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8b.

2 pts.

Student Data: first name, grade, age, and information about the group of students this lesson
may be developed for.

5 pts.

State Standards

5 pts.

Teaching Models

5 pts.

Objectives (could you actually complete them in this lesson).

5 pts.

Materials and technology resources

Instructional procedures
Elementary
Motivation/Engagement Developmental activities/experiences Closure
Extension
20 pts.

Secondary
Introduction
Activities/ learning experiences
Closure
Extension and contingency plans

5 pts.

Accommodations, Modifications and Differentiations for Diverse Learners

5 pts.

Assessment and Evaluation of Learning:

2 pts.

Homework or extended activity

3 pts.

How well does the lesson adhere to NVACS or CCSS

3 pts.

References (if you used a resource, book, website, article, etc. must be included) and
professionalism (Rubric)

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Total: 60
pts.

Comments

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UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template
UNLV
Student:

Lesson Plan
Title:

Ana Dunne

PSMT Name: N/A

Who is Telling the Truth? The

Lesson Plan
Wolf or the Pigs?
Topic:
A Comprehension and Fluency

Phonics and
Comprehension

Lesson

Date:

4/27/16

Grade Level: 2nd grade

Estimated
Time:

1 hour total

School Site:

N/A (online assessment

videos)

1.State Standard(s):
Standard: RI.2.1 Ask and answer questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
Standard: RI.2.3 Know and apply grade-level phonics and word analysis skills
in decoding words.
Standard RF.2.4a Read on-level text with purpose and understanding.
Standard RF.2.4b Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.
Standard RF.2.4c Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
2.Teaching Model(s): This lesson will incorporate direct instruction through one-on-one
intervention. It will also contain collaboration to aid Marias learning by working with a
partner to go over sight words and practice reading fluency.

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3. Objective(s): The objective of this lesson is to help Maria both read accurately and
comprehend the text. She will be able to do this by practicing her grade-level phonics and
using context to form or self-correct what she has read.
4. Materials and Technology Resources:

Frys 1-200 word list

Pop for Sight Words Game
English letter sound alphabet
Vowel team strategy cards
Beanie Baby strategy cards
The True Story of the 3 Little Pigs by Jon Scieszka, Lane Smith

5.Instructional Procedures:
a. Motivation/Engagement:
1. Display the Beanie Baby strategies to your student along with the beanie babies
that match the picture cards. Review the strategies one at a time and discuss their
importance.
2. Another engagement tool for this lesson is to play the Pop for Sight Words Game.
Its a fun interactive way for students to practice their sight words through
practice and repetition.
b. Procedure:
1. To warm up before the lesson, have Maria practice high frequency words through
the Pop for Sight Words Game. Pair Maria up with a high or high-medium
student. (10 minutes)
a. This fun interactive game is a great way for Maria to practice her sight
words through repetition.
i. The object of the game is to read the sight word displayed on the
popcorn kernel. Read it correctly, you get to keep it. Read it
incorrectly, you have to put it back. If you get a popcorn that says
POP, you have to put all of your sight words back in the jar. First
one to get 20 popcorn kernels wins.
2. Next, review the letter sounds of the English alphabet with Maria. (7-10 minutes)
a. Make sure to go over the multiple sounds one letter can make as well as
the letter combinations that change the sound. For example, c followed by
i, e, or y says /s/.
i. C can say /s/ or /k/
ii. Short vs. long vowels
b. Also, make sure to go over diphthongs, vowel teams, and irregular
spellings.

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3. Then, review the Beanie Baby strategies. Inform Maria that if she comes to a
word she doesnt recognize, to make sure she uses one of these strategies. (7-10
minutes)
a. Display the strategies with the Beanie Baby.
b. Practice these strategies with different words.
4. Now that Maria is all warmed up, begin the reading lesson. (30 minutes)
5. Show Maria the book titled, The True Story of the 3 Little Pigs.
6. Read the title together and look at the front cover in order to make a prediction.
a. What do you think this book is going to be about?
i. How do you know?
7. Go over key vocabulary terms or difficult words.
8. Read the story out loud together.
a. While reading, practice:
i. Reading strategies
1. Does it sound right? Does it look right?
a. If it doesnt, go back and re-read.
ii. Comprehension
1. Who are the main characters?
2. What is happening in the story so far?
3. What do you think will happen next?
9. After reading the story together discuss different comprehension questions and
summarize what took place in the story.
a. Who are the characters?
b. What is the setting?
c. What is the problem in the story?
d. Why did the wolf go over to the pigs house?
e. Who was the wolf baking a cake for?
f. Did the wolf really blow down the house? Why/Why not?
g. Why wouldnt the pigs let the wolf in?
h. What happened at the end of the story?
c. Developmental Activities or Learning Experiences: After you are finished reading
the story together and have answered the comprehension questions, the following
developmental activities or learning experiences can be implemented:

Allow Maria to practice reading with a partner. Doing this will allow her to be
with a friend who can help her with her reading strategies. Its also a great way for
Maria to hear what fluent reading sounds like.
Provide bilingual books to Maria. We want to work on her fluency and
comprehension, which she can benefit from practicing in both languages.

d. Closure:
1. At the end of the story ask Maria who she thinks is telling the truth: the three little
pigs or the wolf.

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2. Then, send Maria to her seat to read the book with a friend for extra practice.
e. Extension:
To challenge Maria, ask her to write about who she thinks is telling the truth. For extra
help, provide Maria with a template guideline:
i. Introduction: I think
ii. Three reasons why
iii. Conclusion
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Provide Maria with detailed instructions alongside pictures. Allow Maria to work with a
partner to provide clarity or to help her with her reading.
7.Assessment and Evaluation of Learning:
a. Formative: While Maria is reading write down words she is struggling with. What
strategies does she know and use well? What strategies does she need more practice
with?
b. Summative: At the end of the story while checking for comprehension, record Marias
answers. Did she understand the plot of the story, recall the characters, and summarize
the story? Another way to assess her understanding would be to have her turn in a writing
sample done in class that shows who she believes was telling the truth: the three little
pigs or the wolf.
8. Homework Assignment:

Practice reading at home with an adult

Practice Frys 1-200 words

How well does the lesson adhere to NVACS or CCSS

This lesson does a great job of meeting Marias needs. It also relates to the Nevada and
Clark County School District standards expected for those in second grade. I tied both the
standards and what Maria was struggling with together to create a lesson plan that would

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help her improve.

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References
Carroll, C. (2014). Beanie Baby Reading Strategies [Web log post]. Retrieved
from http://thefirstgradeparade.blogspot.com/2012/09/reading-strategiesfirst-week-highlights.html
Fry Words K-12 Reader. (2013). Retrieved from http://www.k12reader.com/FryWords/fry_complete_1000.pdf
Pop for Sight Words Game - Learning Resources. (n.d.). Retrieved April 10,
2016, from https://www.learningresources.com/product/pop for sight
words--8482- game.do
Scieszka, J., & Smith, L. (n.d.). The true story of the 3 little pigs.