LEA Lesson Plan

Candidates Name: Lindsey DeFeo Course Prefix/Number/Section: EDU 232

Date: 4/19/17 Subject: English Language Arts
Duration: All day- lesson will happen either when the students return if there is time, if not it
will take place the day after. It will take approximately 35 minutes.
Grade Level/Cluster: 2nd grade Students ELP Level(s): emerging and developing

Lesson Topic: Students will take a trip as a class to the Philadelphia Zoo. After, students will be
able to discuss what they saw at the zoo and what their experience was like.

1. Big Ideas & Essential Questions

A big class discussion can be used to describe an experience at the zoo and be represented
in written language and artwork.
How can class discussions foster learning and describe an experience? And representing
it through written language and artwork?

2. Learner Outcomes (Instructional Objectives) (Use observable and measurable terms.)

SWBAT:
Students will be able to answer questions about their trip to the zoo.
Students will be able to create sentences about their trip to the zoo.
Students will be able to create their favorite animal artwork.
Students will be able to talk about their favorite animal.
Students will be able to use their five senses to describe their trip at the zoo.
Students will be able to describe different animals.
Students will be able to describe what the zoo looked like and what they saw.

3. Both Common Core State Standards (CCSS) and WIDAs CAN DO descriptors (Please
consider both your students grade level and their English language proficiency (ELD) level.)
When citing WIDAs CAN DO Descriptors, please make sure you include the following:
1. Grade Level Cluster: 2nd grade
2. ELP level (entering, emerging, developing, expanding, bridging, reaching ): emerging and
developing
3. Language Domain (writing, speaking, reading, listening): writing, speaking, reading,
listening
4. CAN DO Descriptors:
Recount by/ Process Recount by:
Form simple sentences using word/phrase banks.
Describe people, places, or objects from illustrated examples and models.
Provide information using graphic organizers.
Stating information from personal or school-related experiences.
Creating timelines or graphic organizers from illustrated related statements or
paragraphs.
Illustrating experiences of characters in illustrated statements.
 Retelling past experiences.
Process arguments by identifying different ideas or opinions in written texts.

Common Core Standards:

ELP.1.W.1-3.3: Developing: Participate in a shared writing activity about a common
experience (such as: a field trip or guest speaker).
ELP.2.W.1-3.2: Emerging: Write short sentences about a family picture or drawing using
a word wall.
ELP.1.W.1-3.2: Emerging: label illustrations of personal experiences with phrases and
short sentences working with a partner.

4. Vocabulary

5. Materials/Resources
Sentence strips
Whiteboard
Whiteboard markers
A pointer
Philadelphia Zoo magnet
Markers
Graphic organizers, one for yourself and one for each student
Sentence and picture worksheet
Crayons
Construction paper
Students pictures
Scissors
Glue
Colored pencils
Bulletin board paper
Stapler

6. Instructional Procedures

Provide an experience: As a class we will take a field trip to the Philadelphia Zoo. While we
are there we will observe all of the different types of animals were seeing. Students will take
notice of their five senses while theyre there; taste, smell, sight, feel, and hearing and
observe their experience at the zoo.

Talk about the experience.

Teacher questions:
What animals did you see? (Giraffes, lions, tigers, penguins, monkeys, etc.)
 Did the air smell like anything? (like a lot of different animals, popcorn, other
types of food but mainly the smell of dirty, smelly animals)
Did the zoo sound like anything? (People, animals making noises, etc.)
Was the zoo big or small? (big, there were a lot of different animals and tons of
people)
What was your favorite animal at the zoo? (Giraffe, gorilla, monkey, peacock,
penguin)
Did anyone taste anything at the zoo? (popcorn, lunch)
Did you get to touch any of the animals? (yes, we got to touch the sting rays)

Graphic organizer to capture childrens ideas:

Sight: Sound:
Giraffes, penguins, monkeys, lions, People and animals making noises
tigers, peacocks
Touch: sting rays

306s Trip to the

Philadelphia
Zoo

Smells: The Philadelphia Zoo is a pretty big

Like dirty animals, smelly animal zoo.
droppings, popcorn and food for people
at the zoo.

Record the students dictation (i.e., sentences they said).

Lily says, The zoo is big. It was so crowded when we were there.
Abby says, The zoo has a lot of animals like monkeys.
Andrew says, The zoo smells like animals and their droppings, it smells gross and
dirty.
Wesley says, My favorite animal was the tigers.
Leah says, My favorite animal was the penguins.
Mackenzie says, I heard a lot of different animals making noises and I heard a lot of
people commenting on the different animals. The zoo was noisy.
 Ryan says, I smelt the popcorn I could almost taste it but I didnt eat anything
besides my peanut butter sandwich.
David says, I got to touch the sting ray! It was smooth and slimy feeling!

Read the student-dictated text aloud.

Ask the students to read the sentences aloud as you point to each word on the
board.
Ask the students to tell you what their favorite part of the trip was. Allow the
student to stand up and express why that was their favorite part.
Point to words on the board and ask the students to tell you what the word
means. For example, noisy, crowded, commenting, etc.
Ask the students if they got a souvenir while they were there. If so, allow
them to share what they got and why they chose that souvenir and how does it
symbolize the zoo. Tell the students I remember a time that I went to the zoo.
I got a monkey magnet that hangs on my refrigerator. It says the Philadelphia
Zoo on it. (Show them the magnet that you brought for them to see.)

Students write on their own: (create opportunity for students to write or copy the sentences of
their choice)
After the students have had the opportunity to finish the activities about allow the students to
write their own sentences about their experience at the zoo. Whether it was regarding their 5
senses that we talked about as a whole class or their favorite part of the trip. Each student will
write on their own lined sheet of paper and then be able to draw a picture correlating with their
sentences. Then the students who want to can share when theyre finished.

Formative assessment
Formative assessment is seen throughout the entire lesson. The first thing that is formative
assessment is the conversation and questions asked about the trip. If these students who are ELL
are talking about their trip you can grasp what theyre understanding about the zoo and how their
experience was. These were the questions regarding the five senses and graphic organizer. It is a
good way to see that the students took something away from the trip. Also, connecting the items
they bought and explaining what it symbolizes. The understanding of the names of animals and
matching them to the descriptions of what the animals looked like is also important during this
formative assessment and activities about the zoo.

Other Follow-up Activity ideas

Make sentence strips: Students will be asked to partner up and work on one sentence strip
together. This is where they share with their partner what they liked about the zoo and show
them their pictures they have made. With their partner students will be asked to pick one of
the sentences or combine them to make a stronger sentence. Then the students will read their
sentences aloud about their experiences at the zoo. This will allow the students to practice
their reading and comprehension regarding their trip to the zoo. The sentence strips will be
hung somewhere in the room for students and parents to see.
Add words to word wall: A Zoo World Wall will be created as a class. This wall will contain
different kinds of adjectives that were used to describe a Zoo as well as all the different kinds
of animals that the students said were their favorite. These animals then can have words that
are descriptors of what the animals look like and incorporate the five senses on the wall as
well. Whether it is about the zoo or animals the words can go on the wall. This wall will be
good for students to use while creating their own sentences and can be a reference for
adjectives and how to spell certain words.

Art Activity: After the activities above allow the students to make a head of their favorite
animal. A picture of themselves will fill the face and then they can have a tiger head,
girarafee head or monkey head around their face. This can be decorated depending on the
animal they choose. Then the animal faces can be hung on the bulletin board that says Guess
Who Zoo? Or Welcome to Miss DeFeos Zoo as the title of the bulletin board.