College of Education

LESSON PLAN FORMAT

ELED 450

CCSS.ELA-LITERACY.RL.5

Identify the overall structure of stories and their common elements (e.g., how the beginning introduces the
story, how the action leads to the resolution).

Learning Target:

I can put events from a story into sequential order.

Criteria for Success:

After reading the book I will have sticky notes with key parts of the book written on them for the students
to put in order. Students will move the notecards or direct other students in moving notecards.

Assessment:

Informal discussion and informal assessments (Thumbs up Thumbs down)

Type of Lesson:

a. What different instructional strategies and learning activities do you plan to use to engage students in
the lesson and to enhance their learning?

I plan to use a large group instruction with my second-grade students. They have been working on naming
the beginning middle and end of a story as a whole class with Mrs. Lefebvre and I will continue that
trend. I will use a read aloud a a group activity to enhance their learning. I think this will be helpful
because they will sequence a story that is new to them and they will be able to learn from their peers
during the lesson.

b. How do the instructional strategies connect to the learning goal(s) to facilitate student learning?

I am using a group sequencing activity as my instructional strategy. I think this connects to the learning
goal because it will help students understand sequencing and help them learn exactly how to put the
events into an order.

Contextual Factors:

I am in a second-grade classroom with 22 students however only 18 of them are in the room during
reading time. The students are all fluent in English and none of the students in the room during reading
time are on an IEP. I will be teaching during their reading time which is often used as their basal reading
time but not always.

This second-grade class has several students with high energy behavior. It can be hard to keep these
students focused on the rug. There are also a few students who are behind in their reading
developmentally. Two of these students leave the room during reading time however, the last student
stays in the room and may need extra help during lessons.

I have noticed my teacher claps three times when she needs the class’s attention. I have also noticed that
when someone can’t focus on the lesson she often asks them to move to another space on the rug in an
effort to get them away from the neighbors that might be getting distracted by them.

Materials and Resources Needed:

Text title: The Easter Bunny is Missing by: Steve Metzger

Lexile or Grade Grades 2-3

Level of the text

Other Required White Board, Markers, Sticky notes,

Materials

Resources http://www.readingrockets.org/article/teaching-sequence
(website you used
to support
planning, etc)

A. The Lesson

Introduction:

Getting attention Good morning class, are you all ready to get started?

Relating to past experience
and/or knowledge
Creating a need to know
Sharing objective, in general
terms
Today we are going to continue working on sequencing the events
from books we read. I know that we have already talked about the
beginning, middle and end of a story so today we are going to go
into more detail and try to sequence multiple events from this book.
Does anyone know what sequencing means? (take answers and
define)
So why is sequence important? Well, let's use an example. I know
that you have been reading Cinderella stories in class so now I am
going to tell you a Cinderella story. “Once upon a time, Cinderella
married a prince then she had to do all the chores for her stepmother
and sister. Next, she went to the ball and when she ran away her
fairy godmother gave her glass slippers. The end” Now was that
story confusing? Why? You need to sequence events correctly
otherwise the story doesn’t make sense.
By the end of the lesson, I would like you to be able to say “I can
put events from a story into sequential order”. I wrote our goal up on
the board so that you guys can remember it so please say it with me
“I can put events from a story into sequential order”.

1. Methods:
Before Reading Creating a need to know: I will be talking about why events in a story need to be
(Think about the in order to make sense to the reader.
teaching phase on
pages 89-91 in The
Art of Teaching
Reading) Be sure
you include a
strategy from The
Reading Strategies
Book.

During Reading- I Do (modeling-Making your thinking visible)

List specific
questions and While reading the book I will stop after each event and review it with the
pages you might children for example “the animals searched for the Easter Bunny and couldn’t
ask them find him. BEFORE that they were talking about their Easter party” By using
(Think about the words like before and next when reviewing the story it will help students
active involvement remember the order of events.
phase from your –
91 -94 in The Art of
Teaching Reading). We Do (Asking questions, and giving them a chance to try whatever strategy or
Be sure to model concept your teaching)
the strategy you
choose from The I can ask students questions while I read about what happened before or what
Reading Strategies they think will happen next.
Book.

After Reading- Review the strategy one more time.

What might
You do/ We do (what can they do to show progress/mastery in the concept or
students practice in
topic)
their independent
reading time
(Think about the After the book is finished I will have sticky notes for them to put in order from
link—pgs 94-96 in beginning to end on the board. The students will have peer help as they work
The Art of through which sticky note goes where.
Teaching Reading)

Student Worktime: Mrs. Lefebvre has plans made already for student work time and therefore they
Time Frame:_n/a__ will not be practicing my strategy directly and I will hand off my lesson to her
Describe what when it is student work time.
students will be
doing to practice
what you have
 taught. This will
be during a
reading workshop.
This should be very
closely connected
to the after reading
component.

Closure: Sequencing is an important part of reading and comprehending a story. Without

Time Frame:_2-3_ it, stories don’t make sense. You all did a great job of putting the plot points
Think about the from our book in order. Now when you retell stories I want you to think of
sequencing and be able to tell me what came first, next and last.
follow-up pgs 96-
By the end of our lesson, I wanted you all to be able to put events from a story
99 in The Art of into sequential order. Show me a thumbs up or thumbs down if you think you
Teaching Reading. have got this down or if you need some more practice.
Make sure to tie
this back to the
learning target of
the day

Ideas for Low level readers: Students will have a partner to work with during the sticky
differentiation note activity so that if they struggle reading it they will have help. I am also
(account for all offering more help to these students when the lesson is over if they need it.
Gifted Students: Students who are advanced with sequencing will be given a
scenarios
more difficult work time activity by Mrs. Lefebvre.
described in your English Language Learners: I do not have any ELL students in my classroom
contextual factors) IEP modifications: I have two students on an IEP in my classroom however, they
both leave during reading time.

Video of Myself Teaching the Lesson to a 2nd-grade Classroom:

https://www.youtube.com/watch?v=Zoqoaw3D9fg