Elementary Education Program

Department of Teacher Education & Learning Sciences

Lesson Plan

Name: Megan Mobley & Kayleigh James

Grade: 2nd Grade
Topic/Concept: Incorporating Diverse Languages, Understanding Parts of a Story
Materials/Resources:
- Pablo’s Tree book
- Story Map worksheets

Teaching Behavior Focus:

Promote Collaboration
●​ ​Design learning environments that enable student collaboration
●​ ​Communicate with other stakeholders—colleagues, parents, and members of the
community—about classroom activities
● Foster student engagement through discussion
●​ ​Utilize cooperative learning (e.g., jigsaw, think-pair-share, turn and talk)
●​ ​Offer simple acknowledgments/door openers (yes, tell me more, etc.)
●​ ​Paraphrase student verbal content
●​ ​Offer congruent non-verbal communication
●​ ​Use positive reinforcement (verbal, nonverbal, delayed, and extended)

Learning Objectives (measurable):

● Understand the parts of a story by filling out a story map with who, what, when, where,
why and how as well as a sentence that summarizes the main idea.
● Understand the meaning of the Spanish words and phrases in the book, translated by
Spanish-speaking students
● Discover different holidays and traditions celebrated in different cultures represented
among the students

Standards:

Social Studies Objectives

2.C.1 Understand how various cultures influence communities
2.C.1.3 Exemplify the respect and appropriate social skills needed for working with diverse
groups.

ELA Objectives
Reading Standards
Key Ideas and Evidence
RI.2.1 | Ask and answer such questions as who, what, where, when, why and how to demonstrate
an understanding of key details in a text
Elementary Education Program
Department of Teacher Education & Learning Sciences

RI.2.2 | Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text
Craft and Structure
RI.2.4 Determine the meaning of words and phrases in a text
Speaking and Listening Standards
Collaboration and Communication
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue

Assessment Plan (How will you know that your students met the objective?):

● Review students’ story map worksheets and assess whether they recorded the correct
features of the story (RI.2.1, RI.2.2)
● Students will understand words in a language that they are unfamiliar with as shared by
other students. (RI.2.4, 2.C.1, 2.C.1.3)
● Students will answer questions that are asked about the setting, characters, etc. (SL.2.3)

New Vocabulary:

● Abuelito/Lito (span.): grandfather (allow Spanish speaker to define)

● Tambourine: musical instrument - show picture/video
● (Plant) nursery: a place where you can grow plants - clarify the difference between baby
nursery and plant nursery
● Streamers: strips of thin colorful paper-like material used for decorations (show a picture
if necessary)
● Lantern: small portable light (picture if necessary)

Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.

Lesson Development (hook/engage/launch, step by step in real-time, include questions you will
ask in real-time, closure/revisiting learning objectives):

1. Before starting our lesson, we will ask students to come to the carpet with a pencil
2. To introduce the lesson, we will describe a basic overview of the book, and ask the
students to raise their hands if they have any traditions they enjoy celebrating with their
family. We will emphasize that a tradition must be something that is repeated for multiple
years, not just a one-time event.
3. We will read the story, ​Pablo’s Tree ​by Pat Mora, during which Spanish-speaking
students will be allowed to share their language (they will be asked beforehand if they
Elementary Education Program
Department of Teacher Education & Learning Sciences

would like to share) → whenever there is a Spanish sentence in the book, a Spanish
speaker will read it and translate for the class (RI.2.4)
4. After the story is finished, students that speak any other non-English language will be
able to share their language with the class by teaching the class common greetings in the
non-English language
5. Students will then fill out a story map about Pablo’s Tree. For this, we will have students
raise their hands to answer and then record their answers on a copy projected on the
board to help them with spelling.
6. Afterward, students will write about and draw a picture of a tradition that they themselves
have on their birthday (or another holiday)
7. The students will be given a chance to share with the whole group about their tradition to
compare and contrast.