George Washington Carver - Lesson 4

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Lesson 4 Grade Level: 2 Grade Subject: ELA Number of students: 15 Instructional Location: Zoom classroom - 4 in-person students in class nd Lesson Goals Answering the “Wh” questions to understand the text. Analyzing George Washington Carver character traits. Lesson Title: Facts and Characteristics - George Washington Carver Central Focus: The students by now know how to answer the 5 “Wh” and “How” questions. In order for a full comprehension about George Washington Carver’s accomplishment, I included the character traits as this will give the students a better understanding of George Washington determination and accomplishment. The goal is for the students to understand how kind, helpful, respectful, and clever George Washington Carver was. Standards: RI.2.1. RI.2.5. RU.2.10 Ask and answer such questions as who, what, where, when, why, and how to demonstrate an understanding of key details in a text. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Read and comprehend informational texts, including history/social studies, Science, and technical texts, at grade level text complexity proficiently with Scaffolding as needed. Lesson Objectives and Language Demands Objective: SWBAT Analyze George Washignton Carver’s character and providing evidence from the text George Washington Biography with relevant details with 80% accuracy. SWBAT list the facts and characteristics about George Washington Carver (Final summative assessment) SWBAT do a cut and paste coloring project about George Washington Carver and list facts as well as character traits (Final summative assessment). Academic Language Demands This lesson addresses the academic language function of analyzing George Washington Carver’s character and listing the facts and characteristics about George Washington Carver to celebrate his inventions. Syntax:

Students will correctly use the academic language and their prior knowledge of understanding to character traits and the 5 “Wh” and “How” questions during the lesson, the guided practice, and the independent practice. Students will listen to the teacher's explanations and modeling to analyze and list George Washington Carver’s facts, accomplishments and characteristics. Discourse: Students will use the vocabulary (academic language) orally during class discussions. Students will use the academic language during instruction, guided practice, and independent practice. Key Vocabulary: Character Traits: words that describe a person which are qualities that make a personality. Resources and Materials Materials: George Washington Carver leveled reading - Leveled Guided reading k/?id 1626&langId 1 Modeling character traits (See attached) Guided Practice (4 character traits/on grade students and 3 character traits/ELLs and BSI students. Independent Practice Sources: Digital Resources for the George Washington Carver leveled reading book leveled reading book has been uploaded from ReadingA-Z, which is the digital resource used by the school. Prior Academic Knowledge and Prerequisite skills Students learned how to answer the 5 “Wh” questions in the previous lesson. Students have been introduced to character traits earlier in the year as well as adjectives used to describe people. Misconceptions: Students sometimes misinterpret the 5 “Wh” questions and give a different answer than what the question is asking. Context. Why this lesson is at this time; how does it connect to previous or succeeding lessons? This lesson is the final lesson in this learning segment and the cultivation of what they have learned during the past 3 lessons to accomplish the learning segment objectives of identifying nonfiction texts features which helps them understand George Washington Carver’s biography

and listing facts, accomplishments as well as characteristics to appreciate his success as well as his character traits that led to his success. Assessment Informal: Formative: I will monitor students’ understanding during the instructions as well during the guided Practice - Objective). The students’ ability to answer guided practice (George Washington character traits) as well as listing all the facts and accomplishments about George Washington Carver (Independent practice - Objective) will be used as a summative assessment. The learning activity, cut and paste (inclusion of art) is the creative and summative assessment for this short learning segment (See students’ sample). What will the teacher do? Beginning of the Lesson Introduction (min.) Hook: Activate Prior Knowledge: Why is today’s lesson important? Building Academic language Today we are going to continue reading about George Washington Carver’s Biography. After we are done reading the book, we will go back to re-read it one more time to analyze what kind of man George Washington Carver was. Who remembers facts about George Washington Carver? Today’s lesson is important because it sums everything that we just learned in the past few days. Today we will learn what George Washington's character traits are and by the end of this lesson, you will be able to list all the facts and characteristics about him. Introduce New concept/skill Who remembers what a character trait is? Can anyone give me an example? Modeling I will explain that a character trait is words we use to What will the students do? Students will listen attentively as I explain. Students will raise their hands to answer the question.

describe a person. For example, when you see me smiling during class, you can describe me by saying she is Students will answer the happy. questions On P.8, I will stop and re-read the sentence “He didn’t give up”. I will explain that he loved what he was doing and he was eager to learn more, that means I can describe him as being determined. Now this word “determined” is one character trait for George Washington Carver. I will stop and re-read p.10 “He taught the farmers to add dead leaves and plants to the soil to help it”. I will explain that this means that he helped them, he took the time away from his teaching, being a professor and his lab work just to teach them how to take care of the plants and the soil. So I can say that he was helpful. Helpful is the character trait that I used to describe him. I will continue modeling, and will point out GWC’s accomplishments, which is everything he was able to achieve like being the 1st black student to finish college and become a professor, he was a scientist, an inventor, and believed that ideas are free and should be freely given. I will ask the students what they think about this? Guided Practice Formative Assessment Guided Practice worksheet 4 character traits/on grade students and 3 character traits/ELLs and BSI students.

Independent Practice Formative Assessment Independent practice worksheet. Closure: Summative Assessment I will gather the students back to share their responses. Learning Extension: Cut and paste project (See sample) Accommodation and Differentiation ESL & BSI Pre-teaching all content vocabulary via images and illustrations which will also be provided as a reference to all students. Modifications 504: Modified worksheets and a separate worksheet Positive reinforcement throughout the lesson to keep the student motivated and on track. Lesson Rationale/Justifications When students learn about character traits, they can understand that a person’s actions can reveal their personalities. This broadens their horizon to communicate better with others, and to be forgiving and understanding. Character traits are needed in order that students can list all the facts and characteristics about George Washington Carver. Cut and Paste Project

Independent Practice

comprehension about George Washington Carver's accomplishment,I included the character traits as this will give the students a better understandingof George Washington determination and accomplishment. The goal is for the students to understandhow kind, helpful, respectful, and clever George Washington Carver was. Standards: RI.2.1.

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