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USF Elementary Education Lesson Plan Template (S 2014)

Rich
Grade Level Being Taught: Subject/Content: Reading
2
What Standards (national
or state) relate to this
lesson?

Essential Understanding

Objectives- What are you


teaching?
Rationale

Evaluation Plan- How will


you know students have
mastered your objectives?
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for

Name: Michaela
Group Size:
WC

Date of Lesson: 2/11/16

Lesson Content
LAFS.2.RL.1.AP.1a: Answer who, what, where, when, why and how questions using key
details from text.
LAFS.2.RL.1.AP.3a: Describe or select a description of a major event or problem in a
story.
LAFS.2.RL.1.AP.3b: Describe or select a description of how characters respond to major
events or problems in a story.
LAFS.2.RL.2.AP.5a: Describe or select the description of what happened in (or key
events from)
the beginning of the story.
LAFS.2.RL.2.AP.5b: Describe or select the description of what happened in (or key
events from) the end of the story.
Ask and answer questions to demonstrate understanding.
Retell a story using key details, or text evidence.
Differentiate between the beginning, middle and end of a story and understand how the
story changes as it progresses.
Students will be able to identify the beginning, middle, and end of a story.
Students will be able to identify the climax in the story and how it is solved.
Students will be able to read a page without an illustration and create their own
illustration for that page (to show understanding of what is being read).
Asking and answering questions to better understand what is being read is a skill
students will use for the rest of their school career.
Eventually, this historical fiction will be compared and contrasted with another historical
fiction, and then with a non-fiction.
I will look at the illustrations they have drawn and read the page number it corresponds
to. If the drawing correctly presents the information on the page, I will know that my
students understood what they were reading and knew how to put those words into a
picture.
How to stop and ask questions while reading a text.
How to illustrate a page using only the information given on that page.
How to model asking questions and what kinds of questions that should be asked when
reading a text.
Students have had practice from first grade and second grade on how to stop and ask
themselves questions while reading. They have also had to make illustrations that

USF Elementary Education Lesson Plan Template (S 2014)


Rich
Grade Level Being Taught: Subject/Content: Reading
2
a student to successfully
meet these objectives?
What misconceptions
might students have about
this content?

Teaching Methods

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?

Name: Michaela
Group Size:
WC

Date of Lesson: 2/11/16

correspond to what they are writing on their own.


Students may be confused on what a historical fiction is. This will be addressed before we
begin reading. They will be asked questions about the content but may be confused with
what is real and what is fiction.

Lesson Implementation
Modeling a read aloud
Social constructivism- turn and talks
Asking and answering questions
Using illustrations to demonstrate knowledge
Time
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
T
Evaluation).
2 mins
Today we are going to create our own illustrations for some pages in
the text. We will be working from either pages 116 & 117 or 118 &
119. You (students) may chose which pages you would like to make
new illustrations for. There are already illustrations on those pages
but you need to reread the pages and create something new that is
relatable to what is being said in the text. You cannot copy the
illustration that is already drawn for you, be creative. You will also
T
write specifically what your illustration is showing on the lines
2 mins
provided. Color may be added.
T&S

Reread pages 116-119


5 mins

S
15 mins

Brainstorm ideas on the board

USF Elementary Education Lesson Plan Template (S 2014)


Rich
Grade Level Being Taught: Subject/Content: Reading
2
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if

What will you do if

Meeting your students


needs as people and as
learners

Name: Michaela
Group Size:
WC

Date of Lesson: 2/11/16

Start the illustrations. Circulate around the room and ask questions
about their illustrations. Make sure they relate to what is being said
on the pages they chose.

a student struggles with the content?


Students will be able to turn and talk about their thoughts on a question I am asking. If
they are unsure of what is being asked, a friend from class will be able to explain it to
them during the turn and talk.
a student masters the content quickly?
This student can help another student who is taking longer than the rest of the class to
ensure they all finish on time.
This student will be able to go back and read the text on their own and circle vocabulary
that they do not know the meaning of.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This is a historical fiction that is based on events that really happened in the United
States. Students will be able to reflect on these events and will be asked to think about,
How would it be different today if those actions were not taken back then?
If applicable, how does this lesson connect to/reflect the local community?
Again, students will be able to reflect on these events and will be asked to think about,
How would it be different today if those actions were not taken back then? This will
help them empathize with situations that have been unknown to them and will help them
gain a better understanding of what times were like long ago.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will be able to rewrite the page they have illustrated in their own words to show
further understanding.
Students will be able to go back and circle the vocabulary they are unsure of and can

USF Elementary Education Lesson Plan Template (S 2014)


Rich
Grade Level Being Taught: Subject/Content: Reading
2

Accommodations (If
needed)
Materials

Name: Michaela
Group Size:
WC

Date of Lesson: 2/11/16

look up the definitions of those words.


How will you differentiate instruction for students who need additional
language support?
Students will be read the book aloud by me (teacher) and will be able to turn and talk to
their partners about the content being read. They will also be drawing a picture to show
their understanding rather than writing about their understanding.
N.M.- This student will eventually be paired with another student who finishes quickly. He
takes a very long time finishing assignments unless someone is right next to him
constantly asking him questions and prompting his participation.
Marching with Aunt Susan book
Writers journals
Pencils
Coloring utensils
Teachers guide to Marching with Aunt Susan