LONG FORM LESSON PLAN CT INITIALS:

DATE:

Name: Lydia Heinrichs

Date to be taught: 11/28
Grade Level / Subject Area: 2nd / ELAR

TEKS ELAR

3(B) ask relevant questions, seek clarification, and locate facts and details
about stories and other texts and support answers with evidence from text;
and
3(C) establish purpose for reading selected texts and monitor comprehension,
making corrections and adjustments when that understanding breaks down
(e.g., identifying clues, using background knowledge, generating questions, re-
reading a portion aloud).
5(C) identify and use common words that are opposite (antonyms) or similar
(synonyms) in meaning

CONTENT After viewing a digital story over the fiction passage Shoe Shopping, students
will be able to answer 5 questions pertaining to making inferences and finding
OBJECTIVE synonyms.

MATERIALS AND Fiction passage Shoe Shopping with questions

RESOURCES Digital story
Computer and Promethean board

FOCUS Say: We are going to look at a fictional passage called Shoe Shopping. Who
can tell me what fictional means? We are going to do this a little bit differently
today. We are going to watch a digital story about the passage before we look
at the written text.

INSTRUCTIONAL Instruction
Quickly review inferences and synonyms.
STEPS Watch the digital story over Shoe Shopping.

Guided Practice
Do questions 1 and 2 together.

Independent Practice
Have students complete questions 3-5, reminding them to think about what
they saw in the digital story.

CLOSURE Review inferences.

 Discuss how it was different to see the digital story rather than just read the
text. Survey students to see if they enjoyed that method/ learned more from
that method.

REFLECTION