Dakota State University

College of Education

LESSON PLAN FORMAT

Name: Bree Hoek

Grade Level: 2nd grade
School: Madison Elementary
Date: May 4th, 2020
Time: 10:00am

Reflection from prior lesson (if you did not teach the previous lesson, what did you observe that will help you
prepare and teach this lesson?): Since this is an immerse lesson plan, this will be the first lesson that will be
presented to the students. In first grade, students should’ve learned how to explain major differences between
common types of text.

Lesson Goal(s) / Standards: 2.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).

Lesson Objectives: I can name the setting(s) and main character(s) after reading the beginning of a story.

Materials Needed: Owl Moon, by Jane Yolen, sticky notes for each student, place on the wall that says “characters”
“setting”.

Contextual Factors/ Learner Characteristics: The average proficiency rate on the Smarter Balanced Assessment in
English Language Arts is 61%. Reading workshops, read-alouds, and shared reading are strategies used in my
classroom. There are no students in my class who receive IEP or English Language Learner services. There are three
students who attend title services for reading. In total, there are 24 students in my classroom. There are no students
with physical, social, or behavior problems.

A. The Lesson

1. Introduction (include time allotment) (5 minutes)

• getting attention
o “Students! Today we are going to read a very beautiful book. This is a fun book where we see a
boy looking for owls with his father in the wintertime. This is especially fun because we will be
learning how to create a movie inside of our minds.”
• relating to past experience and/or knowledge
o “We know there are so many different types of books out there, don’t we!? Let’s try to think about
all of them.”
§ Students will raise their hands to identify the various types of books: informational,
fiction, nonfiction, etc.
§ According to Strategies that Work, students should explore, experience, and learn about
the topic in the “Immerse” lesson. They should also connect the new to the known.
• creating a need to know
o “This book is one of my FAVORITE books. Do you want to know why?!.... Because when I read
this book, I feel like I’m really inside the book. When I close my eyes and have this book read to
me, I can create a movie inside my mind while reading the book. Isn’t that crazy? Do you guys
want to try to create a movie in your head while we read this fun book?”
§ Students will hopefully be excited and shout, “yes!!!!”
• sharing objective, in general terms

Lesson Plan Format document last revision: June, 2010

 o “Today we are going to learn about settings and characters. It’s okay if you’re not so sure about
what that is, because we’re going to have fun learning about them today! Everyone, repeat our ‘I
can’ statement of the day after me.” (I can name the setting(s) and main character(s) after reading
the beginning of a story)

2. Content Delivery (include time allotment & instructional methodologies) (15 minutes)
a. “Okay students. During some parts of the book I will have you close your eyes and imagine yourself
being inside of the book as I’m reading. After, we will write down what you were feeling, seeing, and
thinking after I read you the setting. Wait…. What’s a setting?! A setting is where a book or movie
takes place… Does anyone know where Ana and Elsa live?” (students shout Arendele). “Exactly! So
the setting of Frozen takes place in Arendele… Are there any other places they go?” (students say
Elsa’s ice castle). “Very great job! Another setting of Frozen is Elsa’s ice castle. So now that we’ve
figured out where the movie takes place, now we need to know the characters! The characters are the
main people who the story is about. Can someone raise their hand and tell me a character from
Frozen?” (have about three or four students raise their hand to identify a character). “Very good job!
So the setting of Frozen is…..? (students answer). And the characters are…..? (students answer)”.
Every book and every movie have a setting and characters. The setting and characters fit together like a
puzzle piece! If there isn’t a place, or there aren’t characters? What is the story? BORING! And about
nothing!! Imagine if there weren’t any characters on Frozen… We would just be watching snow!
That’d be soooooo boring!!!”.
i. If students show understanding, move on. If not, identify more movies and characters until the
students are confident in identifying characters and setting.
b. “Now that we have learned about characters and setting, keep that in mind as we read our book. Think about the
setting, think about the characters.”
i. Read the book to the students. When it begins to talk about the setting, have students close their
eyes and imagine the setting. Tell them to think about what it looks like, how it feels, are there any smells? After
reading the setting, have students open their eyes and hand each of them a sticky note. (have students write their
name on the back of their sticky notes so they’re easily identifiable when assessing students after lesson). If
students need more, they can have more. Instruct students to write what they imagined in their head when I was
reading. Once they’re done, have them put the setting sticky notes under the “setting” area on the wall. Continue
reading. After the book is finished talking about the setting, give students two sticky notes and have them write the
main characters. Have them stick their sticky notes on the “character” area on the wall.

3. Closure (5 minutes)
a. Close the lesson by reviewing what everyone put on the wall. If students want to read their notes, they can do that
as well. Make multiple connections between characters and setting. Ensure all students understand the setting and
characters. Once more, explain why characters and settings are important.
“So, the beginning of the story usually introduces where the story takes place and who the story is
about. We learned that in our book toady, Owl Moon. The characters (dad and son) were identified in the waaaay
beginning. Just like the setting!”
“Next time we read we will learn about how problems are resolved at the end of a story! How fun!!”
b. Having the students use sticky notes and giving them the chance to read their own gives them
the opportunity to wonder, react, and think to engage in the topic, which is suggested to do in Strategies that Work.

B. Assessments Used
-Read-aloud
-Sticky-notes
-In-class discussions
-Student participation

C. Differentiated Instruction
-Students can read their sticky notes rather than have me read them
-If students have a hard time writing they can draw the setting, but they must explain it.
-I read the book aloud.

Lesson Plan Format document last revision: June, 2010

D. Resources
Harvey, S., & Goudvis, A. (2017). Strategies That Work. Stenhouse Publishers.

Lesson Plan Format document last revision: June, 2010