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Health Education

Planning Task 1

Date of Lesson: 02/20/23

Grade Level: Second

Theme: Language Arts

Lesson Plan #: 1

Heading: Carla’s Sandwich (Part B)

Reading ability Meta-Strategy for learning segment: Find story features, Break down the Skills,

characteristics, or subjects.

Reading ability Strategy: Set Diagram

Essential Skill: Meaning and Vocabulary in context

ELA for 2nd grade Use frequent nouns, phrases, and words learned through conversations,

reading and being read to, and responding to texts.

The learners will identify and analyze how the author's choice of words, imagery, and tone

affects the overall meaning of a text. Also, describe how unusual can be good and complete a

comprehension test on the first part of Carla's sandwich with at least 82% accuracy.
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Describe: The apprentices will define the character traits of Carla's classmates and understand

who they are. This allows more precise communication and provides a concrete basis for the

subject pertaining learning segment. Learners will be reinvigorated to search in lieu of and use

adjectives and qualities all through the lesson.

• Describe: Giving a detailed account of something or a certain character.

• Traits: Features of persons that defines the way they are.

• Adjectives: Telling words. In this example, telling traits of Carla’s classmates.

Describe: Learners will find phrases, words, and adjectives learned from end to end dialogues

and interpretation and being read to describe Carla's classmate and her lunch box content.

This class has not any IEP or ELL apprentices, as termed in the "Context for Learning (Task

1A). However, at hand will be explicit adjustments, supports, plus differentiations for the five

struggling students then two students with impaired hearing. Also present is a differentiation for

competent student in the book learning activity section. Learners are alienated into four groups,

each group having six students. Groups are culturally mixed, teacher-chosen, and

heterogeneous. Continuous evaluation will be conducted via observation during every lesson to

determine if changes must be made regarding individual needs, such as ability level, behavior,

and culture. The placement of two struggling readers is made so that the instructor can access

them and offer added support readily and quickly.

The three other struggling readers are placed in each of the other three groups to gain support

from their able peers. To accommodate the students with impaired hearing, they are positioned

in front of the classroom where the sound is clearer. All will have to sit down at their lockers in

their corresponding groupings for the rest of the teaching time. Students will be seated in a

circle surrounding the reader while reading Carla's Sandwich. The teacher will then allow them

to fill in their literacy interpretation worksheet in selected teacher groups.

The Learners will use a Set or Venn diagram to describe characters in Carla's sandwich story.

Students will need a sandwich dish, a sheet of paper to write their ingredients for Carla's

Sandwich, the book itself, Carla's Sandwich by Debbie Herman, and photocopied activity

worksheets and samples of comprehension to be filled during this education segment. Markers

and a board white in color will as well be required. The learners will need own target boards to

let out their opinions/views at the end of teaching part

The instructor will reexamine the apprentices' performances at the course of the lesson via

observation and rephrasing during the reading skills strategy. They will complete a Venn

diagram to identify and describe the characters of Carla's sandwich. The tool will serve as an

informal assessment for class involvement, while the intellectual capacity worksheet will be

formal. The ability of students to identify adjectives, words, and phrases, describe the

characters, and complete the first part of Carla's sandwich comprehension worksheet will show

how the Learning Target has been achieved.

To engage the family, a note will be sent to the parents before the onset of the lesson segment.

The note's content will send a message across of the child’s teacher plan in regards to what
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their child will learn about a key theory of creativity, acceptance, and individuality at the family

and community levels. At the end of the learning segment, learners will take home a work

sample subject to parental cross-checking. Children engage in a play of the Book Carla's

sandwich to exercise their presentation skills, familiarize themselves with new vocabulary and

get new concepts. This will create a good opportunity for the families to discuss the subjects

with their children and get the book learning target.

Venn diagram (Jia, A., Xu, L., & Wang, Y. 2021) is the lesson's literacy strategy whose purpose

is to provide a perfect, pictorial Graphic Organizer (Gao, C. H., Yu, G., & Cai, P. (2021)for the

students to identify common elements, and highlight differences between sets of data in regards

to Carla's sandwich. As a result, they will be introduced to the theme of the learning segment

which is intended to create the concept of tolerance, creativity, and acceptance, two lessons.

Identifying themes, character traits, adjectives, and story elements are the meta- Strategy for

the three lessons. More emphasis will be put in these different versions during the learning

section.

The subsequent interactions display the key discourse design of this lesson.

Engaging students in incorporating Rip-roaring opening activities and Raises are very

interactive. In this activity, students will be given sheets of paper where they will write a

description certain features in relation to their classmates. The lerners will read out what they

have written loud enough, the strips aloud, after which they put it on a pie plate as the teacher

goes around collecting the sheets of paper. The teacher will then raise some questions

regarding some of the traits leading to a fun discussion and challenge; thus, children will start
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raising their in an attempt to air their views and opinions and as a result, they build their

knowledge.

Reading- Pre-reading, during reading, and post-reading activities are essential. Before reading

the book, the teacher will engage them in activities to help them build background knowledge

and connect to the text. These activities include discussing the topic, asking open-ended

questions, and providing visual support such as a graphic organizer or story map. This will

enhance the easier identification of words and adjectives. During Reading Activities: While

students are reading, the teacher will pause and review the text. In post-Reading Activities, the

instructor can write a summary or even draw a picture to synthesize and review the material.

The instructor will point out a circle after drawing a set diagram on the whiteboard, and it reads

out. The children will then identify keywords and phrases, how to search for information, and

how to make connections between the text and the real world. They will be able to notice circles

with descriptive words like creative, tolerant, and even patient classmates. Students will also

brainstorm and summarize what they have learned.

Time: 10 minutes

Students will then go through an assessment test where they read aloud a variety of texts as a

way to practice fluency, pronunciation, and comprehension. They will also fill out a worksheet by

identifying and describing the character traits of the main characters, such as Carla. The

teacher-chosen partner will guide the student with hearing loss while the educator's assistant
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will crisscross on the struggling readers/writers who need help going through the questions once

more in order to answer.

Time: 5 minutes

Wrapping up, the instructor will provide students a few minutes telling them they should

conclude their work. Students will then come forward to pick individual target boards with

learning targets written for those needing a reminder. Learners will then color the dots close by

to the learning goal as they feel they have accomplished. The teacher will give feedback to

every student according to their assessments and the locations of the dots on their target board.

This response will occur after the lesson has wind up, all through inaudible reading time.

Students are to complete a cloze activity with the learning target text.

References

Gao, C. H., Yu, G., & Cai, P. (2021). Given diagram: an intuitive, easy-to-use, and highly

customizable R package to generate a Venn diagram. Frontiers in Genetics, 1598.

Jia, A., Xu, L., & Wang, Y. (2021). Venn diagrams in bioinformatics. Briefings in Bioinformatics,

22(5), bbab108.