UbDLessonPlanTemplate

Subject/Course:
TeachersName:
LanguageArts
LeahSouthward
GradeLevel:
LessonTitle:
2
FriendshipSoup
ApproximateTimeFrame:
60minutes
Priorknowledge:
Comprehensionofperspective.
Knowledgeofadjectivesrelevanttofriendship(trust,fairness,kindness,opennessetc.).
UnderstandingofhowtouseIris.
BriefOverview(Summary)oftheUnit:
ThisunitisinspiredbythebookImaginaryFred,writtenbyEoinColferandOliverJeffers.Themainthemeswillbe
themanyqualitiesandformsthatfriendshiptakes,andperspective.Studentswillworkthroughtheseconceptsin
individual,groupandwholeclasswork.Theywillutilizetechnology,art,reading,writinganddialoguetostrengthen
comprehension.Theirfinaltaskwillbeaillustratedstory.Theywillchoosewhethertheywanttoworkindividually
orinsmallgroups.Theywillpresentthistotheclass,theformoftheirpresentationwillbechosenfromoneofthree
options.
Inthislessonstudentswillwatchthevideofriendshipsoup.Insmallgroupstheywillbrainstormingredientsthey
wouldputintothesoup.Studentswillendeavortothinkfromthepointofviewofthecharactersinthebook
ImaginaryFred,andbrainstormingredientsthattheymightaddtothesoup.TheywilluploadshortvideostoIris
explainingwhatingredienttheychoseandwhy.Finally,theTeacherwillintroducethefinalassignmentoftheunit,
theillustratedstory.Usingtheworkinperspectivethattheclasshasbeendoinginthissessionasawaytoleadinto
oneoftheassignmentsmostimportantfactors,thestudentsandwillworktogethertodesigntherubricthatwillbe
usedtoevaluatetheirstory.

Stage1DesiredResults(Acquisition,MeaningMakingandTransfer)
ELAGeneralOutcomes:
1.Studentswilllisten,speak,read,write,viewandrepresenttoexplorethoughts,ideas,feelingsandexperiences.
2.Studentswilllistenspeak,read,write,viewandrepresenttocomprehendandrespondpersonallyandcriticallyto
oral,printandothermediatexts.
4.Studentswilllisten,speak,read,write,viewandrepresenttoenhancetheclarityandartistryofcommunication
5.Studentswilllisten,speak,read,write,viewandrepresenttorespect,supportandcollaboratewithothers
ELASpecificOutcomes:
1.1 DiscoverandExplore
Expressideasanddevelopunderstanding
Experimentwithlanguageandforms
Expresspreferences
1.2ClarifyandExtend
Considerothersideas
ExtendUnderstanding
2.2Respondtotexts
Constructmeaningfromtexts
2.4CreateOriginalText
Generateideas
4.3PresentandShare
Grade 2 lesson plan
2015

Presentinformation
5.2Workwithinagroup
Cooperatewithothers.
Workingroups.
EssentialUnderstandings:
Perspectiveinfluencesthewayacharacterorpersonemotionallyexperiencesanexchange.
FriendshipInvolvesmultiplefactors.
Rubricsarecreatedtoevaluateworkandcanbeusedasaguideline.

Transfer:Studentswilldemonstrateunderstandingof_____andapplyittoanewproblemorsituation.
(Whatkindsoflongterm,independentaccomplishmentsaredesired?)
Understandingofhowarubricworks
Abilitytoenrichreadingexperiencesthroughthinkingfromthecharactersperspectives
Understandingofthewhyrequirementssuchaspropersentencestructure,aclearbeginningmiddleandend,and
evidenceofthoughtfromotherperspectivesarevaluableinastory

MeaningMaking:Studentswillunderstandandkeepconsidering
Understandings:Studentswillunderstandthat...
Theirworkwillbeevaluatedaccordingtoarubric
Differentpeopleexperiencedifferentemotions,intextandinlife
EssentialQuestions(LongTermandTopical):
Howdoesperspectiveinfluenceourunderstandingsofanevent?
Whataresomeelementsoffriendship?
HowmightthecharactersinImaginaryFredfeel?
WhatdoIfeelisimportantinfriendship?
AcquisitionofKnowledgeandSkill

Knowledge:Studentswillknow
Howtoselfevaluatewhenprovidedwithguidelines.
Howtoprovidepeerfeedbackwhenprovidedwithguidelines.
Skills/Performance:Studentswillbeableto
Useagraphicorganizertowriteastorywithabeginning,middleandend.
Describethefunctionandpurposeofarubric.

Stage2AssessmentEvidence
PerformanceTaskorOtherKeyEvidenceoflearning(Whatwillstudentsunderstandand/orbeabletodo?)
Contributiontofriendshipsoup.
Therubricwillbeusedasagaugeofoverallclassunderstanding.
Irisvideoswillhelpinformteacherofstudentcomprehensionandvocabularyproficiency.
KeycriteriatomeasurePerformanceTask(s)orKeyEvidence:
Examples:Rubric,Checklist,etc.
Informalobservationofsmallgroupandwholeclassdiscussion.
Rubricgeneratedinlesson.
Irisvideos.
Grade 2 lesson plan

2015

OtherEvidencetoreflectstudentlearning(formativeand/orsummativemeasures)
Formative:
Teacherwilltakenoteofstudentresponseinordertojudgelevelofengagement,useofvocabulary,qualityof
response,abilitytothinkfromdifferentperspectives.
Studentinputintorubricdesign.
Summative:
Irisvideos.

Stage3LearningPlan,Experiences,andInstruction:
W
Wherearewegoing?
Whatisexpected?

H
Howwillwehook
(Introducethisto)the
students?
Howwillwepreassess
studentknowledge,
understandingandskills
toinforminstruction?

E
Howwillweequip
studentsforexpected
performances?

R
Howwillwerethinkor
revise?(ongoing,
formative,keepcoming
backasneeded)

Grade 2 lesson plan

TheTeacherwill

TheStudentwill

Explaintostudentsthattheyaregoingto
watchthevideoFriendshipSoup,before
makingtheirown.Thentheteacherwill
workwiththewholeclasstodesigna
rubricforthestorythatstudentswillbegin
writinginthenextclass.

Focustheirattentionandlistentothe
instructions.Watchthevideoandthen
brainstorminsmallgroupsthe
ingredientsthatmightgointofriendship
soupbeforesharinginawholeclass
discussion.Workwiththeteacherto
designarubricthatwillbeusedto
evaluatetheirstory.
Studentswillneedtofocustheirattention
onthevideo.
Theywillthinkabouttheirown
experienceswithfriendshipandthe
experienceofthebookscharacters.
Studentswillthinkaboutwhatthey
rememberfrompreviouslessons.
Theywillneedtopracticetheir
communicationskillsinordertowork
productivelywithintheirgroups
Studentswillhaveparticipatedin
discussionsaboutthemeaningof
perspectiveandlistenedtoandasked
questionsoftheteacherwhenheorshe
modeledthiskindofwork.
Theywillhaveaddedsomefriendship
vocabularytotheirwordbooks.
Studentswillunderstandtheimportanceof
vocabularyandtextconventionstostory
composition.
Groupandwholeclassbrainstormingwill
encouragestudentstoincorporatetheir
peerscommentsintotheirownconceptof
friendship.
Studentparticipationinthecreationofthe
rubricwillfurtherinformtheir
understandingoftherequirementsofa
story.Itwillalsoenrichtheir

WatchFriendshipsoupvideo.
Askstudentstovolunteerthingsthatthey
learnedaboutfriendshipfromImaginary
Fred,andthingstheyknowabout
friendshipfromtheirownlives.Havethem
brainstorminsmallgroupsandthenhave
thewholeclassshare.

Whenreadingthetextintheprevious
lessontheteacherwillhavefirstexplained
perspective,andthenmodeledthinking
fromthevariouscharactersperspective
andinvolvedstudentsinthisbyasking
openendedquestionsofthem.Theteacher
willhavehadseveraldiscussionswith
studentsabouttextconventionsappropriate
tothegrade.
Discussionoffriendshipingredientswill
telltheteacherwhetherstudentshave
sufficientgraspofvocabularyandconcepts
relevanttofriendship.
Studentresponsetotherubriccreationwill
informwhethertheyunderstandgrade
appropriaterequirementsofwritingastory.
Thisinformationwillbeusedtotellthe
2015

Howwillstudentsself
evaluateandreflecttheir
learning?

Howwillwetailor
learningtovariedneeds,
interests,andlearning
styles?(differentiation,
accommodation,
modification)

O
Howwillweorganizethe
sequenceoflearning?
(pleaseincludethe
sequence)

Grade 2 lesson plan

teacherwhetherpreviouslessonsneedtobe
returnedtopriortobeginningworkontheir
stories.

understandingoftheevaluationprocess.

Asanexitsliptheteacherwillaskeach
groupofstudentstoverballyshareone
thingtheylearnedinthelesson.
Workontherubricwillencouragestudents
tothinkaboutwhattheyareconfidentin
andwhattheystillneedtoworkon.
Theywillneedtoaddnewwordstotheir
wordsbook.
Thislessonisdesignedtofocusonoral
exchangesbetweentheteacherandthe
class,andbetweenclassmates.This
providesanentrypointforEnglish
languagelearners.
Inthesmallgroupwork,struggling
studentswillbegroupedwithstudentswho
arestrong.Strugglingstudentswillgain
understandingfromtheirpeers,whilethe
strongerstudentswillgainamorerefined
comprehensionthroughexplanation.
Wholeclassdialoguewillfurtherassistin
enhancingunderstandingforalllearners.
1.Askstudentstothinkaboutthe
charactersfromImaginaryFredaswellas
oftheirownfriendshipsandwatch
FriendshipSoupVideo.3min

Studentswillconsiderwhattheylearned
andwhatwasvaluabletothem.
Theywillgothroughtheirwordsbookand
addthenewwordsthattheylearnedinthis
lesson.
Whileworkingontherubrictheywillbe
askedtoconsiderquestionstheymayhave
abouttheprocessandthecontent.
Studentswillbeabletosharetheir
thoughtsverballyorinwriting.
Therestrictionsaroundturntakingwillbe
loosenedasmuchaspossibleinorderto
encouragestudentstofreelysharetheir
opinions.

2.Dividestudentsintosmallgroups
(transitiontime2minutes),havethemthink
ofingredientsthattheywouldtakefrom
theirownlivesandaddtothesoup.Walk
amongstthemrecordingobservationsand
offeringhelp.Havethemsharewiththe
class.10min

2.Studentswillmoveintosmallgroupsto
alocationintheclassroomoftheir
choosingandbrainstormwitheachother;
theirconversationswillhelpenrich
understanding.

3.Gatherstudentsinacircleonthematt
(transitiontime2minutes)andaskthemto
thinkfromtheperspectiveofeachof
ImaginaryFredscharactersandbrainstorm
ingredientstheywouldputintothesoup.
Teacherwilltakecaretoencourage
observationofparallelsbetweenthetext
andtheirlives.10min

3.Studentswillgatherontothematand
thinkaboutfriendshipinrelationtothe
text.Thiswillbeeasierafterhaving
consideredthisconceptinrelationtotheir
lives.

4.Havestudentsreturntotheirdesks
(transitiontime2min)andwriteone
ingredienttheywoulduseonapostit,
havestudentshavetheirneighbourvideo

4.Studentswillchooseafriendship
ingredientthatappealstothemmostand
helpeachotheruploadabriefvideo.

2015

1.Studentswillwatchthevideofromtheir
desks,thinkingaboutboththetextand
theirownexperiences.

themputtingtheiringredientintothesoup
bowlafterexplainingthewordtheychose
andwhy.Theywilluploadthese1minute
orlessvideostoIrisandthenreturntotheir
desks.10min
5.Thelessonwillthenprogressto
discussionoftherubricfortheshortstory
thattheywillbewritingingroupsofthree.
Teacherandstudentswillworktogetherto
designtherubricthatwillinformtheirstory
writing.Theteacherwillusethesmart
boardsothatstudentscanseetherubric
beingfilledin.Theteacherwillusethe
earlierperspectiveworkasanentrypointto
talkwiththeclassaboutitsimportance,
othercomponentswillincludebutwillnot
belimitedto:correctsentencestructure,
identifiablebeginning,middleandend,and
gooduseofvocabulary.20min

5.Studentswillneedtoreferbackto
previouslessonsonthebasicsofwriting.
Theywilldrawfrompreviouslessonsand
knowledgeoftextstoinformtheir
contributions.

6.Exitslipstudentswillshareonething
theylearned.

6.Studentswillthinkaboutthelessonand
whatwasmeaningfultothem.

SpecialNeeds(includealllearnersonthecontinuumfromdisabledtogifted&twiceexceptional):
Modifications(changestotheCorestandard(s)and Accommodations(supportsorinstructional
levelofproficiencyexpected):
adjustments):
Thislessonisoralinordertoprovidemaximum
Ontheirpostitsstudentswillbeallowedtowrite
pointsofengagementforstudents.
theiringredientdownordrawapictureoftheir
Workingontherubricwillallowforthemore
ingredient(forexampleahearttodepictlove).
advancedstudentstosharetheextentoftheir
knowledge,whilesimultaneouslyhelpingto
enhancetheunderstandingoftheirpeers.
Plansforafterthislesson/competencyiscomplete(Howwillyouextend,enrich?):
Thelessonfollowingthisonewillbeginwithareviewofthestudentgeneratedrubric,whichtheywill
continuallyreferbacktowhilewritingtheirstory.
Studentswillberemindedoftheworkdoneinthislessononthinkingfromanothersperspectiveon
friendship.
Studentswillhavethechoiceofworkingindividuallyoringroupsoftwotothreeonastorywrittenfrom
theperspectiveofacharacterfromImaginaryFred.
Theywilluseagraphicorganizertohelpthemensurethattheirstoryhasadiscerniblebeginning,middle
andend.

KeyResourcesUsed:Websites,books,filmclips,etc.
TypeofResource(s):
NameofResource(s):
Grade 2 lesson plan

2015

Book
Youtubevideo

ImaginaryFredbyEoinColferandOliverJeffers
FriendshipSouphttps://www.youtube.com/watch?

Postitnotes
Markers
StudentWordBooks
SmartBoard
Internetsite

Rubistar.4teachers.org

Grade 2 lesson plan

v=H7w7yXkJTu0

2015