Elementary and Early Childhood Education Lesson Plan Template 

 
 
Name: Lauren Dellojoio Date: 2/2/2022
Course: ECE 4650 Lesson Plan #:  1
Subject Area(s): Reading and Writing Grade Level/Time Frame: 2nd grade
 
Step 1: Identify Learning Context  Description of the learning environment(s) where the learning experience
Learners will take place 
(Classroom  White board with dry erase markers and Smartboard at the
Context)  front of the room
 Desks place in a L shape to make room for dots on the
floor that are use daily.
 Desks in a group of 12, group of 4 and a line of 4.
 Teacher’s desk at the front of the room.
 Wall at the back of the room is divide into “Reading”,
“Writing” and “Math” with informative posters that are update
based on the progression of the class.
 Small group table (Crescent shaped) on the side of the
room for small group time with teacher.
 Two table at the back of the room with three Chrome
books each. Table by the small group table with two desk top
computers. Two Chrome books placed at the extra desk by the
door, and by the storage cubbies. 10 total computers.
 Sink with water fountain on side of room.
 Storage with paper, pencils, erasers, and more for student
resources.

Learner Description  Number of students in class: 20

 Number of males: 10
 Number of females: 10
 Class demographic: 5 POC (African American) and 15
white students
Learning Needs  Number of Supports, Accommodations,
Students  Modifications 
Students w/ IEPs or 504  0  Not applicable
plans 
Students in EIP   2 DI Reading time small group and
15 minutes extra of iRead
Small group math time
Reading fluency progress tracking
four times a month.

English learners   0  Not applicable

Students in  2  Venture or accelerated programs
gifted program   every Wednesday
Students with gaps in Math: 5 Intentional MKO partners during
academic knowledge  Reading: 6 activities
Receive more frequent fluency
progress monitoring
30 minutes of iRead instead of 15
Work with teachers during small
group time
Students do regular fluency tests to
track reading progress
 Other learning needs   Not applicable  Not applicable
Personal Assets, Cultural, Personal: 
Assets, Community
Assets (also referred to as Most the students in this classroom have average interests for children. They
Funds of Knowledge)  enjoy playing outside, animals, reading fantasy or adventure chapter books,
and playing games online. Some of the books they enjoy are Dog Man, Magic
Tree House, and Diary of a Whimpey Kid. Some of the online games they
enjoy are Fortnite, Minecraft, Mario games and Among Us. Many of the
student come from homes with divorced, separated, or single parent household,
but some do have two parent households as well. Due to this, sending home
emails of newsletters or important updates on the student to both parents can
ensure they are both receiving this information and feel included in the
education of their child.

Cultural: 

In the classroom, there are 20 total students. 15 are of white/European racial

backgrounds. Five are POCs, four are African American and one is of African
American and white mixed race. All of the students are of either Christian or
non-religious households. The racial makeup of Dallas is: 47% white, 36%
African American, 9.5% Hispanic, 5.6% Mixed, 1.3% Asian, .17% Native
American and .08% Pacific Islander. At Poole Elementary, 52% of students
are from low-income families. Only 3% of students at Poole are English
Language Learners. When it comes to worldviews, most people in Dallas are
of a traditional and politically and socially conservative households.

Community: 

This lesson takes place at Poole Elementary in Dallas, Georgia located in the
Paulding County School District. The school is located near a segment of the
Silver Comet Trail and several parks and neighborhoods. The school is 15
minutes from the Hiram shopping area where most students and their families
do their shopping and run errands. Students mostly spend their own free time
playing in their local neighborhoods and with other children who live there as
well. The school is also 6 minutes from historic downtown Dallas. The area
has regular events to celebrate holidays for children to attend. Dallas is also
located 30 miles from Atlanta, where there are several museums and
educational places for students to explore.

Step 2: Identify Georgia Standard (s) of Write out standards that apply to the lesson. Write the number and the
Curricular Excellence, WIDA Standard(s), statement. Remember to include those that apply to every subject area you are
Priorities  etc.  integrating in the lesson.  

ELAGSE2W3 Write narratives in which they recount a well-elaborated event

or short sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense
of closure.

Prior Academic Knowledge What prior academic knowledge and/or prerequisite skills will this lesson

and Prerequisite Skills  activate? 
What prior academic knowledge and/or prerequisite skills will students
need for this lesson? 

Students will use their prior knowledge of how a narrative is written from
narrative stories they read as a class. Students will use this knowledge to
verbalize a clear sequence of events and write it out. Students will use their
collaboration skills to properly use the feedback of their peers to improve their
writing.
Overarching Goal, Big Idea, or What are the important understandings and/or core concepts that you want
 Essential Question(s)  students to develop? 

Students will be able to write the middle of their narrative that includes the
clear sequence of events that explains the characters’ action, feelings, and
thoughts

Learning Objective(s) or This (or these) should support the overarching goal, big idea, or essential
Learning Target(s)  question(s); should be measurable; should indicate what students will be able
to do at the end of the lesson (These can be written as “I can” statements) 

 I can write out a sequence of events that includes details of my

character’s thoughts, actions, or feelings.
 I can verbalize my thoughts prior to writing my narrative on paper.
 I can use feedback from my peers to write my narrative.

 
Page Break 
 
  Vocabulary: Includes  Vocabulary  Language Supports 
words, phrases and symbols 
used within disciplines.  Multiple meaning words (if applicable):   N/A
 Multiple meaning None
words are words and
phrases with subject
specific meanings that differ
from meanings used in
everyday life (e.g., table, Academic vocabulary:   Academic vocabulary words will be
ruler, force)  Feelings presented to students as the lesson
 General academic Details progresses.
vocabulary used across Event “In what order will the events follow?
disciplines (e.g., compare, Order Remember to add
analyze, evaluate)  Sequence
 Subject-specific voca
bulary defined for use in Subject-specific vocabulary:  N/A
the discipline (e.g., vowel, N/A
numerator, constitution,
photosynthesis) 
 
Language Supports: instructional
supports that help students understand and
successfully use the language function
(e.g., sentence starters, graphic organizers) 
Step Assessment Plan 
3: Design
Assessment Georgia Performance Standard(s)  Corresponding Learning Format of Assessment(s) 
Framework  Objective(s) or Learning
  Target(s) 
    I can write out a Verbal and written
ELAGSE2W3 Write narratives in which sequence of
they recount a well-elaborated event or events that
short sequence of events, include details to
includes details of
describe actions, thoughts, and
feelings, use temporal words to signal my character’s
event order, and provide a sense thoughts, actions,
of closure.  or feelings.
   I can verbalize my
  thoughts prior to
writing my
 narrative on
paper.
 I can use feedback
from my peers to
write my
narrative.

Type of Assessment  Format of Supports, Evaluation Criteria  

  Assessment (e.g., quiz, Accommodations, How will you know or measure
test, checklist, KWL chart, Modifications if the students have met the
performance task)  (Differentiated learning objective(s) or learning
Assessments, target(s)? 
Culturally Relevant
Assessment) 
Pre-assessment (if applicable)   Introduction  Already completed Students have met the learning
earlier in the week targets if they have written an
  introduction paragraph that
successfully introduces their
narrative’s main idea.

Formative assessment(s)  Verbal/Written Draft Students who need Students have met the learning
extra help or objectives if they are able to
differentiated successfully write the body of
instruction will be their narrative with all three
pulled to the small words/topics that were listed on
group table or be given their graphic organizer. They
individualized help at have also met the expectations if
their desk. They may they are able to use the critiques
also be partnered with of their peer to improve their
a More narrative after verbalizing it to
Knowledgeable Other them.
(MKO) for the
verbalizing of their
narrative.
Summative assessment(s) (when Not applicable (this lesson Not applicable Not applicable
applicable)  focuses on the draft of the
body of the student’s
narrative)
Pre-Assessment Data Summary 
Summarize the results of the pre-assessment data and explain how it will drive your instructional practices. 
Students’ performance on the introduction of their narrative will indicate how much differentiated instruction or extra help a
student may need. Teachers will hover near students with lower performance to hear their narrative prior to writing it and then
stay within close range for help while writing it.  
 
Step 4: Create Materials Needed  Teacher Resources: List all textbooks, children’s literature, CDs/DVDs, videos, and
Learning on-line sources that are resources for you, the teacher, in determining the content and
Activities  in teaching the lesson. Provide proper APA references. 
 Whiteboard
 Smartboard
 Dry erase markers
 Narrative checklist
 Graphic organizer
 Small group table

Student Resources: List, and include, all handouts, worksheets, and other materials,
including assessments, that you will have students use in this lesson. Please make
sure you cite your reference in APA style. Include slide shows you plan to use. Note
 that slide images can be copied from Power Point and pasted into Word documents.
List all other materials needed, and the amount of each. 

 Literacy Notebook
 Pencil
 Graphic organizer
 Narrative checklist
 Paper

Technology Connection  Not Applicable

(OPTIONAL but should be included as
often as possible) 
Connection to the Arts  Not Applicable
(OPTIONAL but should be included as
often as possible) 
Supporting Diverse Learners   How do you plan to differentiate your instruction related to the learning
objective(s) and/or learning target(s) (e.g., content, process, product; representation,
action & expression, engagement).  Explain how the support will assist a specific
student and/or group with respect to the specific learning objective(s) or learning
target(s). For example: 

Students with gaps in the reading/writing knowledge or an EIP in this area may need
extra help writing or verbalizing their narratives. If so, they will be pulled to the
small group table for extra help as a group or may receive individualized help at their
desk with the teacher.

Culturally Responsive Teaching  How is the content of your lesson connected to the students’ assets (personal,
cultural, and/or community) within your classroom? Be specific to the content of the
lesson and the assets of your students. 

Students are able to pick the words on their graphic organizer to incorporate into
their narrative. Students can pick words and topics that are relevant to their own
personal or cultural knowledge. They will likely pick words and topics that they are
knowledgeable on or find relevant to them.

Research and Theory, or Principles of What specific research, learning theories, and/or principles of child
Child Development  development guided your instructional choices for this lesson? How are they
applicable to your learning objective(s) or learning target(s)? 

This lesson requires students to work with more than one partner in order to verbalize
their narrative prior to writing, and then reading their narrative to a different partner.
This is due to Lev Vygotsky’s belief that communication and collaboration
contributes heavily to language development in young students. Students will use the
critiques from the collaboration to improve their writing.

Higher Order Thinking Questions Create at least 5 higher-order thinking questions (along with anticipated
(HOTQs)  answers) using Bloom’s Taxonomy (level 3 and above) or Webb’s Depth of
Knowledge (DOK) levels (level 2 and above), then identify what level each question
represents. Embed these questions into your instructional strategies and learning
tasks section below and highlight them in green. Remember these questions will
occur before, during and after the lesson. 

1. How can we use writing to express the event we have expressed? (Bloom’s
Level 6)
2. How can we use the feedback from our partner to change our narrative?
 (Bloom’s Level 3)
3. How can we use the words written in our graphic organizer to plan out the
sequence of events to make the middle of our narrative? (Bloom’s Level 5)
4. How did using a graphic organizer make constructing our stories easier?
(DOK Level 3)
5. How does the critique of our partners aid our writing abilities? Does this
help us improve? (DOK Level 3)

Instructional Strategies and Learning  I DO:

Tasks (Will VARY by content area)  TWS, “Today you will write the middle of your narrative.
Let’s begin by looking back at the narrative checklist. We can see that in the middle
we need a logical sequence of events with details that tell the actions, thoughts and
feelings of the characters. One way to help you think through your narrative before
writing the draft is to tell the story to a partner aloud using your graphic organizer as
a guide. As you are telling the story, you can cross out ideas that you don’t like and
add new parts if needed.
Let me show you what I mean. First, I will look at my graphic organizer. For the first
event, let’s say I wrote the three words:
Elyse’s pick, Puss in Boots, and favorite.
Now I need to think about how I want an event with those three words to play out. I
will pretend all of you are my partners and I will talk through the first part of my
story before I begin writing my draft. Tell your story aloud, but do not write it yet.
I’ll go first:”
TWS, “It was Elyse’s turn to choose the movie and she knew right away what she
was going to pick. She told us she had seen Zootopia last week and that it was now
one of her favorite Disney Movies of all time. She couldn’t wait to see it again. She
told use that it was hilarious, and she thought we would love it too. Her excitement
made us filled with anticipation, and we could hardly wait to see what Zootopia was
all about.”

WE DO:
TWS, “What do you think? Give me a thumbs up if you think that sounded
interesting or thumbs down if you think I need to change or add something.”
TW allow students to share their ideas for your story and make any necessary
changes to the graphic organizer.
TWS, “Talking through my story before I started working on my draft was very
helpful. You will now turn to the person next to you, tell them a story that include the
three words on your own graphic organizers. Ask your partner for suggestions to
make your event better and change things on your graphic organizer as needed. After
you have each shared your story and fixed your organizer, then you may begin
writing your draft on paper.”

YOU DO:
SW take turns telling their story to a partner and making changes to their graphic
organizer if needed. Then students will begin working on their draft. If students are
having trouble telling their story to a partner, pull them into a small group and
facilitate the storytelling with them.
TWS, “Today you did a good job telling your stories to a partner and making
changes to your graphic organizer. As I was walking around, I could see that telling
your story aloud made it easier for you to write your draft. Turn to the person across
from you and share the narrative you have written.”

Lesson Closure  Give a brief synopsis regarding how you will wrap up the lesson. How will students
summarize and/or share what they have learned related to the objective or learning
target?  
Students will share with the person across from them the draft of their narrative that
they have written. This is a different partner from the original partner they had, so
they will be able to share their narrative to a new set of ears.
 Re-teaching, Re-Engagement, Practice  Describe at least one new strategy for re-teaching the content and/or skills presented
for students who did not successfully meet the learning objective(s) or learning
target(s) identified in the lesson. 

Students who are having trouble writing their narratives on paper will be pulled into
a small group during IRA/Writing or Science/SS time the next day to revise their
draft and see how they can improve with the guidance of teachers.
Extensions  Describe at least one new strategy for enriching, challenging or extending
the content and/or skills for students who successfully met the learning
objective(s) or learning target(s) identified in the lesson. 

Students will be encouraged to add transition words into their first event if they have
already met all the goals of the lesson.

References

Mcleod, S. (2020). Lev Vygotsky's Sociocultural Theory. Lev Vygotsky's Sociocultural Theory |

Simply Psychology. Retrieved September 20, 2021, from

https://www.simplypsychology.org/vygotsky.html.