EDT 346E WEEKLY LITERACY LESSON PLAN

Teacher Candidate: Michelle Pallazza

Student:
Grade: Second
Dates: W 4/15/15 & F 4/17/15

Lesson
Plan # 8

PLAN

1st Strategy

2nd Strategy

Main Idea Map (Intervention

Strategies p. 201). Students will recall
key details from How Will We Get to
the Beach? by Brigitte Luciani that the
teacher will have just read aloud and
write the order of events in sequential
order.

Open-Mind Portraits (50 Literacy

Strategies p. 77). Student will create a
three page book in the shape of a
characters head and draw or write two
details per page from the text, Alexander
and the Terrible, Horrible, No Good, Very
Bad Day by Judith Viorst on each
thinking page.

1st Assessment

Addl Literacy Assessments (optional)

Strategy Title &

Complete Source;
Description of Strategy:

Assessment Title &

Complete Source

Cloze Procedure (EDT resources)

Description of Learner:
Include reading levels,
assessment data, any
differentiations; add new
information to each lesson
plan

_____

Common Core ELA

Standard: Identify strand,
grade, number (e.g.,
RL4.3) & include entire
standard + any applicable
subcategory.

n/a

Bader: Instructional Reading Level: first grade

DSA: early-middle within word pattern
Multidimensional Fluency Scale: total score of 9 shows that student is making
progress towards fluency.
Running Record: 68 WMP, 94% accuracy rate the only four mistakes were
graphophonetic
Retell: 1/6 no recall or minimal recall of only a fact or two from the passage.
Cloze Procedure: _________ (Will add results after assessment administered.)

1st Strategy

2nd Strategy

SL.2.2 Recount or describe key ideas

or details from a text read aloud or
information presented orally or through
media.

RL2.7 Use information gained from the

illustrations and words in a print or digital
text to demonstrate understanding of its
characters, setting, or plot.

Created by Irene Lang Kleiman (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

1st Strategy

2nd Strategy

Students will recount or describe key

ideas or details from a text read aloud
by filling in main idea map in
sequential order with five out of six
sections filled in correctly to show 83%
accuracy.

Student use information gained from the

illustrations and words in a text to
demonstrate
understanding
of
its
characters, setting, or plot by drawing and
briefly describing key points from the text
on their open-mind portrait including at
least two details on each of the three
thinking pages separated by beginning,
middle, and end of story.

Student Learning
Objective (central
focus): ABCD

Audience: Who (the

student)

Behavior: What
(standard)

Condition: How
(strategy & text titles)

Degree: Measureable
outcome

_____

1st Strategy

Instructional Materials,
Equipment &
Technology: List titles &

How Will We Get

to the Beach? by
Brigitte
Luciani
(gr. averaged 2.7)

Main Idea Map for

sequencing
(teacher created)

Functional Language:
List literacy terms &

E-I-E-I-O
How
Old
MacDonald
Got His Farm by
Judy Sierra (gr.
2.7) to use for
teacher modeling
Pencils

1st Strategy

2nd Strategy

Assessment(s)

Alexander and the

Terrible, Horrible,
No Good, Very Bad
Day
by
Judith
Viorst (gr. 3.7)

Scissors

Passage from
text, How Do
Dinosaurs Get
Well Soon? by
Jane Yolen (gr.
1.9). (teacher
created).

Crayons

Four sheets of plain

white paper (First
sheet having shape
of Alexanders head
pre-traced on there)

Same passage
from text with
every
fifth
word missing
to
fill
in
(teacher
created).

Stapler

Pencil

2nd Strategy

academic language you

will use to help the
students understand the
literacy strategies &
content (terms from the
strategy & the standard,
e.g., discuss, analyze,
compare-contrast; predict,
question, decode, etc.).

Key Vocabulary: List

vocabulary from the text
&/or activity that is at the
students instructional &
frustration level (at least 4
words).
_____

Sequence

Open-mind portrait

Main Idea Map

Key details

Key details

1st Strategy

2nd Strategy

Sequence

Corvette Sting Ray Car

key details

Australia

kayak

tack

wobbly

scolded

INSTRUCT & ENGAGE

Independent Reading:
Text must be at the
students independent
reading level OR at his/her
instructional or frustration
level if you are reading it
aloud.

Literacy Assessment (NO

scaffolding):
Purpose: Why student is
completing assessment
Directions: Step-by-step,
complete instructions

Text(s): Title & Author + Reading Level:

You read aloud

How Will We Get to the Beach? by Brigitte

Luciani (gr. Fiesch-Kincaid suggested 3.6
whereas Automated Readability Index
suggest 1.7: averaged to about 2.7)

Tutee read aloud

E-I-E-I-O How Old MacDonald Got His

Farm by Judy Sierra (gr. 2.7)

______________________)

How Do Dinosaurs Get Well Soon? by Jane

Yolen (gr. 1.9)
Literacy Assessment

Purpose: On this assessment,

going to see how well you can
what you just read and use
context clues and vocabulary to
the blank spaces.

You both read silently

(What will you read?_____

Additional Literacy Assessment(s)

I am
recall
your
fill in

n/a

Directions: For this assessment, I am

Created by Irene Lang Kleiman (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

 Closing: Conclude the

assessment, transition to
next activity

going to have you read this passage

out loud to me. Then I will take the
passage away and give you the same
passage but with every fifth word
missing. You will have to use your
vocabulary, prior knowledge from
having just read the passage, and
semantic cues in order to figure out the
missing words. I have a word bank for
you to use and there are extra words in
there so you wont use all of them. But
that will give you a good reference to
use when trying to figure out what
word is missing. You dont have to use
it, but it is there if you want to. Once
you fill in all of the blank spots, go
back and reread the whole passage to
make sure it sounds right and flows.
Closing: Fantastic. Now lets go over
your results to see how well you did.
Im really proud of you for trying so
hard and giving such a great effort.
Thank you for doing this with me.

Literacy Strategies

Opening: Elicit students

background knowledge
about concept & strategy
in multiple ways (not just
questions).
_____

1st Strategy

2nd Strategy

We are going to read How Will We Get

to the Beach? by Brigitte Luciani so
that we can work on learning how to
tell the sequence of the story. Can
either of you tell me what it means to
say the sequence of the story?
Student responds.
Yeah, it means to tell a story in the
order that it happened, the sequence of
events. In this book, it talks about if a
mouse came to school the boy would
have to do all of these things and it
comes back to the mouse going back to
school. We are going to do a few
examples of sequencing before
starting. I will start and then each of

Have you ever had a really, really bad

day? Where everything you did went
wrong and you kept getting in trouble or
kept getting hurt? Can you tell me about
it?
Student responds with story about his own
experience with a very bad day.
Oh man! That DOES sound terrible! It
sounded like.. a terrible, horrible, no
good, very bad day. Well today I am going
to read the book, Alexander and the
Terrible, Horrible, No Good, Very Bad
Day to you and then have you use that
awesome creativity you have to show me
some key details of what happened in the

you can tell me an example. Ok, I am

going to sequence how to make a
peanut butter and jelly sandwich. First,
you get bread. Then I like to smear
peanut butter on both pieces of bread.
Then I smear just a little bit of jelly on
one piece of bread. Finally, I put the
two pieces of bread together so the
jelly is smashed between the two
peanut butter parts of the bread and
cut it up. Now each of you give me an
example of sequencing so I know you
both understand that.
Both students give examples and
teacher will assist if needed.

story.
Teacher reads book.

Learning Activities: [Directions for the procedures that are broken down below.] Give detailed, step-by-step
instructions on how you will implement the instructional plan in the procedures below. Describe exactly what
you & the students will do during the lesson & how you will scaffold their learning. Please use a numbered or
bulleted list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

Teacher Modeling: How

you alone will describe &
demonstrate the entire
strategy to the students (no
participation from
students) including
examples & scaffolding.
_____

1st Strategy

2nd Strategy

First to show you how I want you to fill

out the Main Idea Map, I will show you
how to do it based on the book E-I-E-IO How Old MacDonald Got His Farm.
I will fill in each section to sequence the
events and retell the story so that you
know what it is about even if you
havent read the book. I am only going
to use the key details, the important
facts, and not every single thing from
the book. The first box says In the
beginning of the story so here I will
write what happened at the start. I will
write The farmer doesnt want to mow
his lawn anymore so he got a goat who
was supposed to eat the grass. The
next box says next so in this box I

I am going to fill in the first page on my

open-mind portrait to show you what I
want you to do. Since our open-mind
portraits have three pages for us to draw
and write in, we will break the book up
into beginning, middle, and end. So on
the first page, the beginning, I will draw
something that happened in the
beginning of the book and our
characters thoughts about it. I think I
will draw Alexander in his bed with gum
in his hair and show his face being mad.
That way I can look back at this and I
know that our character, Alexander, was
upset that he fell asleep and got gum in
his hair. Another thing that happened
towards the beginning of the story was

Created by Irene Lang Kleiman (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

Guided Practice: During

this part of the lesson, the
teacher and the students
practice together. You will
assist the students, takes
turns & participate along
with the class.
_____

will write what happens after the

farmer got the goat. I will write The
goat didnt eat all of the grass just
around the edges so the farmer got a
chicken who ended up being really
smart. The next box says after
that so here I will write what
happens once the chicken arrives at the
farm. Once the chicken came, he helped
the farmer so he would never have to
mow his yard again. I will write the
chicken tells the farmer to dig up the
grass and lay down paper and
cardboard and put dirt down. Then it
starts raining and raining and raining
so his yard gets super muddy and his
neighbors were mad. The next box
says after that again. So I will
write what happened after it rained.
The chicken told the farmer to throw
old food out into the yard for compost.
The chicken said now the yard needed
poop so she told the farmer to get a cow
and then worms helped to make the
compost in his yard. The next box says
then so I will write what happens
once the worms make compost out
there. Old MacDonald planted seeds
and lots of vegetables started to grow.
The last box says finally which tells
me they want me to end my sequence at
this box. So I will write the ending of
the book in this box. The farmer
milked his cow and made cheese, got
eggs from his chicken, and sold fresh
food from his garden to his neighbors.
And that is how Old MacDonald got his
farm!

when Alexander was squished in the

middle of the backseat in the car and
wanted to be by a window. I will draw
Alexander on a seat with two people next
to him squishing him and show how
Alexander has a very mean look on his
face.

1st Strategy

2nd Strategy

I am going to read the book How Will

We Get to the Beach? and you will both
work on your Main Idea Map after I
help you get started and make sure you
understand what to do.
Teacher reads book.
Ok here are your Main Idea Maps and a
pencil. Can either of you remember
what would go in the first box?

Now can you help me to think of one

more thing that happened in the first part
of the story?
Student responds with an example from
text.
Yeah, youre right. I remember that part.
And that made him pretty mad too! Can
you think of something I can draw to
show that scene from the story?

Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do to
complete the activity &
meet the objective.
_____

Closure (Assess): How

will the students
demonstrate their ability
to meet the objective,
including how you will
measure & document this
ability? Attach
assessment documents to
lesson plan where
appropriate.
_____

Student responds.
Yep, you put what happened at the
beginning, the first part of the story.
One of you tell me what started off in
the story. What happened first?
Student responds.
Right, Roxanne had five things she
wanted to bring with her to the beach
but the car wouldnt start. So what
should you write in the first box?
Student hopefully responds with
something similar to what was just said.

Student responds with an idea of what to

draw to show situation.
That is a great idea. I will draw that and
make sure to draw something that helps
remind me what I read and am thinking
about now. I think you got it now. Can
you fill in your book now?
Teacher continues scaffolding if needed.

1st Strategy

2nd Strategy

Great. Now you will fill in the rest of the

boxes to retell the story. Remember to
stay in order and to start the next box
with where you left off from the box
before it. You arent going to say
everything from the book, just the key
details and enough to be able to retell
the story to someone else who hasnt
read the book before.
Students complete Main Idea Map with
five out of six boxes correctly identified
and in order to show they have met the
objective. More scaffolding will be
provided as needed.

Cut out your open-mind portrait of

Alexanders head and draw on the front
to show what his face looked like. I will
staple your pages together and write at
the top of all your thinking pages to
remind you to do two examples from the
beginning, two from the middle, and two
from the end. If you get stuck, let me
know and I can help you brainstorm
some ideas. You can use the idea you
gave me for my paper as one of your
examples for your first page but dont
use the two other examples I gave you.
Student completes Open-Mind Portrait
with at least two examples on each page
for the beginning, middle, and end to
show understanding of key details from
text. More scaffolding provided as
needed.

1st Strategy

2nd Strategy

Now lets go over each of your Main

Idea Maps to see that you sequenced
the book properly and included our key
details. We will use the book and read
through each box on your page.
Students and teacher will look through
book to check for correct sequence and
key details included. Students show
they have met the objective by correctly
sequencing five out of the six boxes.

Ok lets look through your open-mind

portrait and Ill have you tell me about
what you drew on each page. Then we
will look at each section, beginning,
middle, and end of the story to check that
your drawings are in the right section.
Student and teacher check each section of
thinking pages from open-mind portrait
to the book to ensure he correctly placed
each event he described. Student will

Created by Irene Lang Kleiman (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

show he met the objective by correctly

placing two events per page of
beginning, middle, and end of story.

Point deductions for writing errors, not following directions, etc.: ____

Points: _____

TOTAL POINTS: _______ SCORE:_________________

Comments:s

EVALUATION CRITERIA

Accomplished (4)

Skilled (3)

Developing (2)

Ineffective or Not
Met (1 or 0)

Demonstrates
understanding of
effective literacy
instruction

Provides correct,
brief description of
strategy (1-2
sentences) &
complete title &
source of strategy;
provides accurate
description of
students
instructional &
independent reading
abilities, as well as
ongoing, correct
literacy
assessments

Provides general,
brief description of
strategy & complete
title &/or complete
source of strategy;
provides general
information of
students reading
levels

Provides incomplete
description of
strategy &/or
incomplete title &/or
incomplete source
of strategy or 1 of
these elements is
absent; special
needs &/or
accommodations
information is
incomplete

Activity description
&/or special needs
&/or
accommodations
information is
incomplete,
inaccurate &/or
absent

Demonstrates
understanding of
Common Core &
Student
Performance
Objectives

Appropriate CCSS
ELA standard (grade
level & content) is
selected &
completely cited;
objective is in
correct ABCD format
(4 features)

Appropriate CCSS
ELA standard (grade
level & content) is
selected &/or
completely cited;
objective contains
3+ correct of ABCD
format

CCSS ELA standard

(grade level or
content is
appropriate) is
selected or
completely cited;
&/or objective
contains 2+ correct
of ABCD format

CCSS ELA standard

is inappropriate
either grade level
&/or content
incomplete, &/or
absent; objective is
incomplete,
inappropriate,
unclear &/or absent

Audience
Behavior
Condition

 Degree

Demonstrates
effective
instructional
planning:
Instructional
Materials

Lists contain all

necessary texts &
materials other
included in lesson
plan, including titles,
reading levels &
sources (with at
least one title
included for
independent
reading); all
materials are
correct, complete &
clear; strategy
materials are
attached

Lists contain all but

1-3 necessary
materials included in
lesson plan &/or
only 1-3 missing
titles, reading levels
&/or sources (with at
least one title
included for
independent
reading); all
materials are
correct, complete
&/or clear; strategy
materials are
attached

Lists contain >3

missing but
necessary materials
included in lesson
plan &/or >1-3
missing titles,
reading levels &/or
sources; &/or
strategy materials
are attached

Instructional
materials lists &/or
materials
themselves are
incomplete,
inappropriate,
unclear &/or absent

Demonstrates
understanding of
functional
language & key
vocabulary

Lists of functional
language & key
vocabulary are
appropriate &
complete &
integrated into
lesson plan

Lists of functional
language &/or key
vocabulary are
appropriate &/or
complete &
integrated into
lesson plan

Lists of functional
language or key
vocabulary are
appropriate or
complete &
integrated into
lesson plan

Lists of functional
language &/or key
vocabulary are
incomplete,
inappropriate,
unclear &/or absent

Demonstrates
ability to elicit
students
background
knowledge

Both openings
appropriately elicit
students
background
knowledge &
prepares them to
learn strategy &
content in multiple
ways (not just
questions)

Both openings
appropriately elicits
students
background
knowledge &
prepares them to
learn strategy &
content (no yes/no
questions)

One or both
openings elicit
students
background
knowledge &/or
prepare them to
learn strategy &/or
content

One or both
openings are
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

You provide
complete & correct
step-by-step
directions of the
activity, provide
complete examples
& model each step

You provide
complete and
correct step-by-step
directions of the
activity, provide
examples & model
>75% of the steps

You provide
incomplete but
correct step-by-step
directions of the
activity &/or
examples &/or
model < 75% of the

Modeling is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

Attach materials to
this lesson plan that
you will distribute to
your student

From your students

responses, you
should be able to
determine if they
have sufficient
background
knowledge to
complete the
strategies & meet
the objectives

Demonstrates
understanding of
scaffolded
instruction
through modeling
of activity

Created by Irene Lang Kleiman (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

Your modeling must

demonstrate the
activity & match the
objective

ALONE for both

strategies

ALONE for both

strategies

steps ALONE for

either or both
strategies

Demonstrates
understanding of
scaffolding
through gradual
release with
guided practice

Guided practice
includes roles for
you & students with
complete directions
with you scaffolding
the activity by
participating WITH
the students for both
strategies

Guided practice
includes roles for
you & students with
general directions
with you scaffolding
the activity by
participating WITH
the students for
either or both
strategies

Guided practice
includes role for
students with no role
for you &/or you are
monitoring but not
participating, &/or
the directions are
incomplete
directions for either
or both strategies

Guided practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
complete directions
for both strategies

Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
general directions
for either or both
strategies

Independent
practice allows
students to
demonstrate ability
to complete the
activity with your
assistance &/or with
you providing some
directions for either
or both strategies

Independent
practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

Closure requires
students to
demonstrate
measurable ability to
meet the objective
for both strategies

Closure requires
students to
demonstrate ability
to meet the
objective for either
or both strategies

Closure requires
students to
demonstrate
understanding of the
objective for either
or both strategies

Closure is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

Your guided
practice must
demonstrate include
each step of the
activity & match the
objective

Demonstrates
understanding of
scaffolding &
gradual release
with independent
practice
Your independent
practice must
restate the
directions & match
the objective
Demonstrates
ability to assess
students progress
with closure
Your closure must
ask students to
demonstrate their
ability to complete
activity & must
match the objective.
Attach any
documentation
instruments (e.g.,
checklists, rubrics,
etc.) to this lesson
plan.

Demonstrates
ability to determine
future instruction
with literacy
assessment(s)
Attach assessment
documentation
instrument to this
lesson plan where
appropriate

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear &
complete directions
& closing with
transition to next
activity

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear
&/or complete
directions & closing
with transition to
next activity

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
general purpose of
assessment, &/or
general directions
&/or incomplete
closing with
transition to next
activity

Assessment &/or
purpose, directions
&/or closing is
incomplete,
inappropriate,
unclear &/or absent

TOTAL POINTS _____ ( 1/2 for final score)

Point deductions for writing errors, not following directions, etc.:
_______/20 points possible

Created by Irene Lang Kleiman (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)