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Allison Gerlach

Lesson Plan

I. Subject: English Language Arts Topic: Reading Literature Texts Grade: Second

Student with a Disability: Selective Muteness

II. Standards: (New Jersey Department of Education, 2016).

STANDARDS ADDRESSED BY THE WHOLE CLASS

Reading Literature Texts: Key Ideas and Details


RL.2.1. Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.

Reading Literature Texts: Integration of Knowledge and Ideas


Integration of Knowledge and Ideas
RL.2.7. Use information gained from the illustrations and words in a print
or digital text to demonstrate understanding of its characters, setting, or
plot.

Speaking and Listening: Presentation of Knowledge and Ideas


SL.2.5. Use multimedia; add drawings or other visual displays to stories or
recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings.

STANDARDS ADDRESSED BY THE STUDENT WITH A SPEECH DISORDER

Writing: Text Types and Purposes


W.2.3. Writing narratives in which they recount well elaborated even or
short sequence of events, include details to describe actions, thoughts, and
feeling, use temporal words to signal event order, and provide a sense of
closure.

STANDARDS ADDRESSED BY THE STUDENTS WITHOUT A SPEECH


DISORDER

Speaking and Listening: Presentation of Knowledge and Ideas


SL.2.4. Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speak audibly in coherent sentences.
III. Learning Objectives and Assessments:

Learning Objectives Assessments


SWBAT answer who, what, where, when, TWBAT assess students’ acquired knowledge
why, and how questions based on the story by analyzing their ability to answer who, what,
read aloud, relate the illustrations to the when, where, why, and how questions about
text on the page, and create drawing that Secret Pizza Party, collecting their invitations
relate to their own created stories. and making sure they answered the questions
appropriately, asking students to describe how
illustrations relate to the story of Secret Pizza
Party, and collecting the students’ drawings to
make sure they connect the picture to their
invitation.

Student with a disability will be able to TWBAT assess the student with a speech
write a narrative based on their invitation disorder’s knowledge by reading their
and drawing using sequences of events to invitation and making sure that it includes all
tell the story of the party that they have aspects of their invitation, connects to their
created. drawing and uses sequences of events to
organize their thoughts.
Students without disabilities will be able to TWBAT assess the students without a speech
clearly explain their story to their peers disorder’s ability to clearly explain their stories
using complete sentences and descriptive by listening to their interactions with their
details verbally. partners as well as asking them question during
the lesson wrap up to expand their ideas and
analyzing their ability to answer the questions
appropriately.

IV. Materials:
o Invitation worksheet
o Art supplies
o Secret Pizza Party by Adam Rubin and Daniel Salmieri
o Question cards
o Potential Answer card
o White board for student with speech disorder
o Story instructions for student with speech disorder

V. Pre-Lesson Assignments, Knowledge, and/or Skills:


Students will need to have a knowledge of what who, what, when, where, why, and how
mean. They will also need to be able to express themselves verbally or through writing as
well as artistically.
VI. Assistive Technology/ Accommodations:
Student with speech disorder will have a dry erase board so they can participate in the class
discussion. They will have a work sheet to guide their story writing so they do not need to
orally present their story. They will be partnered with a student who is a strong reader so they
can read their story while others are sharing verbally.

VII. Lesson Beginning/ Hook


Students will begin the lesson by identifying what who, what, when, where, why, and how
mean with question cards and sorting potential answer cards to match the question cards on
the board.

VIII. Instructional Plan


1. Put question words on the board. “What are these?” Get students to say question words.
Put answer phrases on the board. “How do we sort them?” Ask for students to put the
answer cards.
2. After all the phrases are sorted, we all go to the carpet to read Secret Pizza Party. “What
do we think this story is going to be about?” When someone says a raccoon, “why do you
say that?” Explain that the picture is used to give us hints about the story. Go to title
page, “What does an illustrator do?” Discuss the difference between illustrators and
authors. As we read the story as “Who, what, when, where, how, and why” questions
through the book.
3. “Now before we are going to go back to our seats we are going to come up with ideas for
our own party! Who are some people we might invite to our party? What type of parties
are there? How do people celebrate at parties?” Give students some examples of things
they can include on their invitation.
4. Hand out party invitation worksheet and paper to illustrate their own pictures. Let them
work on that. Give student with a speech disorder a story sheet and allow them to work
on their story.
5. Pair students up and give them time to share their stories. Speech student will be with a
strong reading student, who will read their story as well as sharing their own story orally.

IX. Lesson Wrap Up:


After each student has had a chance to share their stories and their invitations, I will share
about my party that I decided to throw. A cookie party with all my class. “But, to get a
cookie at my party you need to answer a question about your party!” Ask students questions
that are different than the ones on their invitation like “What kind of food do you have at
your party?” to expand on their ideas. Ask the student with a speech disorder a question and
have them answer on their white board.

X. Culminating or Follow Up Activity:


For the following lesson, students will begin planning their own stories that they will
ultimately turn into books after revision and editing.
XI. References:
New Jersey Department of Education. (2016). New Jersey Student Learning Standards: English

Language Arts. Retrieved from https://www.nj.gov/education/cccs/2016/ela/

Rubin, A., & Salmieri, D. (2014). Secret Pizza Party. New York, NY: Pearson.
YOU’RE INVITED TO

_______________________________’S PARTY

WHO is invited to your party?

_____________________________________________________________

WHAT type of party are you throwing?

_____________________________________________________________

WHEN is your party taking place?

_____________________________________________________________

WHERE is the party at?

_____________________________________________________________

WHY are you having a party?

_____________________________________________________________

HOW are you going to celebrate at your party?

_____________________________________________________________
Write a story about the party that you created an invitation for. Be sure to use all
the important details from your invitation and connect it to your drawing, you are
the author and the illustrator! Use FIRST, SECOND, THIRD, and FOURTH to help
organize the events of your party!

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