Planning for Learning by Hayley Bazinet

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Planning for Learning by Hayley Bazinet by Mind Map: Planning for Learning                 by Hayley Bazinet

1. Objective and Grade Level

1.1. Second Grade Elementary and/or ESL

1.2. CCSS.ELA-LITERACY.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.

2. Big Idea #3-Nouns and verbs are different but go together to make sentences.

2.1. Scaffolding Technique Give Time to Talk

2.1.1. I will ask students "What do you eat?" and they will answer with something like, "I eat pizza." As a class, we will figure out what the verbs and nouns in that sentence are. Then they will work in pairs to ask questions like "Where do you play?" and "When do you wake up?" and identify which words are verbs and nouns. They will lean through communicating and collaborating about topics they like. This will also hopefully get them curious about what kind of words 'Where', 'When', and 'What' are.

2.2. Scaffolding Technique Modeling/Gestures

2.2.1. I can point to myself and pretend to run and students can guess the noun and verb. It will mean I am kind of like a mime but might be comic relief and learning with humor is always good, even at my expense.

3. Big Idea #4-Who, What, When, Where, Why, and How are question words.

3.1. Scaffolding Technique Sentence Structures/Starters

3.1.1. I can give the students worksheets to interview each other with including the beginning of questions like "What do you..." and "Where do you..." Underneath those beginnings, I can have question word, action, noun, and action so they know what kind of words they need. Labeling the kinds of words and starting the sentences for them should be good support.

3.2. Scaffolding Technique Read Aloud

3.2.1. Another way to remind them of the final product is to read a dialogue to them. I can act out two different people, play them a recording with two people, divide the class into two halves to read the two different roles, and have the students read the two parts to themselves and switch roles. Reading aloud in a variety of ways should reinforce the material for them and be a nice review.

4. Big Idea #1-A noun is a person, place, or thing.

4.1. Scaffolding Technique Fish Bowl

4.1.1. In the middle of a classroom, a small group of students will demonstrate for the rest of the class surrounding them how to identify if a noun is a person, place, or thing with flash cards. This will be helpful because it will engage the students to see their classmates working through the problem.

4.2. Scaffolding Technique Tap Into Prior Knowledge

4.2.1. I will ask students whether they know what a noun is. Then I will ask them questions like, "Is this a noun?" and hold up a pencil and eraser and include other examples like myself and the classroom. This will get students thinking about how nouns are applicable to people, places, and things they deal with on a daily basis.

5. Big Idea #2-A verb is an action word or something a noun does.

5.1. Scaffolding Technique Pre-Teach Vocabulary

5.1.1. I will show them pictures of verbs they do on a regular basis such as play, run, jump, write, sit, eat, and sleep. These are verbs they are interested in and can relate to. We can mix and match them with the flashcards of nouns to make short sentences. They will see how these words are in context and relevant to them.

5.2. Scaffolding Technique Pause, Ask Questions, Pause, Review

5.2.1. I will write either a verb or a noun on the board and ask which it is, then have students answer on a piece of paper whether they think it is a noun or a verb. Then we will check and discuss why they chose either a verb or a noun. Students can review by answering with either, "It is a verb because it is an action." or "It is a noun because it is a thing." This will reinforce the knowledge in their minds by challenging and reviewing them.

6. Big Idea #5-Sentences need big first letters and question marks.

6.1. Scaffolding Technique Intentional Small Group/Partner Work

6.1.1. I can match students up with more worksheets with dialogue missing capital letters. Students can use red pens to correct the mistakes. After they work with one partner for one question and answer, the class will rotate so that they work with a different person for another question and sentence pairing. That way they won't work with only one student and can communicate in a variety of ways to a variety of classmates why they fixed the sentences the way they did.

6.2. Scaffolding Technique Use of First Language

6.2.1. I will look up what "capital letter", "period", and "question mark" are in at least one native language used in my class. Then if I haven't covered that in a native language spoken by a student, I will have those students teach us what those words are. I can keep the translations on a piece of construction paper on the wall through the unit or year. This will help them connect the objective to their native language.

7. Big Idea #6-We use simple present tense when we are referring to something we are doing now or do regularly.

7.1. Scaffolding Technique Show and Tell

7.1.1. I will show students an example of a dialogue in simple present tense. I will explain how in simple present tense, we need an "S" for He, She, and It actions but the actions don't change for I, You, We, They. Seeing when they need to use "S" and when they don't will benefit the visual learners.

7.2. Scaffolding Technique Think Aloud

7.2.1. I will compose a question on the board and begin by stating, "I know the first letter in a sentence must be big so I will write a capitol letter "H." I also know that the question word should start the sentence so I will write "How." Now I know the action word comes after the question word and that my noun/subject is "you" so I will write "are". In question structure, the subject can go last so I will write "you' followed by a question mark because that is how you punctuate a question. Then I will do the same with the answer to "How are you?" but showing the difference in the structure and punctuation for a sentence. This method will be great support for auditory learners.