Designing Lesson Plans: Quality Design

ESE 645

Content Area or Developmental Focus: ELA

Age/Grade of Children: Second Grade

Length of Lesson: 1 hour

Goal Student will develop self-determination skills by listening to a book and activities.
Objective Comprehend the main events of the story Develop self-determination skills Compare real life experiences with story Interact with peers
Standards Included CCSS.ELA-LITERACY.RL.2.3Describe how characters in a story respond to major events and challenges CCSS.ELA-LITERACY.RL.2.5Describe the overall structure of the story, including describing how the beginning introduces the story and the ending concludes the action. CCSS.ELA-LITERACY.RL.2.7 Use information gained form the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Materials Story called Wherever You Go by Pat Zietlow Miller Pencils Colors
Introduction At the beginning of the lesson the students will sit down in the rug area all facing the teacher. I will ask the students what a journey is? I will wait for the student’s response, then I will define journey and provide examples. Once the students have understanding of what journey means they will have time to share their own experiences.
Lesson Development: The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan. Direct instruction: Student will learn vocabulary Character Plot SettingJourney Read the story aloud and ask question to check understanding of the readings.Teach students important parts of the bookDraw favorite part of the story and then share with students why they liked that part Identify main character
Differentiation Create small groups for assignment Seat the student at the front of the class or close proximity of teacher Provide written copies of the stories with images that will be read aloud so the student can follow while teacher is reading. Provide extra time while completing assignmentsProvide student with a visual schedule of the what will happen during the lesson. Always let the student know ahead of time when there is a change in routine or teaching strategy.
Assessment(Practice/ Checking for Understanding) Work independentlyOnce the drawings are done students will present their drawings to the class and share why they liked that part better.Share their own personal stories about self-determination Provide examples
Closing Close lesson by discussing, the main challenge the character/s experienceExplain the beginning, middle and end of the story


“Self-determination is a concept reflecting the belief that all individuals have the right to direct their own lives. Students who have self-determination skills have a stronger chance of being successful in making the transition to adulthood, including employment and independence” (Bremer, Kachgal & Schoeller, 2003). Students learn self-determination skills when they have real life experience and practice what they learned. It is important for students to be given the opportunity to make meaningful choices rather than preventing or limiting student’s choices. The story that I have presented in the lesson plan will help Bianca understand self-determination skills by using animated pictures which are colorful and will get her attention.

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