TSL4081 Unit Plan - 2nd Grade Reading

**EL Profiles Table** ***Directions:*** For the Unit Plan, you need to plan to teach four ESOL students. If you do not have four ESOL students who fit the characteristics described below in your CCT's classroom, please create fictional ESOL students to ensure you address the assignment requirements...

**EL Profiles Table** ***Directions:*** For the Unit Plan, you need to plan to teach four ESOL students. If you do not have four ESOL students who fit the characteristics described below in your CCT's classroom, please create fictional ESOL students to ensure you address the assignment requirements. The characteristics of the students must include the following: a. One student at each proficiency level using the WIDA descriptors: Entering, Beginning, Developing, and Expanding. b. One of the four ESOL students must also be identified as ESE with a high incidence disability, such as SLD, ADD/ADHD, or Speech & Language. c. One of the four ESOL students must also have limited formal schooling and limited L1 literacy. d. At least two languages must be represented in your EL population. +-------------+-------------+-------------+-------------+-------------+ | **Name** | **Proficien | **First | **Academic | **Other | | | cy** | Language | achievement | Pertinent | | | | (L1)** | \*** | Information | | | | | | \*\*** | +=============+=============+=============+=============+=============+ | MJ | **Entering | Spanish | Math = at | ADHD | | | (pre-produc | | | | | | tion)** | | Reading = | | | | | | below | | +-------------+-------------+-------------+-------------+-------------+ | AJ | **Emerging | Mandarin | Math = | Limited | | | (early | | below | formal | | | production) | | | schooling, | | | ** | | Reading = | limited L1 | | | | | below | literacy | +-------------+-------------+-------------+-------------+-------------+ | RF | **Developin | Spanish | Math = | | | | g | | above | | | | (speech | | | | | | emergent)** | | Reading = | | | | | | at | | +-------------+-------------+-------------+-------------+-------------+ | LL | **Expanding | Spanish | Math = at | | | | (intermedia | | | | | | te)** | | Reading = | | | | | | above | | +-------------+-------------+-------------+-------------+-------------+ **\* Academic achievement** = Describe the student's academic achievement in school this year by stating if the student is at, above, or below grade level for Math and Reading. **\*\* Other Pertinent Information** = Include other information that would help you make instructional decisions in your unit plan, including the EL who also has a high incidence disability. **\ ** **10-day Unit Plan Template** **Teacher Candidate's Name: Mollie Spudie** **Unit Theme: Diverse families** --------------------------------------------- ------------------------------------------ **Grade:** 2^nd^ **Subject(s): Reading Prose and Poetry** **Plan for Week 1** +-------------+-------------+-------------+-------------+-------------+ | **Monday | **Tuesday | **Wednesday | **Thursday | **Friday | | (Day 1)** | (Day 2)** | (Day 3)** | (Day 4)** | (Day 5)** | +=============+=============+=============+=============+=============+ | Topic: | Topic: | Topic: | Topic: | Topic: | | Characters, | Character's | Character's | Major | Beginning, | | setting, | choices/per | choices/per | events | middle, end | | major | spective | spective | | | | events | | | Standard: | Standard: | | | Standard: | Standard: | ELA.2.R.1.1 | ELA.2.R.1.1 | | Standard: | ELA.2.R.1.3 | ELA.2.R.1.3 | : | : | | ELA.2.R.1.1 | : | : | Identify | Identify | | : | Identify | Identify | plot | plot | | Identify | different | different | structure | structure | | plot | characters' | characters' | and | and | | structure | perspective | perspective | describe | describe | | and | s | s | main story | main story | | describe | in a | in a | elements in | elements in | | main story | literary | literary | a literary | a literary | | elements in | text. | text. | text. | text. | | a literary | | | | | | text. | Content | Content | Content | Content | | | Objective: | Objective: | Objective: | Objective: | | Content | Students | Students | | Students | | Objective: | will be | will be | Students | will be | | Students | able to | able to | will be | able to | | will be | identify a | identify a | able to | describe | | able to | character's | character's | describe | how the | | identify | perspective | perspective | the | beginning | | characters, | by noticing | by noticing | structure | introduces | | setting, | the choices | the choices | of a story | the story, | | and major | they make | they make | by | the middle | | events in a | to get what | to get what | identifying | explores | | story with | they want. | they want. | events that | the | | 75% | | | happen at | character's | | accuracy. | ALO: | ALO: | the | response, | | | Students | Students | beginning, | and the end | | ALO: | will retell | will retell | middle, and | concludes | | Students | parts of a | parts of a | end. | the action. | | will use | story in | story | | | | narrative-s | writing. | orally, | ALO: | ALO: | | pecific | | using | Students | Students | | vocabulary. | Student | complete | will retell | will | | | Activity(ie | sentences. | parts of a | summarize a | | Student | s): | | story in | story in | | Activity(ie | Students | Student | writing by | writing. | | s): | will | Activity(ie | using | | | Students | continue | s): | complete | Student | | will read | with | | sentences. | Activity(ie | | along to | *Xander's | Students | | s): | | *Zander's | Missing | will read | Student | Students | | Missing | Spot.* They | *The | Activity(ie | will read | | Spot* by | will fill | Missing | s): | *Avocados | | Karen | in a | Magic | Students | for Sale* | | Cooms. Then | Somebody | Wand.* They | will fill | by Casey | | they will | Wanted | will then | out B-M-E | Buonaugurio | | read on | chart | fill out a | (beginning, |. | | their own. | (Somebody, | second | middle, | They will | | They will | Wanted, | Somebody | end) lines | then fill | | use sticky | But, So) in | Wanted | for their | out a story | | notes to | groups, | chart for | independent | mountain | | identify | based on | the story. | reading | with the | | characters, | recap. | | books. | events of | | setting, | | Required | | the story. | | and major | Required | materials: | Required | | | events. | materials: | | materials: | Required | | | | *The | independent | materials: | | Required | *Zander's | Missing | reading | | | materials: | Missing | Magic | books, | Assessment | | | Spot,* | Wand,* | B-M-E | document, | | Sticky | pencils, | Somebody | lines, | story | | notes, | Somebody | Wanted | pencils, | mountain | | pencils, | Wanted | charts, | summary | charts, | | copies of | charts, | pencils | sheets | pencils, | | *Zander's | reading | | | *Avocados | | Missing | journals | Assessment: | Assessment: | for Sale,* | | Spot,* | | Students | Students | answer key | | reading | Assessment: | will | will be | | | journals | Students | summarize | asked to | Assessment: | | | will then | their | use their | 7-question, | | Assessment: | fill in | Somebody | chart to | half unit | | Students | their own | Wanted | write a | assessment- | | will write | Somebody | charts | brief | Teacher | | out what | Wanted | orally to | summary in | Made Test. | | they've | charts in | the class. | 3 | | | marked with | their | | sentences. | Accommodati | | sticky | reading | Accommodati | | ons | | notes in | journals. | ons | Accommodati | for ELs: | | full | | for ELs: | ons | | | sentences | Accommodati | | for ELs: | MJ | | in their | ons | MJ | | (entering)- | | reading | for ELs: | (entering)- | MJ | Test items | | journals.\ | | At back | (entering)- | and answer | | Accommodati | MJ | table with | At back | choices | | ons | (entering)- | me. Read | table with | read aloud. | | for ELs: | At back | aloud of | me using | Images | | | table with | shorter | interventio | accompany | | MJ | me. He will | story. He | n | each item. | | (entering)- | use his | will | reading. He | | | At back | underlined | underline | will | AJ | | table with | story to | key words | underline | (Emerging)- | | me for read | point to | that point | key words | Test items | | along to | key words | to | that point | and answer | | shorter | pointing to | character | to the | choices | | story. He | character | actions. | beginning, | read aloud. | | will point | actions. | | middle, and | Images | | to key | | AJ | end. | accompany | | images, | AJ | (Emerging)- | | each item. | | then | (Emerging)- | At back | AJ | | | underline | At back | table with | (Emerging)- | RF | | key | table with | me. Read | At back | (Developing | | phrases. | me. 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See Unit Plan Directions in MyCourses for details.*** ***Please do not link to your own word documents. Link only to online resources.*** **Midway Test** **Directions:** Read each question and answer choice carefully.\ Then circle the letter of the correct answer. **1.** **What part of the story is usually at the beginning?** **2.** **What does the middle usually focus on?** **3.** **What does the end of a story usually show?** **4.** **What is a character trait?** **5.** **Which of these best describes the setting of a story?** **6. What is a major event in a story?** **7.** **How can you tell what the main character thinks or feels about events in the story?** Criteria 4- Outstanding 3- Proficient 4- Developing 5- Beginning ----------------------- ---------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------- --------------------------------------------------------------------- Story Structure Includes clear, well-defined beginning, middle, and end with details. Includes parts of the story B-M-E with details. Includes most of the story B-M-E with few details. Missing parts of the B-M-E, no details or display of understanding. Theme Theme clearly represents the story's message and thoughtfully chosen. Theme is appropriate for the story and reflects the main idea. Theme is clearly chosen but not clearly connected to the story. Theme is unclear and does not connect or not written at all. Character Drawing Main character clearly drawn based on physical traits and displays understanding of the character. Character is drawn quickly and roughly but identifies physical features. Main character is drawn but lacks distinguishing physical traits. The main character is not drawn on the story mountain. Creativity and Effort Uses lots of creativity and careful effort with unique touches. Shows creativity and effort, but minimal details or sloppy. Shows creativity, moderate effort, few to no unique touches. Minimal creativity, minimal effort, no unique touches. Overall Comprehension Clearly reflects strong comprehension of the story structure, theme, and character. Reflects a good understanding of the structure, theme, and characters with details missing. Reflects basic comprehension of the structure, theme, and character but lacks clarity. Reflects limited understanding of structure, theme, and characters.   A cartoon of a mountain with white text boxes Description automatically generated