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Teacher Name-:  Emily Werner Date-:  September, 2005
Grade Level-:  2 Subject-:  Language Arts
Title-:  A Happy Time Unit-:  Writing
Period-:  3
Title--: Language Arts
Rationale-:   Communication is an essential part of growing up and this is difficult for many children. In order to teach our students about communication, we must first help our students to identify feelings. Feelings are expressed in words, facial expressions and our entire body. This lesson is intended to help students understand that feelings are a part of our daily lives and that it's ok to feel sad or happy or lonely, etc. Through the use of literature, children will see pictures of facial expressions that communicate what we feel. Students will hear about "good days" and "bad days". They will share their own feelings and ultimately write about a specific feeling. This is important to our students since they do not have the skills to cope with many feelings at this age. Hopefully, they will become more comfortable as the lesson proceeds and use words to express those feelings.
Learning Outcomes/Goals-:   Students will listen to stories about feelings.

Students will identify their own feelings at specific times in their lives.

Students will express their feelings in words and through writing.
Curriculum Standards-:   NL-ENG.K-12.3 EVALUATION STRATEGIES



Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
[SOURCE]
NL-ENG.K-12.4 COMMUNICATION SKILLS



Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
[SOURCE]
NL-ENG.K-12.5 COMMUNICATION STRATEGIES



Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
[SOURCE]
NL-ENG.K-12.6 APPLYING KNOWLEDGE



Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts
Performance Indicators-:   understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives

use inference and deduction to understand the text
Materials/Resources-:   Feelings, by Aliki

My Many Colored Days, by Dr. Seuss.

Graphic Organized to plan a story about "A Happy Time".

Writing Paper

Chart Paper for brainstorming

Overhead projector and transparency of graphic organizer
Procedures-:   Students will gather on a rug area to begin this lesson. This closeness will allow students to feel "safe" as they express their feelings. Teacher will have the two literature books displayed and a chart available for brainstorming.
Anticipatory Set-:   The teacher will begin by telling a story about a time in his/her life, when there were strong feelings involved. Then the students will be asked to "think", giving them time to recall a strong feeling that they had. After a few seconds, give them time to turn to their partner and tell them about this feeling. After regaining their attention, ask the pairs to "share" each others' feelings.
Demonstration/Explanation-:   Teacher will have pictures of children with various expressions on their faces and ask for identification of these feelings. The teacher will then read Aliki's book, Feelings. By this time the students will more easily know feelings that are being expressed in the book. The students will be asked "A Happy Time" in their lives and focus on this feeling. The teacher will use an overhead projector to demonstrate how to use the graphic organizer.
Paragraph writing would have been taught in a previous lesson and a quick review will be necessary. An outline for paragraph writing should be posted in the classroom and used as a rubric for this activity.
Activity-:   Now students will be given their own graphic organizer with the title "A Happy Time" in the center. Questions to be asked are: Where were you? Who was with you? What happened? What else happened? This will outline what the students will write about. Now they can begin to write about their experience in paragraph form. They should be able to write at least two paragraphs.
Closure-:   This lesson may have to extend to another day to complete. Teacher will gather children together at the end of the lesson to review what they learned today. Students may want to share what they have written. In closing the lesson, the teacher will read My Many Colored Days by Dr. Seuss. This should reinforce that our feelings are OK, but we need to express those feelings in words to an adult, at times. They must know that feelings are meant to be communicated properly.
Accommodations for Special Needs-:   Teacher will have to be very attentive to students who have difficulty with writing. Some students may be asked to illustrate their feelings and an aide or a volunteer can assist them. Students who need to be challenged can use the computer to type story and use graphics. They can print the story later.
Evaluation / Rubric-:   The students will be evaluated on their attention and participation while stories are being read and students are sharing.
Their writing will be evaluated by the chart containing the essentials to good paragraph writing.
Teacher Reflection-:   Teacher has to be aware of the timing of this lesson. In second grade the students' attention should be fine with this lesson, but the paragraph may have to be finished independently. If necessary, continue this the next day. Was enough prior knowledge and experience presented through the two books that were used? Were they a good choice? Did the students relate to them? Did the teacher help students to transition into the writing with ease?