ISTC ELA LESSON

Part One
Topic

Alex Howell, Brooke Tenley, Georgia Tragas, Kappy Kapfer

Second grade - English; focusing on reading comprehension and critical thinking.

Class Information
Grade Level: Second Grade
Date: 1/23/2017
11 Students in total: 5 Male 6 Female; 5 Caucasian, 3 African American, 1
Asian, 2 Hispanic
1 male student who has ADHD with an IEP.
1 female student who is visually impaired; she can see, but not very well.
1 female student who is an Arabic-speaking ELL.
Alignment
This lesson is to help second grade students understand how to raise their own
questions by introducing two stories: The Mitten and The Hat by Jan Brett.
Students will be asked to complete an assignment via a notepad app on a tablet to write
down the questions they raised for before, during, and after reading the book. The
second part of the assignment will be saved under a folder that the teacher can access
from his/her computer and reviewed as a formative assessment to track students
understanding.
Standards

Common Core:
RL.1 Ask and answer questions such as who, what, where, when,
and how, to demonstrate understanding in a text.
SL.3 Ask and answer questions about what a speaker says in
order to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
ISTE-NETS-S: Student uses critical thinking, creativity and innovation, and
technology operations.
InTASC: Great for Standard 6: Assessment. It can be used to document student
understanding and use the information to apply it to the next class or the next lesson on
whether to move on or continue with the subject.
Part Two
Learning Objectives
Audience: Students.
Behavior: Students will develop the skills to ask thoughtful questions.
Condition: Before, during, and after reading of The Hat.
Degree: Increase critical thinking and reading comprehension.
Students will be able to demonstrate their knowledge of questioning by creating
relevant questions before, during, and after reading the text The Hat by Jan Brett. Each
student will receive a tablet, where they will write or type their answers in a notepad app,
which will then be saved and analyzed for understanding.

 As a result, students will have a better understanding of critical thinking and

asking thoughtful questions. It will also help to improve their reading comprehension.
Teaching Materials
Youtube Clip: The Hat by Jan Brett (https://www.youtube.com/watch?
v=IDJ57zipbfQ)
The Mitten by Jan Brett (Big Book)
Anchor Chart with three columns: Before Reading, During Reading, After
Reading
Anchor Chart with question words (who, what, where, when, why, how)
Post-it Notes (with pre-written question examples)
Tablet with notepad app with three columns: Before Reading, During Reading,
After Reading
Tablet with AccessNote downloaded to accommodate our student who is visually
impaired
Copies of the books in the ELL students native language
Anticipatory Set
1. Attention Grabber- Pass around a pair of mittens while the students are at their
desks as a way to introduce the lesson
a. How many of you have lost a mitten before? Why do you think they are so
easy to lose?
2. Call students to the carpet by table/group who are modeling best behavior. If
students are already located on the carpet, gain their attention by saying, if you can
hear me put your fingers on your lips.
3. Tell students they will need a tablet
4. Remind the students to sit in their designated spots on the carpet and practice
good listening skills, and to make good choices.
5. Introduce students to the text, The Mitten.
a. How many of you have worn mittens before?
b. Why do you think the story is called The Mitten and not The Mittens?
Motivation:
Students will be introduced to questioning (Who, What, Where, When, Why, and How)
through the The Mitten and The Hat by Jan Brett, two stories about winter. These texts
are relevant to the students as we are transitioning into the winter season.
Students will actively participate in the lesson - they will create their own questions
about the text before, during, and after each story.
Students will have the opportunity to share their responses with the class.

Part Three
Procedures
Students will be able to see the pages of the book on the screen.
Students will be able to hear the book being read out loud.
Students will be given a tablet to write questions on.
By using many different forms of learning we can adapt to all of our students
needs. A video not only helps our visually impaired student to hear the book being read
nice and loud, but it also helps keep the attention of our student with ADHD.

 The students will be guided by being given the tablets first and being told that we
will be reading the books, then they will be given the directions to independently write a
thoughtful logical question before the reading of the book.
Then, after we start reading the book, the students will be told to write another
question halfway through the reading.

Lastly, students will be told to write a question after the reading.

Then, collectively as a class we will discuss students questions, and check for
the students understanding we will answer them together as a class.
There is no grouping to this assignment. The writing of the before reading, during
reading, and after reading question will be done individually. Students can then read out
a question they asked and other classmates can help answer, or if the student feels that
they now know the answer the their question, they may answer their own question now
that they understand what has happened in the story. This is to promote reading skills,
reading comprehension, and critical thinking.
Ethical and legal standards are clearly met, as well as consideration for UDL
guidelines and any childs IEP.
Part Four
Assessment Plans
Students will use a notepad app on a tablet, that has answer boxes for the
before, during, and after reading questions. The children must use who, what, where,
why, when and how; by doing this, the students will be able to demonstrate their
knowledge of questioning by creating relevant questions about the the text The Hat by
Jan Brett. Each student will receive a tablet, where they will write or type their answers in
a notepad app, which will then be saved and analyzed for understanding. This will show
the teacher whether or not the students met the stated objective.
One formative (during lesson) assessment is done: the tablet assignment with
before, during, and after reading questions, which is an individual activity.
One summative (end-of-lesson/end-of-unit) assessment is also done: the
children reading their questions out loud, and helping one another to answer their own
questions, or if they know they answer to their own question they may answer it.
(These assessments go hand in hand with reading comprehension and critical
thinking)
These assessments will show whether the students have grasped the concept
and if they are improving in critical thought and comprehension.
Part Five
UDL Implementation
Students will be able to see the pages of the book on the screen.
Students will be able to hear the book being read out loud.
Students will be given a tablet to write questions on through a notepad app.
By using many different forms of learning we can adapt to our students needs, a
video not only helps our visually impaired student to hear the book being read nice and
loud, but it also helps keep the attention of our student with ADHD.
To further accommodate our student that is visually impaired, their tablet will

have AccessNote downloaded onto it. This is an app designed specifically to assist
visually impaired students in their note taking.
Providing our ELL student with copies of the books in their native language
allows them a better opportunity to keep up with the class. They can also make
connections to the English language when connecting the words being said aloud to the
pictures on the book.
The reading of the book via video helps not only the special needs students in
the class, but the entire class, as well. Even mainstream students sometimes have
trouble paying attention to the teacher, so a video is a great way to give them a new
experience and help keep them interested.

Part Six
Closure

In this lesson, we have:

- Made the students think critically about asking who, what, where, when, and how
questions, before, during, and after the reading.
- Read the book The Hat by: Jan Brett
For a closure of this lesson, the students can each take turns reading their
questions aloud to the class, then can help each other answer them. Then, the students
work will be saved so the teacher can access it, and the teacher can assess the
students levels of critical thinking and reading comprehension.