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LESSON PLAN TEMPLATE

Name: DeFilippo 1a. STANDARD: Topic/Title: Reading/ Small Reading Groups 1b. ENDURING UNDERSTANDINGS SWUT setting describes where a story takes place. Grade Level: 2

CCSS.ELA-Literacy.RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
VISION-SETTING: KNOW, SO, SHOW

2a. STUDENT LEARNING OBJECTIVES


SWBAT identify the setting through various ways. 3. ASSESSMENT

2b. TEACHER CONTENT KNOWLEDGE (necessary prior knowledge) TW need to know what setting is and how to identify it.

Informal- TW ask students to give a thumbs up, to the side, or down signal to see how well they understand the topic/segment of the lesson if I feel like the students are confused or falling behind. TW walk around the room once the small reading group is complete and observe how well the students are working/answering questions. TW use a checklist to see how well the students are working and answering question. TW monitor what they write on their record sheets. Formal- TW have the students in small group reflect on their original prediction on the setting of the story. If students would like to work more on their reading skills a small group will be made to practice this concept during recess.
4. ADAPTATIONS AND ACCOMMODATIONS (During CL I and II, indicate which individual children need adaptation or accommodation.)

CB and KC are sitting in groups that have students who are strong readers and overall strong students. CB and KC are pulled out of class for reading with a reading enrichment program. KC will get peer help from OC if necessary if she falls behind in a task. DP is an ELL student. DP will get a longer wait time when picked on to answer questions. DP gets pulled out of class to go to an integrating into a new environment class specifically for ELL students. **There will be a new student coming to our class sometime in March with severe behavioral problems and a tendency for severe behavior issues. More information to come after further observations. ** Rock Star Role Model
PROCEDURE AND PRACTICE TEACHERS ROLE Questions to Ask WHAT ARE STUDENTS DOING? MATERIALS

ME THO DS: GO

1 STARTER/ANTICIPATORY SET (5 min.) 1. TW review how to work in a group. 2. 3. TW go over what setting is. TW explain the 3 centers around the room for the rest of the class to work on while a small reading group is brought to the back table.

4. Each center will be 20 minutes long. The timer will be set on the STARboard for the whole class to see. If a group finishes early they can use a piece of lined paper to answer the questions on the back cover of their book. *Center activities are described in the box to the right

Center 1: Audio book- SW listen to the story Last One in Is a Rotten Egg by Diane deGroat. Sw follow along with the recording with a paperback book. SW then hatch an egg by cracking open plastic eggs that have chicks inside with questions on reading comprehension orally. SW write the answer to 2 questions: 1. What was the setting of the story? 2. What lesson was the author trying to teach you? If this group finishes early they will complete a flap book on the story.

Radio Audio book Paperback book Plastic eggs Worksheet labeled eggs

Center 2: Sing Along- SW be split into 2 groups of 3 to listen to 2 songs on the mini laptops. SW draw what the setting was at the beginning middle and end of the each song in music notes. After 10 minutes is up SW switch laptops. Center 3: Action! (Film strip)- SW draw the setting of a chosen book/story from the reading books. SW be split up into 2 groups of 3to read a story with their group and then draw the setting and events of the story as if they were going to make a movie. SW answer the question What are possible prizes people can win? on a white board and then other possible answers will be discussed as a whole group.

2 mini laptops Worksheet labeled music notes Timer Story Town books Worksheet labeled Film Strip

2. INTRODUCTION OF NEW MATERIAL *Small Reading Group* (Guided Instruction/Procedure/Exploration) (5 min.) TW build background on the story First Prize by writing the question What are possible prizes people can win? on a white board. TW pass the white board around for a few students to answer the question. Ex] stuffed animal, tickets to a sports event, the lottery, a car, vacation

White board Dry erase marker Eraser

3. GUIDED PRACTICE/EXPLORATION/ACTIVITY (10 min.) 1. TW pass out First Prize to the small group. TW pass out posit-it notes to each student so they can draw a line down the middle. TW tell students to draw a line down the middle of the post-it note. TW tell students to look only at the cover of their story and to make a prediction on one side of the post-it note as to what they think the setting of the story will be. 2.TW write down a list of robust vocabulary words that are in the text. TW read the robust vocabulary words together. TW ask students if they do not know the definition of any of these words. TW have the students come up with definitions for words they do not know. 3. TW conduct a picture walk with the students. TW look at pages 3-5 of the story. TW ask questions: What is the setting on page 3? How do you know? What do you think the boy is thinking on page 4? Why? 4. TW read about half of the story aloud with student. 4. INDEPENDENT PRACTICE (5 min.) TW pair up students with partner to finish reading the story. While students read with a partner I will monitor students reading by listening to them read aloud. I will be checking for fluency and comprehension while taking anecdotal notes. 5. CLOSING (5 min.) Closure activity: TW place question cards on the table faced down. SW pick one card and answer it based on the story. Ex] Did the setting change in the story? How did the setting change? Why do you think the author changed the setting? In the beginning of the story when and where does the story take place? What do you think is the lesson the author wants you to learn from this story? Explain using some details from the text. What can your learn about the characters in the story by looking at the pictures? How do the pictures help you understand the setting or events that happened in the story? TW tell students to go back to their post-it note and reflect on whether or not their prediction on the setting was correct or incorrect by writing a full sentence such as My prediction was correct/incorrect because_____________.

1.

Write a prediction about the setting of the story.

2.

SW go over vocabulary from the text by reading them and coming up with definitions as a group.

3.

SW complete a picture walk of the first 3 pages and answer questions.

4.

SW read aloud with their small group. Story First Prize

SW read the rest of the story with a partner.

Question cards. SW answer questions on their card. SW reflect on their prediction.

HOMEWORK/FOLLOW UP ACTIVITY (if appropriate). REINFORCEMENT


Extended activity: If the small group I am working with finishes while the other groups are still working they will complete a story sequencing activity or a worksheet on literacy.