Lesson Topic: Writing a Journal Entry

Teacher: Lucila Perez

Date: April 14th, 2015
Grade: 2 Grade
Standards
a. Content standards
Write opinion pieces in which they introduce the topic or book
they are writing about, state an opinion, supply reasons that
support the opinion, use linking words (e.g., because, and, also)
to connect opinion and reasons, and provide a concluding
statement or section. (2.W.1
Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and
larger groups. (2.SL.1)
Describe how characters in a story respond to major events and
challenges. (2.RL.3)
nd

b. ELL Standards
Listening and speaking:
B-3: Sequencing a series of events from information shared in readalouds, presentations, and conversations, using pictures and keywords.
B-5: Responding to social conversations by rephrasing and repeating
information, sharing ones experiences, and expressing ones thoughts.
B-6: Following multiple-step directions for classroom and other
activities.

Reading:
B-2: Distinguishing between printed letters, words, sentences, and
paragraphs.
B-3: Identifying features of a sentence (initial capitalization and ending
punctuation).
B-14: identifying conflict/resolution (plot) from a literary selection with
instructional support
Writing:
B-1: Writing a short text about events or characters from familiar stories
with instructional support. B-4: creating expository text (e.g., labels,
lists observations, and journals) using key words and phrases based on
research, observation, and/or experience with instructional support.
B-7: Writing a response to a literary selection that identifies the
characters, setting, sequence of events and main idea with instructional
support.

Visuals/Materials/Resources:
Thanksgiving on Thursday by Mary Pope Osborne
Clickers
Smart Board
Journal Entry Template
Journal Checklist
Key Vocabulary:
Pilgrim
Thanksgiving
Turkey
Setting
Character
Purpose
Feast
Herbs
Roots
Community
Forest
Content and Language Objectives:
a. Content objectives:
-Students will be able to write a journal entry based on their
comprehension of Thanksgiving on Thursday
-Students will be able to use the key vocabulary properly in paragraph
form
-Students will be be able to recognize the setting, main purpose, and
main characters in a fictional writing piece
-Students will be able to give positive feedback during a peer review
b. Language objectives
Listening and speaking: Students will be able to discuss with their peers about what
they need to improve and what they like about their journal entry.
Reading: Students will be able to read peers journal entry and

comprehend what their peers journal entry is about.

Writing: Students will be able to write a journal entry in the proper

format, as well as use all of the key vocabulary in their journal entry.
Meaningful Activities
a. Strategy:
-Journal Entry
-Clicker Quiz
-Peer Review
-Peer/Group Discussion
b. Assessment (At least three assessments)
Individual: The students will take a clicker quiz (which will be on the
SmartBoard) on the book Thanksgiving on Thursday which they will
have already read in small groups. Each child will have a clicker and will
input their answers. The quiz will be graded individually.
Group: After the students have completed their journal entries, they will
exchange their entry with a peer. Each student will receive a checklist
which has all of the key vocabulary words on it. Once the students come
across each vocab word in their peers entry, they will check it off on the
list. They will then converse with their peer with what they liked about
their journal entry as well as something they liked
Written: To show that the students have comprehended their reading
group book, Thanksgiving on Thursday, they will write a journal entry as
one of the main characters (Jack or Annie). The journal entry will be
about their experience at the first Thanksgiving feast. The students will
be expected to use the key vocabulary words in their entry. The entry
should be two paragraphs long, and will have 3-5 sentences in each
paragraph. The students will also be expected to draw a picture of their
experience at the bottom of their page. This will allow the students to
show their creativity and imagination, as well as help the ELLs who may
have trouble formulating sentences into full paragraphs.
Lesson Sequence
Journal Entry Template:

Introduction:
http://prezi.com/ipeusjbv9h3b/?utm_campaign=share&utm_medium=copy
http://www.magictreehouse.com/#game
Embedded code for quiz:
<iframe
src="https://docs.google.com/forms/d/1A3JqdwrttRbwZwJOiKMfhLUS1SM7Zyl
24hFKmTFfu6I/viewform?embedded=true" width="760" height="500"
frameborder="0" marginheight="0"
marginwidth="0">Loading...</iframe>
Live form link:
https://docs.google.com/forms/d/1A3JqdwrttRbwZwJOiKMfhLUS1SM7Zyl24hF
KmTFfu6I/viewform
1. The students will have already read the book Thanksgiving on Thursday
by Mary Pope Osborne in small reading groups.
2. They will then complete a short comprehension quiz, which will be 15
minutes long.
3. The quiz will be ten questions and will be projected onto the Smart Board
and the students will input their answers using clickers.

4. This quiz will be completed individually and graded individually.

5. Once the quiz is completed by all students, we will go over the answers just
to make sure that the students have fully comprehended the purpose of the
story as well as the details.
1. After the students complete the quiz, we will be writing a journal entry
from the first Thanksgiving as the perspective of Jack or Annie (the two
main characters in Thanksgiving on Thursday).
2. We will make sure that the students know what setting, time, date, and
main purpose are (they should already know these since they are the
vocabulary words, but we will refresh their memory).
3. We will give the students a journal entry template and go over what they
need to include in their entry.
4. The students will be expected to include five of the class vocab words, the
time, date, setting, what they liked about the first feast, and what they ate.
5. Each entry should have at least two paragraphs and should have 3-5
sentences in each paragraph.
6. For the ELLs that may not be able to form full paragraphs in English, we
have included a picture box at the bottom of the template for each student
to draw a picture of their experience.
7. This assessment should take about 20 minutes.

1. Once the students have completed their entry, they will then receive a
graders checklist.
2. Each checklist will have all of the vocab words, the time, setting, and main
characters on it.
3. The students will then trade papers with a peer and read their peers
journal entry.
4. The grader should make sure that their peer included 5 of the vocabulary
words, the setting, time, and main characters. They will then check off
those items if they were included.
5. The students will then tell their peer what they really liked about their
entry as well as something they could change in their entry.
6. This should take about 10 minutes.

1. Once all of the students have received their papers back, there will be a
class discussion
2. The students will go around and say one thing that they liked from the
book or something that they did not like.
3. This gives the students an opportunity to interact with the whole class as
well as share their opinions and ideas.
4. This activity should take about 5 minutes.

Closing:
1. Explain why we read the book Thanksgiving on Thursday
1. To learn about the Thanksgiving holiday
2. To learn the history of the Pilgrims and Indians
b. Explain why writing is important
1. Helps you become a better reader and speaker
2. Will give you a better opportunity to become what you want to be
when you grow up
SIOP Features
Preparation
X Adaptation of Content; X Links to Background; X Links to Past learning;
X Strategies incorporated
Integration of Process
X Reading; X Writing; X Speaking; X Listening
Scaffolding
X Modeling; X Guided practice; X Independent practice; X Comprehensible
input
Application
X Hands-on; X Meaningful; X Linked to objectives; X Promotes engagement
Grouping Options
X Whole class; X Small groups; X Partners; X Independent
Assessment
X Individual; X Group; X Written; X Oral