Old Dominion University Darden College of Education

Instructional Lesson Plan

OVERVIEW

Lesson Plan Overview

1 Date: October 5, 2018

2 Lesson Title: This Is How We Do It

3 Lesson Author: Alyana Lara

4 Grade Level: 2nd Grade

5 Subject Areas: Social Studies, Literature, Art

6 Time Allotted for Lesson: 1-1 ½ hours

Short Description of Lesson

Utilizing the narrative nonfiction trade book, “This Is How We Do It: One Day in the Lives of
Seven Kids from around the World” by Matt Lamothe, students will get to learn more about
each other’s culture and heritage in this lesson. Throughout the literature section of the
lesson, students will utilize various nonfiction reading strategies (searching for main ideas,
making predictions, inferencing, etc.) while the class reads the book as a whole group. This
book also ties in social studies SOLs 2.1i, 2.12a, and 2.12c by teaching students what good
citizens are and the importance of diversity within communities. For art students will be
paired, and they will decorate an outline of the person they are paired with. There will also
be descriptions of the student (interests, traditions, etc.) included with the stick person that
will be drawn on.

8 Standards
Lesson Plan Standards
Social Studies:

2.1 The student will demonstrate skills for historical thinking, geographical analysis,
economic decision making, and responsible citizenship by

i) practicing good citizenship skills and respect for rules and laws while
collaborating, compromising, and participating in classroom activities

2.12 The student will understand that the people of the United States of America
a) make contributions to their communities;
c) are united as Americans by common principles

Language Arts:
Old Dominion University Darden College of Education

2.3 The student will use oral communication skills.

a) Use oral language for different purposes: to inform, to persuade, to entertain, to
clarify, and to respond.
b) Share stories or information orally with an audience.

2.9 The student will read and demonstrate comprehension of nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful
expression.

Art:

2.17 The student will interpret ideas and feelings expressed in personal and others’ works
of art.
2.21 The student will explain ways that the art of a culture reflects its people’s attitudes
and beliefs.

Instructional Objectives
9
Instructional Objectives

Social Studies:

2.1
To be successful with this standard, students are expected to know how to
 Work in groups to determine actions that can improve the school and community.
 Create illustrations that show people following rules related to protecting the rights and
property of others.
 Identify the good citizenship skills of selected individuals who had an impact on the
lives of Americans and explain how these skills affected the contributions they made.
 Identify how celebrating selected holidays is an example of practicing good citizenship
skills.

2.12
To be successful with this standard, students are expected to know that
 People contribute to their communities by practicing the responsibilities of good
citizens.
 People share the principles of respecting and protecting the rights and property of
others, participating in school and community activities, demonstrating self-discipline
and self-reliance, and practicing honesty and trustworthiness.
 The American people have different ethnic origins and come from different countries
but are united as Americans by the basic principles of a republican form of
Old Dominion University Darden College of Education

government, including the individual rights to life, liberty, and the pursuit of
happiness as well as equality under the law.
Language Arts:

2.3
To be successful with this standard, students are expected to
 participate in collaborative conversations for various purposes (e.g., to inform, to
persuade, to entertain, to clarify, and to respond).
 share and retell an experience or story to an audience in a logical order, with
appropriate facts, and descriptive details.
 engage in taking turns in conversations by:
o making certain all group members have an opportunity to contribute;
o listening attentively by making eye contact while facing the speaker; and
o eliciting information or opinions from others.

2.9
To be successful with this standard, students are expected to
 set a purpose for reading.
 use prior knowledge to predict information.
 explain how illustrations and images (e.g., a diagram showing how a machine works)
contribute to and clarify text.
 use information from a selection to confirm predictions (e.g., return to the text to
locate information, support predictions and answer questions).
 begin to skim text for information to answer specific questions.
 use knowledge from their own experiences to make sense of and talk about a topic,
recognizing similarities between:
o personal experiences and the text;
o the current text and other texts read; and
o what is known about the topic and what is discovered in the new text.
 determine the main idea.
 ask and answer questions about what is read to demonstrate understanding (e.g.,
who, what, when, where, why, and how).

Art:

2.17
To be successful with this standard, students are expected to
 Be able to understand what a person’s ideas, feelings, and intentions are as
shown in their artwork.

2.21
To be successful with this standard, students are expected to
 Explain how a person portrays their beliefs and attitudes in their artwork, along
with the culture displayed in it.

_Focus___________________________________________________
_
10. Enduring Understandings
Old Dominion University Darden College of Education

Social Studies:

2.1
All students should know:
 Good citizens
o collaborate to achieve shared goals
o compromise to reach an agreement
o participate in classroom activities to demonstrate respect for rules.
 People throughout United States history have collaborated and compromised to
achieve common goals and to be successful as good citizens.

2.12
All students should know:
The people of the United States contribute to their communities by practicing the
responsibilities of good citizens.

Language Arts:

2.3
All students should
 understand that oral communication can be used for a variety of purposes.
 participate in group activities by sharing stories or information and by following and
giving directions.

2.9
All students should
 demonstrate comprehension of nonfiction.
 understand that comprehension requires making, confirming and revising
predictions.
 understand that they must attend to the details of the text in order to comprehend.

Art:

2.17
All students should know:
People can express their feelings and ideas in their own works of art and be able to interpret
and identify other people’s artwork.

2.21
All students should know:
A person’s culture, attitudes, ad beliefs can be projected onto a piece of artwork.

Essential Questions

11
 How are we all different and the same?
 Why is it important that we celebrate everyone’s differences and similarities?
 What can be done to acknowledge everyone’s backgrounds?
 What does it mean to be a good citizen?
 Can you describe what a contribution is?
Old Dominion University Darden College of Education

Procedures________________________________________________

Lesson Set
12

*Activities will be explained in further detail under “Techniques and Activities*

Inquiry Based Activity

Before beginning the lesson, the teacher will help facilitate a discussion with the students
using the essential questions listed above in order to introduce the topic of the lesson and
the book being read for it.

Reading of “This Is How We Do It: One Day in the Lives of Seven Kids from around the
World”
Throughout the reading, students will utilize various reading comprehension strategies, such
as inferencing, predicting, making connections, etc.

Display of various artists’ artworks

To introduce the art portion of the lesson, the teacher will show a couple of self-portraits
done by various artists. As a class, the students will ask questions that they may have
about the portraits and attempt to answer their peers’ questions. The teacher will facilitate
the discussion and provide questions in between about the work, such as “What colors do
you see in the picture?” or “What objects are present in their portrait?”

13
Rationale

This lesson will help reinforce some of their reading strategies for nonfiction literature and
allow them to share their own personal experiences, backgrounds, and stories. By doing
this, students not only understand the concepts that are enforced in the language arts and
social studies SOLs, but they are able to retain the information because they are able to
connect the lesson with what they have experienced in the real world. These concepts will
also be reinforced by the use of the art SOLs that are part of this lesson.

14 Techniques and Activities

1. Inquiry Based Introduction (about 5-10 minutes)

Teacher Directed-To introduce the lesson, the teacher will

facilitate a class discussion by using the essential questions
listed in this lesson plan. The students should sit in a large
circle if possible, where the teacher will begin to ask students
the questions. The students are encouraged to also ask
questions about their classmates, even simple questions such as
asking what each other’s favorite colors are or what their
favorite subject is in all of school. Afterwards, the teacher will
introduce the book “This Is How We Do It: One Day in the Lives
of Seven Kids from around the World” by Matt Lamothe.
Old Dominion University Darden College of Education

2. Reading “This Is How We Do It: One Day in the Lives of

Seven Kids from around the World” (about 15 minutes)

Teacher Directed-When the class discussion is over, the

teacher will begin to read the book to the whole class. While
reading the book, the teacher will utilize reading comprehension
puppets that represent each of the different reading strategies
that students use when they are reading nonfiction literature,
such as identifying characters, predicting events, asking
questions, etc. For example, before reading the book, students
will be asked to make a prediction of what the book is about and
make inferences about the characters on the cover. After they
have completed reading the book, the students will be asked
about what they thought about the book overall. Some of these
questions can include:
 What did you recognize or not recognize in this book?
 Look around you. How are your classmates different and the same from you?
 How did the children differ and how were they the same?
 What does the word “culture” mean to you now that we read this book?
 Name one interesting thing that you found in this book.

3. Display of various artists’ works (about 5-

10 minutes)

Teacher Directed-To introduce the art portion

of this lesson, the teacher will display a couple
self-portraits done by famous artists such as
Frida Kahlo, Vincent Van Gogh, etc. Before the
teacher asks any questions, the students will be
paired up and tasked with coming up with one
question about the artwork itself that they will
share with the class. As each pair shares their
question, the rest of the class will attempt to
answer it along with the teacher. After this is finished, the teacher will ask some questions
to the students also, such as
 What colors do you see in the picture?
 Are there any objects that you see in the portrait?
 How do you think they made this, and with what materials?
 What do you think is the most interesting thing that appears in the artwork?

4. Creation of portraits (about 20-30 minutes)

Old Dominion University Darden College of Education

Cooperative Learning-Before the students start this activity, the

teacher will first model how the activity will work with another
student in the class. The teacher will ask the student a
couple of questions and try to draw the answers on the portrait
template (questions are below). Once the teacher has modeled the
activity to them, the students will be tasked to work in their pairs
to create portraits of each other. If there is an odd number of
students, triads can be put in place. The teacher will provide a
couple of examples of questions that the students will ask
each other, such as
 What is your favorite color? Food? Game?
Sport?
 Do you have any pets?
 Does your family have members that are from
outside of the country?
 What is your favorite thing about yourself?
They will ask these questions to each other as they draw
some of the information that their partner gives them on
the body template outline that they will be given. Each
partner will be given 10-15 minutes to complete their portraits of each other.

15 Lesson Closure

To close the lesson, the pairs will present each of their creations to the class. The
person who drew the portrait will be the one to present it, as if they were presenting their
classmate to the rest of the class (language arts SOL 2.3). They can mention each
element and artistic decision they made on the template, including the colors they
picked, the objects that they put in the picture, etc. and explain what each of the
elements in the portrait mean. After each presentation, other students in the class will be
given an opportunity to ask a question about the templates presented and the person
behind it.
When this activity is completed, the teacher will reiterate the essential questions
that were asked at the beginning of the lesson to reinforce the ideas and concepts that
were taught from the book they read earlier, and also ask how the students connected to
the “This Is How We Do It” book that was read at the beginning of the lesson. The whole
class will talk about differences and similarities between each other again, but this time
they will be able to with all of the portraits they’ve drawn. It’s important to emphasize
that America is made up of many different people, as shown in the social studies SOL
2.12. Once the entire lesson is over, the students will turn in their portraits for the
teacher to review and leave a couple of positive notes, then they can display their
portraits in a spot in the classroom where they can always see it.

16 Assessment/Evaluation

Students will be constantly assessed formatively throughout the lesson. Inquiry is

used extensively, and the essential questions and understandings are addressed in each
stage of the session. Their answers to the questions will show how they perceive them, and
also shows how much they already know from their background knowledge. Besides inquiry,
the students will be in Think-Pair-Share mode for an extended amount of time to complete
creating their questions about the famous artists and when they create the portraits. The
Old Dominion University Darden College of Education

portraits and the presentations are also a way for the teacher to evaluate how well students
took the directions and also how well they understood the assignment.
As the lesson is being taught, the teacher will monitor student progress through their
facilitation of each activity. Students aren’t doing much written work except for when they
get to creating their questions and some writing about their portraits, so most of the
student progress will be monitored through teacher-student interaction and student-student
interaction. Each essential understanding is mostly reflective of the interactions the students
make.
To provide feedback to the students, the teacher will ask summative (the essential
questions from the beginning) at the end of the session, listen to what the class has in
response, and then also provide a response back to them. Before putting the class’ pictures
up for display, the teacher will provide small, personal notes on each of them that describes
their strengths in their pictures and presentations.

17 Student Products

The physical product that students will produce are the portraits that they made of each
other and their presentations. Their participation and presentations will reflect their
understanding and the fulfillment of the language art SOL 2.3 as well as social studies SOL
2.1.

18 Supplemental Activities: Extension and Remediation

Extensions:
For students who grasped the material well and may need a challenge for their work, they
can write a few sentences about the portrait they drew of their partner. These
sentences can talk about what each object in the picture means, describing what
their favorite color, food, sport, etc. is, and basic information such as when their
partner’s birthday is. They can also use whatever technology resources (such as
computers, laptops, iPads, etc.) are available in the classroom to research some
background information about their partners. For example, if a student comes from a
different state, they can look up the state to see what their flag looks like, what
famous landmarks are there, etc. and write about it in their sentences or draw those
different things on the template. This can also be done for students who have family
from a different country.

Remediation:
For students who need a little more help with understanding the content, the teacher can
work closely with them to create the portraits. The model of the template activity can
be done again with them so that they can better understand how to do the actual
activity with a partner. As for the content of the book, they can have the teacher sit
with them and their partner to help out with understanding the story of the book.
One way to do this is to ask them to try to make personal connections to some of the
characters in the book and ask if they can relate to some of them or the plot of it.
Once the student understands the concepts, they can begin to work on their portraits
with their partners.

19 Adaptations for Diverse Special Learners

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Learners with Disabilities:

For those learners with disabilities, students can still participate in creating the portraits.
These can be done digitally using an app on the iPad called Book Creator One, where they
can compile an array of pictures into an iBook formatted file that can be shared online with
the class. Once the presentations are over, the iBook can then be printed out to display with
the rest of the templates in the classroom. They can also use the iPads to follow along the
reading of “This Is How We Do It” if they need a different way to access the book.

ESL Students:
The portrait activity is an excellent way for ESL students to show their culture and heritage,
as they have many opportunities to showcase what their values, attitudes, and beliefs are in
their portraits. They can still be paired off with students with the assistance from an ESL
specialist to complete their partner’s drawings. Students who are paired off with ESL
students are highly encouraged to try and say the words that are from their partner’s
culture, i.e. if the ESL student is Hispanic and their favorite color is blue, their partner is
encouraged to say “blue” and blue in Spanish, “azul.”

Gifted Learners:
As mentioned in the extensions, students who are identified gifted will be able to do more in
depth research and writing for their portrait activity. They will be able to use whatever
online resources they have available to them to look up different people, places, and things
associated with their partners to write about.

20 Differentiated Instruction
Students have multiple intelligences that need to be addressed so that they can learn the
content and better retain it. To reach these students, a multi-modality approach will be
integrated, and each part of the lesson will be no longer than 20-30 minutes so that the
focus isn’t lost, and overload of information is avoided. This lesson requires a lot of
collaboration (as seen through Think-pair-share strategies), allowing students to focus on
each other’s strengths to work on each activity. Throughout the lesson, there are many
different visual and kinesthetic experiences that will happen, such as reading the book
and creating the portraits, as well as presenting their pieces, which aids auditory
learners.

Resources__________________________________________________________________

21 Materials and Additional Resources

 “This Is How We Do It: One Day in the Lives of Seven Kids from around the World”
by Matt Lamothe, 05/02/2017, Chronicle Books LLC
https://www.barnesandnoble.com/w/this-is-how-we-do-it-matt-
lamothe/1125586406?ean=9781452150185#/
In Lamothe’s short story, different children from Italy, Japan, Iran, India, Peru,
Uganda and Russia are showing what their daily lives look like in their home
Old Dominion University Darden College of Education

countries. One of the activities include the type of games they play, which is a
reflection of each child’s culture and perspective. This book shows that although
traditions may be different across countries, their common experiences are what
ties them together.
 Reading Comprehension Strategy Puppets:
https://www.teacherspayteachers.com/Product/Paper-Bag-Puppets-for-Reading-
Comprehension-Strategies-Big-Set-1544867
 Body Template:
https://i.pinimg.com/originals/8b/a1/fe/8ba1febe49dacc65dc66b032075e2ca7.png
 Colored Pencils/Crayons
 Pencils/Erasers
 iPads

Web and Attachment Resources

 Book Creator App: https://bookcreator.com/

 Frida Kahlo Portrait: https://www.fridakahlo.org/images/paintings/self-portrait-with-
necklace-of-thorns.jpg
 Pablo Picasso Portrait: http://art-picasso.com/1905_84.html
 Vincent Van Gogh Portrait: https://courtauld.ac.uk/gallery/collection/impressionism-
post-impressionism/vincent-van-gogh-self-portrait-with-bandaged-ear
 Norman Rockwell Portrait: http://www.nrm.org/MT/text/TripleSelf.html
 Kehinde Wiley Portrait: http://2.bp.blogspot.com/-NKt7JXM-
7gE/TcDEytX6H2I/AAAAAAAAAQE/OzomJNW2VrI/s1600/114_full_issue.jpg
 Georgia O’Keefe Portrait: http://2.bp.blogspot.com/-NKt7JXM-
7gE/TcDEytX6H2I/AAAAAAAAAQE/OzomJNW2VrI/s1600/114_full_issue.jpg
*Note: Not all portraits need to be displayed, and this list is flexible.

Reflection and Reaction

Personal Impact on Student Learning

Provide a well written in-depth summary of your personal

impact on student learning. Provide information on what
worked and did not work. What would you do differently?