assistance with writing: The students who need assistance with their writing can be moved to the kidney table for small group help. Students who cannot sit for long periods of time: Students can move to sit at alternate places around the room during writing time.
VI. Lesson Presentation (Input/Output) –
This book is called Something Beautiful and it was written by Sharon Dennis Wyeth and illustrated by Chris K. Soentpiet. *Reads Book* After I finish reading I will ask them questions such as Did you like this book? What did you notice? What are some examples of things that the characters in the book found beautiful? What did the little girl do at the end of the book? These questions will all be discussion based which will then lead us into the response activity. Here I will pull out a blank piece of chart paper. In the book, the main character cleaned up the area where she lived. She did that as a way to make her community more beautiful. I want us to brainstorm together a list of things that we could do to make our community more beautiful. I will then write their responses on the top of the chart paper and then after we have thought of about 6 or 7 ideas, I will draw a line underneath their ideas. Today we are going to write postcards to people in our school community who we think need to have something beautiful today. Think about someone at school that you could would want to write a postcard for. Who knows who they are going to write their card to? Remember, it is important that we all write to someone different so 17 people get to enjoy something beautiful today. On the bottom of the chart paper, I will list the people they name while also writing the students name beside it. For the students who are struggling to think of a person, I will make suggestions such as the custodians, cafeteria workers, school nurse, former teachers, Mr. Williams (the principal), and so on as needed. Now that everyone has someone to write a postcard to, I am going to demonstrate what I want you to do. I would hold up a blank postcard. On a postcard there is a section for you to write an address for the person you are sending the card to. Since we aren’t mailing these out, I want you to write down the name of the person you are giving it to. On those lines you may also write ‘from: and your name’. Then in the box next to this spot is where you will do your writing. Notice that this spot is not very large so I want you to think about what you are going to say before you write. Then flip it over. This is the side that you can draw an illustration on. I want you to draw something that you think is beautiful. Does anyone have any questions about what they need to write on their postcard? If no questions, I will have the students go back to their seat while 1 or 2 students pass out to the postcards. The first thing you should do is write the name of the person receiving your post card and then your card. If you get stuck with what to write, try starting with your picture. Try to use 7 up sentences like we have been practicing. I will have the brainstormed list of beautiful things up on the doc cam and I will also be writing a post card so they can see me writing as well. This will also serve as an example if they are unsure of what to write.
VII. Check for Understanding/Extending The Learning
I will be checking for understanding during the grand conversation by asking questions such as: Did you like this book? What did you notice? What are some examples of things that the characters in the book found beautiful? What did the little girl do at the end of the book?
VIII. Closure Macaroni and Cheese! *Everybody Freeze* I am so proud of how hard you have all worked on your postcards today. This postcard could be this person’s something beautiful today and that is really special. You guys are my something beautiful all the time. Now when you finish your postcard, please bring it to me and I will make sure it gets delivered to the right person!
PLAN FOR ASSESSMENT
Evaluation Formative: I will listen for students’ understanding based off the answers they provide during whole group time (anticipatory set, grand conversation, brainstorming). As students are working independently, I will be walking around periodically make observations as I go. Another way that I will be assessing my students is through their drawings. The drawings on their postcards should represent things that they find beautiful. Summative: I will have a personal conference with each student during either work time or when they turn their postcard in. During this conference will ask each student what the main idea of the text was. I will use a checklist to make quick note of who could tell me the main idea of Something Beautiful.
Self-Answer Questions 1. How many students achieved the objectives? For those that did not, why not? 2. What were my strengths and weaknesses? 3. How should I alter this lesson? 4. How would I pace it differently? 5. Were all students actively participating? If not, why not? 6. What adjustments did I make to reach varied learning styles and ability levels? a. Bloom’s Taxonomy b. Gardner’s Multiple Intelligences 7. Were the students able to make the connections from the anticipatory set to the completed activity? 8. Were students able to see the potential of their personal action as a positive impact on the community?
