Dakota State University

College of Education

LESSON PLAN FORMAT

Name: Bree Hoek

Grade Level: 2nd Grade
School: Madison Elementary
Date: May 7, 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?): Students have been learning about the structure of a story, and the various parts of a
plot.

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: “A story has a plot and I can identify the beginning, middle, and end”

Materials Needed: Student’s reader’s workshop notebooks, roller coaster plot anchor chart, story elements anchor
chart, story map for each student,

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 (5 minutes)
• getting attention
o “Hello friends! We are going to be planning a very special event! Each of us will be writing our
own stories that have all the components of a story. Do we remember what those are?” Review
parts of a story with students.
• relating to past experience and/or knowledge
o “Okay students! Wow! We have learned quite a bit this week. We learned about setting,
characters, climax, rising action, and resolution. What is that four-letter word that describes the
structure of a story?” “Plot!!! Yes! Very good.”
• creating a need to know
o “Now that we have learned all the parts that go into a story, how about we write our own? And
have a fun party to celebrate our story-writing skills!”
• sharing objective, in general terms
o “We all know stories have a plot with a beginning, middle, and end. There needs to be a setting
and characters. Use what we have learned to make your own story!”

2. Content Delivery (30 minutes with work time)

a. Show students the two anchor charts they can use to construct their stories.

Lesson Plan Format document last revision: June, 2010

Hand each student a story map (Fig. 1).
This ensures they have all their thoughts
in one place and a direction for their
story before they begin writing.
Students can create whatever story
they’d like to. It can be fiction or non-
fiction. The story must have characters,
a setting, 5 events, a problem, and a
solution.

Once students are finished with their

story plot, they can consult with me, and
then begin their stories! Students will
have to write and illustrate their stories.

This process will take a couple days. To

give students enough time, allow them
two reading class periods to write their
own stories. If they need more time,
then there can be more time added.
Provide help to all students during this Figure 1; Story Map
time. Walk around, give suggestions,
offer guiding questions to help them build their stories.

3. Closure (20-30 minutes)

For the closure, this part will be a little different. It would be fun to throw a party with snacks and have
students invite their parents! We can set up a place for the parents to sit towards the back of the reading
rug, and students can sit on the rug. Each student will sit in the reading chair and read their stories to the
class. This is a fun way to present their creations and hear from their peers! After each story, refer to the
story plot roller coaster and identify each piece from each story. Also, identify characters and settings.

According to Strategies that Work, during the ‘Take Public’ lesson, students are to demonstrate learning
and understanding in many ways, reflects on new knowledge, and co-construct expectations for final
projects. I think this lesson does a great job of completing these objectives. Students also take action
through writing, speaking, drawing, creating, and so on, which is also encouraged by the book. Sharing the
stories with their peers and parents give students a chance to model what they have learned and teaches
them how to create something of their own.

B. Assessments Used
-Students create a story map
-Students write a story
-Students read their stories
-Students identify plot structure from each peers’ story.
-Student discussions

C. Differentiated Instruction
If students feel the need to draw their stories, that’s allowed. As long as they’re able to tell the story when it’s their
turn to share.

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

Story Map for first or second grade. (2020). Retrieved 8 May 2020, from
https://www.teacherspayteachers.com/Product/Story-Map-for-first-or-second-grade-649641

Lesson Plan Format document last revision: June, 2010

Lesson Plan Format document last revision: June, 2010