MoPTA Lesson Plan Template

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

2.A.4. Read, infer, analyze, and draw conclusions to: summarize and sequence the events/plot,
explain how past events impact future events, and identify the theme.

Learning Objectives/Goals and Pacing

The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; Include the duration (number of minutes) you estimate the lesson will take

The student will be able to retell the events of a text in the correct order.
The student will be able to identify the beginning, middle, and end of a text.
The student will be able to retell key details of each event in the story.
The student will be able to synthesize how all of the events impacted the resolution of the
text.
This lesson should only take 60 minutes to complete.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson

Hiromis Hands by Lynne Barasch

Print outs of each pages illustration
Beginning, middle, and end identification cards
Story Map worksheet

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
Technology is not required in the lesson unless to provide accommodations to students
who need them.
iPad: if a student has a visual or hearing impairment they may use a digital version of the
book.

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 Assessment (type[s] of assessment used throughout the lesson)
Assessment(s) before, during and after the lesson
During: Students will each get a printed-out illustration from the book. The teacher will ask
students to go stand by a beginning, middle, or end sign.

During: Students will then have the opportunity to talk and work together to correctly order the
events of the story. The students will need to arrange themselves in a line across the room based
on the illustrations they have. The left side of the line should have students with illustrations from
the beginning of the story. The right side of the line should have students with illustrations from
the end of the story. The students should aim to get the events in correct order with the
subcategories of beginning, middle, and end as well. (Formative assessment)

After: Students will fill in the Story Map worksheet. They will also write two to three paragraphs
that synthesize how the student feels the events of the story led up to or created the resolution
of the story. (Summative assessment) **Show students an example that you created for another
book. That way the can see how the worksheet should be filled out.**

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)

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Before: Have the following vocabulary, words written on the whiteboard:
-sushi (vinegard rice; any dish that includes this rice)
-yanagi (sharp knife used for cutting fish)
-yutaka (abundant, enriching, plentiful)
-itame-san/itame (professional sushi chefs)
-Hinamatsuri (Girls Day or Doll Festival, when people pray for happiness and health of young
girls; celebrated March 3)
-Setsuban (festival celebrating the day before the first day of spring; falls on February 3 or 4,
depending on the year)

Allow the students to create a concept map for the definitions of these words. Students can take
turns using the expo markers to write definitions under each term. This will help introduce
possibly unfamiliar words the students may encounter in the story.

During:
First, read aloud the book Hiromis Hands at the carpet. As you come across words they
create concept maps for stop and discuss the definitions students wrote.
Second, ask students how they think the terms beginning, middle, and end would be
arranged on an imaginary line. Draw sticks and have three students place print out signs
that say beginning, middle, and end on the front wall. Beginning should be on the left side
of the room, middle should be in the center of the room, and end should be on the right
side of the room.
Third, pass out print outs of the illustrations on each page of the book. Instruct students to
silently move to where they think their illustrations was at during the story. Students
should be standing by the beginning, middle, or end signs without talking.
Fourth, tell the students to arrange themselves in order of the story now. Students can
talk and work together to arrange themselves in the correct order. The students should all
be standing in a straight horizontal line representing all the events of the book.

After:
Students will now complete the Story Map worksheet.

Students will be asked to draw six illustrations that represent events from the story. On 3
the numbered lines, they should write whether the event occurred at the beginning,
middle, or end.
 Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
The teacher will place the vocabulary words on the whiteboard as a way to for students to
develop their own definitions from unfamiliar words.
The teacher will only facilitate in behavior management for the story sequence line across the
room. (Allowing the students to decide for themselves how to organize the events).
The teacher will model the use of the worksheet by showing a completed one over another
book. This will help the students get a visual idea of what the worksheet should look like.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

Students will create their own definitions to potentially unknown vocabulary words.
Students will categorize themselves as beginning, middle, or end based on their illustration.
Students will organize themselves in the correct sequence of events during the book through a
horizontal line.
Students will retell the events of the story through the Story Map worksheet.
Students will synthesize how the events affect the resolution on the back of the Story Map worksheet.
Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc. (This includes accomplished/gift learners.)
Provide iPad versions for students who have trouble reading or hearing the story during read
aloud.
If students struggle to write a well-organized synthesis on the back of the Story Map
worksheet. Allow them to have a copy of the example you made. Use a highlighter to draw
attention to features of the examples the student may want to include in their own synthesis.
Allow students who finish early to select a book to read to self. Have them fill out the Story
Map worksheet again.

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 Classroom Management: room arrangements, transitions, material distribution
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged
The teacher should have the following completed before the lesson begins: vocabulary words
written on the whiteboard, expo markers prepared, beginning middle and end signs printed
out, tape, print outs of book illustrations, and printed out Story Map worksheets.
Room can stay arranged as it usually does, as long as there is enough space to create a line
that spans across the front of the room.
Students will be instructed to remain silent during the first task of the lesson. This will ensure
students are choosing positions on their own.
Students will be instructed to move back to their desks for the completion of the Story Map
worksheets.
Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way
Students that finish early will choose another book to read.
They will complete the Story Map worksheet and if there is time they will write another
synthesis on the back.
Follow-up to Todays Lesson: (check for understanding: exit ticket, pair share, wonderings)
Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)
Instruct students to pull out their reading notebooks.
Ask student to jot down their ideas of what the following terms or phrases mean:
o What does it mean to synthesize?
o What does it mean to summarize?
o What does the word sequence mean?
o What is a Story Map?
o Why are the terms beginning, middle, and end important?
This can be used to drive further instruction and what knowledge the students retained.

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Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson

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