Noelle Stueck

EDU 232-D01
Date: 4/26/15
Subject: Literacy
Grade Level: 2nd
Duration: 45 min. (or during week)

Language Experience Approach Lesson Plan

Lesson Topic: Descriptive Narratives
Big Ideas:
To be able to demonstrate the understand of descriptive words and
phrases of multiple meanings in their writing.
Essential Questions:
Did the students learn and understand the new descriptive vocabulary
words?
Did theses strategies help the students understand how to make real life
connections and relationships between different words?
Did the students understand when and how these concepts should be
used appropriately?
Learner Outcome:
The students will be able to better understand and identify word
relationships.
The students will learn to apply descriptive words in their writing and
speech.
Standards:
CCSS
CCSS.ELA-LITERACY.W.2.3 - 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.
CCSS.ELA-LITERACY.L.2.5 - Demonstrate understanding of word
relationships and nuances in word meanings.
CCSS.ELA-LITERACY.L.2.5.A - Identify real-life connections
between words and their use (e.g., describe foods that are spicy or juicy).

 CCSS.ELA-LITERACY.L.2.5.B - Distinguish shades of

meaning among closely related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny, scrawny).
PACC
CC.1.3.1.J - Use words and phrases acquired through conversations,
reading, and being read to, and responding to texts, including words that signal
connections and relationships between the words and phrases.
CC.1.3.2.J - Acquire and use gradeappropriate
conversational, general academic, and domain specific words and
phrases.
CC.1.4.2.E - Choose words and phrases for effect.
CC.1.4.2.M - Write narratives to develop real or imagined experiences or
events.
CC.1.4.2.O - Include thoughts and feelings to describe experiences and
events to show the response of characters to situations.

WIDA
Writing- Level 2
Provide information using graphic organizers
Describe people, places, or objects from illustrated examples
and models
Reading - Level 5
Match figurative language to illustrations (e.g., as big as a
house)

Vocabulary: Fluffy, Furry, Spiky, Hard, Soft, Stripes, Spots, Slimy, Hairy, Smelly, Rough,
Wild, Tame, Loud, Quiet, Fierce, Clever, Cute, Curious, Large, Small, Fast, Slow.
Materials: Zoo Worksheet, Writing Journals, Whiteboard
Instructional Procedures:
Provide an Experience: As a class we will take a field trip to the zoo and the students
will observe all the different animals they see there. Students will identify the animals
using their senses of what they see, hear, smell, and maybe even feel.
Talk About the Experience:

Teacher Questions:
What color is the animal?
What size is the animal?
How many legs does the animal have?
What noises does the animal make?
Where does the animal live?
What does the animal smell like?
Graphic Organizer:

Record the Childrens Dictation: (Written on whiteboard)

Mary says, The lion was loud.
Jack says, The elephant was gray.
Peter says, The giraffe was tall.
Sophia says, The zebra had stripes.
Nina says, The monkey was cute.

Read the Text Aloud:

Ask the students to collectively read-aloud each sentence on the board
with me as I point to each word.
Have the students look around the room to identify objects that have
similar characteristics to the animals described.
Allow the students to stand up and act out each animal that is discussed
on the whiteboard.
Individual Writing:
After the lesson, the students will be given an opportunity to create their own short
stories relating to their favorite animal seen at the zoo. The students will take out their
writing journals and zoo worksheets to begin brainstorming their ideas. Each student will
use the information they recorded about their animal to describe it and incorporate it into
a short story.
Formative Assessment:
First the students participation during the lesson will serve as a small
portion of their formative assessment. The students will also have to create a
short story relating to their favorite animal and they will share it with the class
when they are finished.

Other Follow-Up Activities:

Word Wall - An animal description word wall will be created in order for
students to be able to incorporate their new vocabulary into their writing. The
words will be used during several different activities and the students will be
expected to use these words in their speech as well.