Lesson Plan Guide

Teacher Candidate: Reece Chadwick Date: April 29, 2018

Grade and Topic: 2nd grade Reading Language Arts Length of Lesson: 1 hour

Mentor Teacher: Kaylah E Holland School: The University of Memphis - IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● This lesson plan is part of a unit plan on Reading Language Arts.

● LESSON OBJECTIVE:
● TSW be reading the story of the “Three Little Pigs”.
● TSW be able to retell a story in their own words, describing characters, and story events by using
key details.
● TSW need to identify the setting, the problem, and the solution of the story.
● Given two worksheets, the students will be identifying the main characters, the supporting
characters, the setting, the problem, and the solution.
● The second worksheet, the students will put the story in order from what happened first to what
happened last.
● By doing the activities, TSW break the story down into different parts to better understand what
they have read.
STANDARDS ADDRESSED:
 2.FL.F.5.a Read grade-level text with purpose and understanding.
 CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.
 CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
 CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

MATERIALS:
 Internet access for the video clip of the “Three Little Pigs” and for the activity games online.
 Two activity sheets that will help the student understand the concept and ideas of the book.
BACKGROUND and RATIONALE:
 This lesson will introduce the students to the meaning of a setting, a plot, and the characters of
books.
 The students will use the activity sheets to write words and map out the story.
 This lesson will help prepare the students for more challenging books.
 Teaching the students how to point out the main ideas and concepts of this short story will help
them to be better at more challenging novels in the future.
 The most important part of the academic language of this lesson is the vocabulary and to know the
important parts of a book
  I think the students will all enjoy this activity. The activity sheets are to make the children really
think about the concepts of the “Three Little Pigs” and to practice their writing skills. For the story
map worksheet, the students will be partnered up. This way they can work together to point of the
key ideas and they can help each other to better understand the book and the lesson.

PROCEDURES AND TIMELINE:

 Introduction: Hello class! Today we will be watching a short video of the story of the “Three Little
Pigs”. Has anyone heard or read this story before? If you have, don’t spoil it for the others! The
activity sheets I have chosen for you to work on after the story will help you break down the main
ideas and to better understand what the story is about.
 https://www.youtube.com/watch?v=r6k_ZdtL4CA

o Questions:
 Who all remembers what we talked about in yesterday’s lesson?
 Does anyone know how to point out the setting, the problem, and the solution to a
story?
 Can anyone tell me about the book we just read?
 Can anyone tell me the main points of the “Three Little Pigs” that will go along with
today’s lesson?
 Who can identify the main characters of the “Three Little Pigs”?
 Procedures:
 TSW sit at their desks and watch the short video of the story.
 While the video is being played, TTW ask questions along the way about what you have read to
make sure the students are staying focused.
 After finishing the story, TTW partner up the students for the story map worksheet.
 TTW walk around the room to provide feedback and ideas that they can think about.
 When all the students have finished the story map, TSW work independently on the second
worksheet. They will put the following pictures in order.
 The teacher will walk around the room and make sure the student is doing the worksheet
correctly and to see if the students have any questions.
Closure:
 To end the lesson, the students will get back together with their partner.
 The teacher will call out students to read what the order they have put the story on their
worksheet. This will see if the students have different answers.
 At the end, the teacher will ask the students what they have learned today and how this activity
will help for future books that they will read in class.
 The students should be able to tell the teacher what the main concepts of a story are and how to
break a story up into sections to better understand it.
 Once both of the first activity sheets are done and the teacher has gone over them, TSW will take
turns on the computers to play online games about the “3 Little Pigs”.
http://pbskids.org/video/super-why/1910465506

ASSESSMENT EVIDENCE:
 Formative assessments that will be used in this lesson: Make sure the students understand and
know learning target for this criterion. The teacher will walk around the classroom and make
observations of the students.
 Summative assessment that will be used in this lesson: The two activity sheets that the students
will do after the story. The worksheets will give the teacher a clear insight in what the students
understand and what they don’t.
MODIFICATIONS:
 The students who did not mastery this activity will be given short stories to read and more
worksheets that help to identify the main concepts of a story. If they are still not getting the gist of
breaking down important parts of a story into sections, they will miss out on their free time so the
teacher can work with them.
 The students that have mastered this lesson and feel comfortable with their basic reading
comprehensions skills, will have more free time to plays games or work on other activities. They
will be given the opportunity to read more difficulty stories to better their reading.
 The 3 little pigs and the
Big Bad Wolf. The 3 little pigs.

The setting is pretty much in each different setting where

the pigs built their house.

The Big Bad Wolf is trying to blow all three of the

little pig’s house down.

The 3rd pig builds a house of brick, which the

wolf can’t blow down. This house saves the
pigs.