LESSON PLAN #1: COMMUNITY BUILDING LESSON PLAN

Consider: The 6 facets of understanding: Explanation, Interpretation, Perspective, Self-knowledge, Empathy, and Application; MI: Logical-mathematical,
Spatial, Linguistic, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic, Existential and the 12 Types of Performance Tasks
MCEA-ESL Lesson Plan Template
Teacher: Aila, Hanna Rae, Selena, Kennedy

Grade Level: 4th grade

Time Needed: 45 minutes

Topic: The Best Part of Me Paragraph

Subject Area: Literacy - Writing

Part 1: Lesson Framework

Classroom characteristics:
Linguistically diverse (i.e. Nepali, Spanish, Mandinka, English, Hmong, Arabic, etc.)
- Racially diverse
- Low-income school (75% on free/reduced lunch)
Range of language performance represented in this class:
- Wide range; Emergent bilinguals range from Level 1 - Monitor status
- Also native English-speakers
Enduring
understanding
s or essential
questions
Standard(s)

It is okay to like yourself -- learning to love ourselves and others

Creating a positive classroom environment by establishing and nourishing self-esteem and confidence
Developing a sense of belonging through establishing individual strengths
How does a positive image of ourselves help us in the classroom/build classroom community?

CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
CCSS.ELA-LITERACY.W.4.3.D
Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.4.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
Assessment/s
Evidence of
Understanding
/Learning

Content
Objective(s)

Written assessment - Students will turn in their paragraphs and be assessed based on a rubric.
Formative - Gallery walk of students work where students give each other feedback on sticky notes, with the option of completing
sentence starters/frames (Example: )

After watching
modeled mini-lesson,
students will
individually complete
a graphic organizer to
plan their paragraph
on their best body part
(The Best Part of
Themselves).
Upon completion of
the graphic organizer,
students will
individually write a
descriptive 5-sentence
paragraph in correct
format (i.e. indenting
first line, introduction
sentence, etc.) about
their previously
identified favorite
feature of themself.

Language
objective/s

What are the specific language

objectives

that stem from the

content objectives? What are the
specific things students will need
to be doing with language to
meet those content objectives?
Consider: Function (purpose)
Students will individually create
sentences to identify their
favorite physical feature of
themselves.
Students will individually follow
outlined graphic organizer to
explain what their physical
feature offers them.

Students will individually write a

descriptive 5-sentence paragraph
in correct format (i.e. indenting
first line, introduction sentence,

Specific

Language
Structures

What are the specific discourses, sentences,

and words students will be using to
demonstrate that they are engaging with
language objectives? Please, consider both
receptive and productive domains. Consider:
Discourse, Sentence, and words level.
Discourse:
- Graphic organizer
Sentence level:
My favorite part about myself is
because
My help(s) me
Word level:
- Physical feature
- Positive

After writing their

5-sentence
paragraphs, students
will engage with other
students work by
viewing others works
and writing positive
comments to at least 3
peers.

Prior
Knowledge

What previous
knowledge do your
students need to have
to engage with the
content/topic of this
lesson?
Students have had
previous instruction in
formatting a
paragraph, detailed
and descriptive
writing, and sentence
structure.
Specifically, students
are aware that in 4th
grade, 5-6 quality
sentences constitutes a
paragraph. While also
acknowledging how
crucial it is to use

etc.) about their previously

identified favorite feature of
themself.
After reading peers paragraphs,
students will individually write
their initials as well as a positive
and encouraging comment
specific to at least 3 peers works
on post-it notes.

Cultural
Integration
&
Funds of
Knowledge

What funds of knowledge and

relevant experiences from your
students are you incorporating
into this lesson? How will you
incorporate and build on this,
connecting to your objectives?

The very nature of this lesson is

honoring/celebrating each
students unique and special
contributions to the community..
The lesson spotlights students
themselves, lending itself
naturally to incorporating funds
of knowledge into instruction.
Ideally, students will see that
they are each integral, unique
members of the classroom
community with strengths to

Translanguaging

What opportunities are you providing to

allow students to draw on their entire
linguistic repertoire? Please, be specific.

Students will be able to complete their first

draft of their paragraph using
translanguaging, allowing the opportunity for
use of entire language repertoire.

If time permits, students will be able to

complete a translation of their final draft in
their native languages. All of which is
essential to building community and showing
students that celebrating differences is
imperative within the classroom.

descriptive language,
especially in narrative
writing.
The students have
become increasingly
familiar with graphic
organizers which have
helped them to focus
on compare/contrast,
summarize,
sequencing, and
organizing plot; all of
which will benefit the
students within this
lesson.
The students are also
aware of the Purple,
Blue, Green, and
Orange writing
groups. These are
writing groups based
on the level of support
needed from teachers,
visual supports, and
other supplementary
aids (graphic
organizers).
Students are also
comfortable with the
call out: I love
myself yes I do! I love
myself, so do you!

offer and strengths of others to

tap into, building confidence in
students themselves and between
students, as well, which are all
components of content standards
we established.

Finally, all of the

students are
participated in a read
aloud and group
discussion of the book
The Best Part of Me.
Discussions went
beyond the beauty of
what our faces look
like or who has the
most beautiful face
and really dug deep
into the underlying
beauty of our physical
features.
Part 2: Lesson Procedure
Materials &
Texts

The Best Part of Me by Wendy Ewald

Digital camera with printer, regular camera with film, or smartphone with picture taking capabilities
Computers with web access
Loose-leaf paper
Pencils
Blank paper for publishing poems
12- by 18-inch construction paper in black and two to three accent colors
Paper cutter or scissors
Glue
Document Camera
Graphic Organizer (see link attached at bottom)

Learning Tasks

This section includes a step-by-step list of the activities you will follow during your lesson, which includes suggested class time for each step. Please
provide enough detail to clearly articulate: (1) what students are doing, (2) what the teacher is doing, (3) the intended goals or guiding questions for
any discussions, and (4) a brief blurb to show how you will transition between activities.
You should also explicitly integrate language scaffolds in your lesson (participation; patterns, visual and textual support, etc.).
Teacher will gain the attention of students by using the call out: I love myself, yes I do! I love myself, how about you?
Introduction
/
Engaging
Hook

Students will respond: I love myself, yes I do! I love myself, how about you?

Teacher will mention, After reading, T

he Best Part of Me, I want us to really focus on what we have found as a body part we have

found is the best part of ourselves. For example, what do you all think of my mouth? I think my mouth is absolutely amazing. I truly
believe it is the best part of me. Remember, the best part of yourself should go BEYOND just what you are thinking the best part of you
looks like, but rather, why is this good for yourself and others? Why we should know this is the best part of you? What about this body
part is the best part of you?

Point to mouth and act as if you are modeling it off for the class

I am going to write a list of reasons why I think my mouth is the best part of me.

Write a few positive attributes about myself

Encourage the class to join in as to why my mouth is the best part of me (examples: Couldnt eat food without it, my mouth is
the home where my voice comes out, etc.)

Step 1: I do/We do:Write down in a bulleted list what the teacher and students are saying about The Best Part of Me starring the teacher
Step 2: Inform students that they will be using a bulleted list as a way to help them organize their ideas about the best part of themselves
Procedure

Step 3: Once the teacher has completed their example of The Best Part of Themselves, the students will be directed as to what their job
and expectation is for the activity.

Blue Group: Complete a bulleted list of the best part of yourself.

Your completed list should include reasons why this is the best part of you

Purple Group: Complete a bulleted list of the best part of yourself

Your completed list should include reasons why this is the best part of you

Once completed, tell your small group the best part of you and reasons why.

Green and Orange Groups: You are going to stay with the teacher, you will find out what your job and expectation will be

Step 4: You do: Direct students to write their own descriptive paragraph about the best part of them. Some ideas and prompts to help

students thinking are...

Focus on one part of your body that you love (or would most hate to lose)
What are the physical characteristics of your ____?
Use precise words and comparisons to help others visualize details:
- size (about the size of...)
- shape/form (shaped like a...)
- close-up details
- colors
- transparency, reflectiveness
- texture (rough, smooth, firm, soft, etc.)
- what else can you feel by touch? (heat, pulse, moisture, etc.)
In what ways does your ___ trigger POSITIVE associations (pleasantly reminding you of people, animals, objects, places, or
events)?

Step 5: Tell students they are dismissed and that they will be getting time to work

Five minutes into this time work time, the students will be asked by a Special Education Assistant to take a picture of the best
part of themselves.

Step 6: Using the graphic organizer (1-2 details or 3+ details), show the ORANGE and GREEN GROUPS, that this will help them to
further their ideas about what is the best part of themselves

Teacher will pull out bulleted list and place it on the document camera

Teacher will then work with the students, asking what is the first, second, third, and final reason the teachers chosen body part
is the best part of themself.

The teacher will write in complete sentences the reasoning, modeling for the group, the expectation of using the graphic
organizer

Students will need to write AT LEAST one complete sentence for each reason why the best part of them, is their best
part.

For the Green Group: The students will need to include more than 3 or more reasons for why a certain body part is the
best part of themselves.

For the Orange Group: The students will need to include at least 1-2 reasons for why a certain body part is the best
part of themselves.

The teacher will then show the students how to transfer their reasoning into a paragraph, modeling the expectation.

Step 7: The Orange and Green Groups will be dismissed and given the graphic organizer and begin working on their bulleted list, then
graphic organizer, then completing a descriptive paragraph about the best part of themselves.
Step 8: Students can publish their poems by neatly printing them on blank paper in the style of those in the book.
Step 9: Have the Special Education Assistant print all of the pictures in black and white.

Give these pictures back to students and have them mount the pictures on black paper

Step 10: Teacher will count down time and tell the students there is one more aspect of the activity.
Step 11: Teacher will explain the gallery walk.

***Graphic Organizer links are attached below

To end the lesson, students will participate in a gallery walk in order to view their classmates work. Students will walk around the
Closure

room, looking at students pictures and reading their paragraphs. After viewing a peers project, students will write one positive
comment (such as Great job!) and/or one piece of feedback (I liked ____ because..., I connect with ____ because). Students
will be provided with example positive comments (Awesome job!) on an anchor chart and sentence starters (I like ___ because) on
the board. This will provide support for ELL students in particular.

Formative
Assessment

-Writing the paragraph about their best part as the teacher checks in with different individuals
-Gallery Walk and post-it note positive comments/connections; Students initial their post-it notes for accountability/individual
assessment.
- Expectation is that students will make it to at least three other students stations

WIDA MPI Strand (Adapted)

Content
Objective:
Performance
Definitions

Upon completion of the graphic organizer, students will individually write a descriptive 5-sentence paragraph in correct format
(i.e. indenting first line, introduction sentence, etc.) about their previously identified favorite feature of themself.
Level 1-3

Level 2-4

Level 3-5

Language
Objective:

Language
structures at
the
Discourse
Level

Language
structures at
the
Sentence Level
Language
structures at
the
Word Level

Content
Objective:
Performance
Definitions

Students will state their

favorite body part with a
bulleted list of reason of
why they chose it as their
best feature, with the help
of a bulleted list.

Students will write a paragraph

about what body part they chose
as their best feature along with 1-2
reasons why they chose it, with the
help of a graphic organizer.

Students will write a paragraph about what body part they

chose as their best feature along with 3 or more reasons why
they chose it, elaborating on their choices, with the help of a
graphic organizer.

My mouth is the best part of

me because it helps me eat
food.

If I didnt have my mouth, I

wouldnt be able to participate in my
favorite activity- eating.

Imagine not being able to taste a bite of mouthwatering pizza.

How would you feel if you could never tell your mom that you
loved her? Your awe-inspiring mouth is responsible for helping
you accomplish all of these vital things. Thats why its the most
important body part and the supreme part about me.

Nouns, pronouns, and

adjective: It is the best.

Nouns, pronouns, and adjective: My

mouth is the greatest.

Nouns, pronouns, and adjective: My spectacular mouth is

supreme.

Best
Good

Finest
Greatest

Prime
Supreme

After participating a modeled mini-lesson, students will individually complete a graphic organizer to help plan their descriptive
paragraph on their best part about them.
Level 1-3

Level 2-4

Level 3-5

Language
Objective:

Language
structures at
the
Discourse
Level
Language
structures at
the
Sentence Level
Language
structures at
the
Word Level

Content
Objective:

Students will use a bulleted

list as their graphic
organizer, filling in at least
three bullet points with
supporting reasons

Students will complete the introduction and conclusion

section of the graphic organizer. They will also fill out three
or more supporting reasons.

My mouth is the best part of me

because it helps me eat.

My mouth is the best part of me because it helps me it, I use it to

sing, and it makes me feel beautiful when I paint it with lipstick.

No sentences will be used

Sentence fragments
Sentences with one supporting detail

Compound sentences with more than one supporting detail

First, second, third

List

First, second, third

Describe and explain
Introduction
Conclusion
Supporting detail/reasons

First, second, third

Describe and explain
Introduction
Conclusion
Supporting detail/reasons

Eat
Sing
Make-up

Students will complete the

introduction and conclusion
section of the graphic organizer.
They will also fill out one to two
supporting reasons.

After writing their 5-sentence paragraphs, students will engage other students work by viewing others works and writing
positive comments to at least 3 peers.

Performance
Definitions

Level 1-3

Level 2-4

Level 3-5

Language
Objective:

Using a provided list of

positive adjectives, students
will select an adjective and

Using a provided list of positive

adjectives and provided sentence
frames, students will select at least

Using provided sentence frames, students will write at least

one positive adjective in response to three peers works.

write one word on a post-it

note in response to three
peers works.
Language
structures at
the
Discourse
Level
Language
structures at
the
Sentence Level
Language
structures at
the
Word Level

one adjective and write one

sentence in response to three
peers works.

Good job.

You did a good job.

You did a good job using descriptive words.

None

Praise with no explanation

Praise with reasoning behind the praise/compliment

I connect with you.

I agree that

I connect with you because

I agree thatbecause...

Adjectives:
- Cute

Adjectives:
- Terrific
- Superb
- Lovely
- Stupendous
- Magnificent

Adjectives:
- Awesome
- Great