LESSON PLAN

Name: Emily Anderson Date: 11/20/23 Lesson Start and End Time: 9:05-
10:15 (Whole Group Instruction)

Academic Area: Grade Level: Co-op initials with date:

English Language Arts 2nd Grade
Pre-Instruction Planning Essential Questions in Guiding the Lesson:
1. What is this text really about? (e.g. theme, main idea,
moral)?
2. What does this mean to me?
3. How do I use text features (e.g. photographs, charts) to
better comprehend the text?
4. What insights can we gain by comparing two (or more)
texts?
5. What “truths” can we learn from fiction?
6. How does my purpose influence how I should read?
Topic Topic: Friendship and Community focusing on
Comprehension and Main Idea of a Text, while making
Text-to-Text, Text-to-Self, and Text-to-World Connections
PA Anchor/Standard or CC.1.3.2.A Recount stories and determine their central message,
Eligible Content lesson, or moral.

CC.1.2.2.G Explain how graphic representations contribute to

and clarify a text.

CC.1.2.2.I Compare and contrast the most important points

presented by two texts on the same topic.
Lesson Objectives Whole Group Objectives/Objectives for Centers During
Small Group Instruction:
1. The students will be able to identify the main idea of the
book Our Class is a Family.

2. The students will be able to compare and contrast events

they see take place between the book Our Class is a
Family to their small group book.

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 3. The students will be able to make a text-to-text
connection between the text Our Class is a Family and
their small group book and how they have the same
message of friendship and community.

4. The students will be able to make a text-to-self

connection with the text Our Class is a Family.

5. The students will be able to make a text-to-world

connection with the text Our Class is a Family.

6. The students will be able to highlight how pictures allow

for comprehension of the text Our Class is a Family.

7. The students will be able to piece together how text and

pictures work together to contribute to comprehension of
the story Our Class is a Family.

8. The students will be able to recall a sequence of events

from the story Our Class is a Family in comprehending
the story and putting together the main idea of the story.

Small Groups Individual Objectives:

On-Level: With occasional guidance, students will quietly read

the leveled text and make a connection between the pictures and
words to reach the meaning of the text.

Below-Level: With occasional guidance, students will quietly

read the leveled text and make a connection between the pictures
and words to reach the meaning of the text.

Above-Level: Independently, students will silently read the

leveled text and make a connection between the pictures and
words to reach the meaning of the text.

Materials Teacher: The Following Books:

Whole Group: Our Class is a Family by Shannon Olsen and

Sandie Sonke

On-Level: We’ll Make Things Better Together by Ben

Gundersheimer and Dow Phumiruk

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 Below-Level: The Perfect Fit by Naomi Jones

Above-Level: The Life of a Smore by Kris Taft Miller

Doc-cam, picture printouts from the book Our Class is a

Family, beach ball, dry erase marker, and word strips

KWL Charts for small groups

Tape for floor chart and paper checkmark cutouts for center
#1

Students: Pencil, journal, iPad/Chromebook

Planning for Learners Whole Group Instruction:

Differentiation: Process: A gifted student can read the book

Our Class is a Family independently and then participate in the
activities and questions the teacher has prepared for students to
think about after the reading of the text.

Modifications/Accommodations:

Accommodation: Process: The teacher will project the book on

the smartboard to allow access to pictures and the text to be
easier for students to view and interact with for those who have
a visual impairment. Interaction with the book can be further
pursued for all students by using Nearpod and its slideshow
feature that allows students to follow along with the teacher’s
presentation on their device where they can draw on a text or
answer questions and engage in activities the teacher builds in
into the slideshow related to the book Our Class is a Family.

Small Group Instruction:

Differentiation: Content (different reading levels)

On Grade-Level Book: We’ll Make Things Better Together

Below Grade-Level Book: The Perfect Fit

Above Grade-Level Book: The Life of a S’more

Modifications/Accommodations:

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 Accommodation: Process: A student with a physical disability,
can be provided a digital copy of their small group book if the
student has difficulty with holding a book and turning the pages
of a book.
Lesson Presentation *This is with the whole group prior to small group instruction!
Introduction To open the lesson, the teacher will ask students the question,

“What are some characteristics that make a good friend?”

(10 Minutes)
Students will pair share in coming up with answers and
then share their answers with the rest of the class.

The teacher will then share with students that they

will be looking at a story that shares how our class is
a family and we are all friends who can work together
to help one another.

The teacher will share with students the book the

Sequence of activities
including assessments
(50 minutes)
teacher will be reading aloud to them, Our Class is a
Family by Shannon Olsen and Sandie Sonke.
The teacher will highlight the title and cover of the
book Our Class is a Family. The teacher will also give
a walk through of the book and its pictures and ask
students,
“How might this story relate to our classroom and
school?”

The teacher will ask students to raise their hands and

will call on a few students to hear their thoughts
beforehand about the book. The teacher will then
read the book aloud to the class.

After reading the book, Our Class is a Family, the teacher will
explain to students that they will be completing several
activities to think further about the meaning of the book and
examples the book provides that support its meaning about
working together as a class.

The teacher will have students participate in the following

activities in their listed order, either as a whole group or in
small groups, with each activity taking five minutes.

Students will focus on comprehension of the book Our Class

is a Family and its main idea as they interact further with
the text and in reflecting on the elements of the book.

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Assessment 1: Activity 1: For the first activity, it will consist of
a whole group activity where students will form a circle and
then take turns passing a beach ball to one another. On the beach
ball, will be a few words written in dry erase marker, such as
family and community, and students will be asked by the
teacher to pick a word from the beach ball and describe how
the word relates to the main idea of the story Our Class is a
Family.

Assessment 8: Activity 2: The next activity will consist of

students working in groups assigned by the teacher and they will
be asked by the teacher to order 4 pictures printed out from
the book and pulled from various parts of the book Our
Class is a Family. Students will come back and discuss with
the whole group after they arrange the pictures how each
group knows they have arranged the pictures in the correct
order. Each group will have a different set of pictures starting at
varying points from the book to allow groups to compare with
one another how their ordering of the pictures relates to the
ordering of each other’s pictures.

Assessment 6: Activity 3: The following activity will deal will

students focusing on the same pictures used from the previous
activities, but now students will be asked by the teacher to
come up with 3 words, in their same assigned groups, that
describe the various event and action of helping and working
with one another in the school environment as displayed by
the picture from the book Our Class is a Family. After
students come up with their 3 words for each picture in their
groups, they will share their words with the rest of the class and
present the picture for each set of words to allow the other
students to see how they connected a meaning to the picture.

Assessment 7: Activity 4: The next activity will further connect

off of the prior activity by looking at the text that is associated
with each picture pulled from the book Our Class is a Family.
Students will view as a whole class with the teacher each page
from the book on the doc cam and see how the text contributes
to the meaning of the book in relation to the pictures it features.
Students will be asked by the teacher to compare and
contrast the words they came up with in their groups to the
words displayed by the text by raising their hand and
answering the question,

“How were your words the same, similar, or different to the

text?”

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Students will take turns from each group in sharing their
observations with the whole group to see once again how
students approached the meaning of the text.

Assessment 8: Activity 5: This activity will have students

working together in the same assigned groups and students will
be asked by the teacher to draw on poster board a sequence
of events. Students will be asked to draw 4 pictures of their
choosing from the book Our Class is a Family and then they
will be asked to explain to the whole class why these events
were important in their arrangement for the meaning of the
story.

Assessment 7: Activity 6: This activity will consist of the

teacher asking students to match an individual word from
the text to a picture in identifying the meaning of the given
page from the book. Some students in the classroom will be
assigned a word strip that includes a word from the text and
others will be given a picture from the book, using the same
printed out pictures from the previous activities. After students
create pairs, each pair will be asked to share with the whole
group why they believe the picture and word match.

Assessment 8: Activity 7: In continuing the previous activity,

students will be asked by the teacher to work with their partner
in ordering their picture and word at the front of the classroom
and by laying them down on the ground. The teacher will ask a
few of the student pairs the following questions for various
pictures arranged at different points in the sequence in
checking students’ sequence of the story and its meaning
once again based on the word matched up with each picture,

“How do you know the following picture is arranged in the

correct order?”

“How do you know the word describes what the picture

illustrates?

Assessment 1: Activity 8: This last activity will consist of the

teacher asking students to search for objects around the
classroom or move around to a certain location around the
classroom to explain the main idea of the book relating to
these ways we can help one another and work with one
another in the classroom in a given situation. Each student
will share how their object or location in the classroom for a

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 specific event or carrying out of an action related to helping and
working with one another can be achieved.
Lesson Wrap-up In wrapping up the whole group portion of the lesson, the
teacher will have students go back to their seats and ask
students to share answers related to the ways they already
(10 Minutes) work together and help one another in the classroom and
then these new ways they learned that they can work
together and help one another as explored with the book
Our Class is a Family.

The teacher will ask the following questions to guide

students’ reflection of the book and its ideas:

“What are some ways we already work together as a class to

help one another as we saw in the book Our Class is a
Family?”

The teacher will ask students to raise their hands in sharing

their answers.

The teacher will then ask students to expand upon what they
learned further in the book about helping and working with
one another by asking,

“What are some new ways we might be able to work

together as a class to help one another as learned from the
book, Our Class is a Family?”

The teacher will ask students to raise their hands in sharing

their answers.

As students share their answers, the teacher will compile their

answers to both sets of questions into a list/chart that can be
hung-up in the classroom for reference in reminding
students of ways they can help one another and work with
one another as a community and in being a friend to one
another.
Self-Evaluation **This part isn’t necessary since you won’t be teaching this
lesson.

*10-15 minutes separate for small groups—three separate groups, below level, on level, above
level (a common theme of friendship and community from whole group to small groups)
Small Groups:

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(WITH) SMALL GROUP #1—ON GRADE LEVEL GROUP WITH A LEVELED TEXT.
THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST ALL STEPS AND
ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL QUESTIONS YOU WOULD ASK AND LABEL
THEM ACCORDING TO QAR LABELS. ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR:
BEFORE, DURING, OR AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
a. INTRODUCE THE TEXT

The teacher will share with students that they will be

reading the book We’ll Make Things Better Together
by Ben Gundersheimer and Dow Phumiruk.

b. BUILD NECESSARY BACKGROUND

The teacher will ask: What are some different ways that we
can help someone at school or at home?

The students will also fill out the K portion of their KWL Chart
to organize the information they already know.

c. INTRODUCE CRITICAL VOCABULARY

The teacher will highlight the following vocabulary words that

will be discovered in the text: together, friendship, talents,
inspired

c. REMIND THEM OF THE READING STRATEGY THEY ARE USING—

SEQUENCING—REMIND THEM TO KEEP TRACK OF IMPORTANT EVENTS IN
THE STORY

Students will be asked by the teacher to focus on how the

pictures and the words on each page work together to allow
for an understanding of the text.

d. SET A PURPOSE FOR READING

The teacher will explain to students how with this book, we

learn that we can accomplish great things with each other by
working with one another and helping one another.

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 e. CREATE AN INTEREST IN THE TEXT

The teacher will talk about the title and cover page and walk
through the book by discussing the pictures and how they will
be able to relate the story of other children helping and
working with one another to ways they can help and work
with others in their lives and use teamwork to accomplish
tasks on a greater level.

b. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY TO

THEMSELVES

Students will work through the story by reading aloud quietly, and the
teacher will occasionally ask each student a question pertaining to,
“What are you reading about on this page, and what do you notice on
this page that allows you to determine its meaning?”

c. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR LABELED

QUESTIONS!

Students will raise their hands in responding to the following QAR

questions asked during their small group instruction and that occur
either before, during, or after reading:

Questions:
Think and Search- What are some ways the book shared that we can
work together? (After) Answer: We can pick up trash and recycle
together.
Author and You- Why did the author choose to include the examples
they did? Are they missing any? (After) Answer: The examples show
how we can help an individual person and then the community. The
author could also include ways that we could help others in another
country.
Right There- What is the first way the book mentions helping
someone? (During) Answer: We can help a sibling or friend get ready
in the morning or we can give someone a hug.
On my Own- How might this way of helping not be useful in this ( )
situation? (During) Answer: It may not be helpful to help a peer with a
math problem or question during a test.

d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT EVENTS TO

ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER PROMPTS AND INTENDED
RESPONSES. THIS SHOULD REFLECT GRRM.

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 The rest of the KWL (WL) Chart can be used to guide students to go
deeper in determining the meaning of the story. The teacher will
prompt students to identify what they still wonder about with the
text and then what they learn from re-reading the text.

e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

3. (WITH) SMALL GROUP #2—BELOW GRADE-LEVEL GROUP WITH A LEVELED TEXT

THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST ALL STEPS AND
ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL QUESTIONS YOU WOULD ASK AND LABEL
THEM ACCORDING TO QAR LABELS. ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR:
BEFORE, DURING, OR AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
A. INTRODUCE THE TEXT

The teacher will share with students that they will be reading the
book The Perfect Fit by Naomi Jones.

a. BUILD NECESSARY BACKGROUND

The teacher will ask: What are some things that you have
experienced with that fit?
What are some things that you have experienced that don’t
fit?
How do you know if something fits? The teacher will make
sure to mention a puzzle to get students to think about how
puzzle pieces fit together.

The students will also fill out the K portion of their KWL Chart
to organize the information they already know.

b. INTRODUCE CRITICAL VOCABULARY

The teacher will highlight the following vocabulary words that

will be discovered in the text: perfect, fit, belong,
different

c. REMIND THEM OF THE READING STRATEGY THEY ARE USING—

SEQUENCING—REMIND THEM TO KEEP TRACK OF IMPORTANT EVENTS IN
THE STORY

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 Students will be asked by the teacher to focus on how the
pictures and the words on each page work together to allow
for an understanding of the text.

d. SET A PURPOSE FOR READING

The teacher will share with students how they will learn about
how we can all fit in with those around us no matter our
abilities or what we look like and that we can play with and
come up with ideas with anyone to have fun and learn with
one another.

e. CREATE AN INTEREST IN THE TEXT—

The teacher will talk about the title and cover page and walk
through the book discussing the pictures and how they will be
discovering a story that utilizes shapes and, more importantly,
how they will be able to relate to the story of these shapes.

c. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY TO

THEMSELVES

Students will work through the story by reading aloud quietly, and the
teacher will occasionally ask each student a question pertaining to,

“What are you reading about on this page, and what do you notice on
this page that allows you to determine its meaning?”

d. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR LABELED

QUESTIONS!

Students will raise their hands in responding to the following QAR

questions asked during their small group instruction and that occur
either before, during, or after reading:

Questions: Think and Search: What vocabulary words show how the
triangle feels when they work together and play with the other
shapes? (During) Answer: fit, belong
Right There- What shapes have we seen so far in the story? (During)
Answer: a square, a triangle
Author and You- Why do you think the author chose shapes to
explain their message for the story? (After) Answer: They all are
classified as shapes but show different shapes, and even though they
are different, they show how they work together, just like any of us
can work together.

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 On my own- What shape do you relate to in the story and why?
(After) Answer: I relate to the triangle because I often feel different in
my abilities, but I am reminded that my differences do allow me to fit
in and work with others.

d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT EVENTS TO

ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER PROMPTS AND INTENDED
RESPONSES. THIS SHOULD REFLECT GRRM.

The rest of the KWL (WL) Chart can be used to guide students to go
deeper in determining the meaning of the story. The teacher will
prompt students to identify what they still wonder about with the
text and then what they learn from re-reading the text.

e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

4. (WITH) SMALL GROUP #3—ABOVE GRADE-LEVEL; GROUP WITH A LEVELED TEXT---

THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST ALL STEPS AND
ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL QUESTIONS YOU WOULD ASK AND LABEL
THEM ACCORDING TO QAR LABELS. ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR:
BEFORE, DURING, OR AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
a. INTRODUCE THE TEXT

The teacher will share with students that they will be reading the
book The Life of a Smore by Kris Taft Miller.

a. BUILD NECESSARY BACKGROUND

Where do we see s’mores?

How many parts make up a s’more?
Why do we need all parts of the s’more?

The students will also fill out the K portion of their KWL Chart
to organize the information they already know.

b. INTRODUCE CRITICAL VOCABULARY

The teacher will highlight the following vocabulary words that

will be discovered in the text: unique, diverse, perspective,
dreams

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 c. REMIND THEM OF THE READING STRATEGY THEY ARE USING—
SEQUENCING—REMIND THEM TO KEEP TRACK OF IMPORTANT EVENTS IN
THE STORY

Students will be asked by the teacher to focus on how the

pictures and the words on each page work together to allow
for an understanding of the text.

d. SET A PURPOSE FOR READING

The teacher will share with students how they will be

learning about how even though we are all different, our
differences make us who we are and that when we work
with others and our differences between each other, it
allows for more creativity.

e. CREATE AN INTEREST IN THE TEXT—

The teacher will talk about the title and cover page and walk
through the book by discussing the pictures and how they will
be able to relate the story of a s’more to their own life.

c. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY TO

THEMSELVES

Students will read the text to themselves, and then the teacher will
ask the students, “What do you believe the main idea of the story is,
and how do you know?”

d. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR LABELED

QUESTIONS!

Students will raise their hands in responding to the following QAR

questions asked during their small group instruction and that occur
either before, during, or after reading:

Author and You- Why did the author choose a s’more for their
story? (After) Answer: It shows how the different parts that make up
the s’more work together in showcasing creativity in working with
others and, specifically, how this creativity ties in with everyone being

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 unique and possessing their own talents and skills that can benefit
one another.
On my Own- What other food could you use to tell the same story?
(After) Answer: We could use a cheeseburger as it has different parts
that make it up.
Think and Search- What words are used in the text that contribute
to the main idea? (During) Answer: unique, diverse, perspective,
dreams
Right There- Who is the main character? (Before) Answer: The
s’more because the parts that make up a s’more are featured on the
cover of the book and s’more is also mentioned in the title of the
book. Looking through the book, it looks like the parts of a s’more
appear on many of the pages.

d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT EVENTS TO

ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER PROMPTS AND INTENDED
RESPONSES. THIS SHOULD REFLECT GRRM.

The rest of the KWL (WL) Chart can be used to guide students to go
deeper in determining the meaning of the story. The teacher will
prompt students to identify what they still wonder about with the
text and then what they learn from re-reading the text.

e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

**Include what centers are occurring during the small group time or what activities are other
students doing?
There will be three centers taking place on compare and contrast while each group (below grade
level, on grade level, and above grade level) takes their turn in reading a book in a small group
with the teacher:

Assessment 4 and 5: Center 1: Students will place a checkmark on the tape chart on the floor
for each number in response to a set of statements/questions related to the main idea of the whole
group book Our Class is a Family; for example, students will look at a set of
statements/questions that ask if a certain action could be one that can be accomplished at school,
at home, or in public outside of school in relation to how they might view the actions in their
own lives and in the world around them. One example may be recycling, which can be done at

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home, school, and out in public, and students will place a checkmark in each column for home,
school, and public.

Assessment 4: Center 2: Students will record a video talking about ways they can help one
another and in their school environment that they learned about in the whole group book Our
Class is a Family and other ways they are already familiar with helping others. For example,
students will mention examples of helping at home, outside of school activities, on a sports team,
etc. Students will then talk about which ways they believe are the most helpful for each area in
their day-to-day lives.

Assessment 2 and 3: Center 3: Students will write in a journal about how the whole group story
read in class compares to the small group story they interacted with, which is to be done
specifically after students read their small group book. Students will compare and contrast how
the two books differ in their plot but communicate the same message of friendship and
community, and they will be encouraged to draw pictures alongside their writing to guide what
they remember from each book.

Books referenced and links to their descriptions:

Below Level Group Book (The Perfect Fit by Naomi Jones): https://www.amazon.com/The-
Perfect-Fit/dp/0192774611/ref=asc_df_0192774611/?tag=hyprod-
20&linkCode=df0&hvadid=526744561660&hvpos=&hvnetw=g&hvrand=17154565191621982
926&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9005825&hvt
argid=pla-
1132692117829&psc=1&mcid=4abbf6383252335aae2ff9590bb410f6&gclid=CjwKCAiAu9yqB
hBmEiwAHTx5pw2VVIdGcMpFJSc-
wALga23UXUTbnW06AwKKmZjsIxRqWLjE52u0nBoCGokQAvD_BwE.

Whole Group Book (Our Class is a Family by Shannon Olsen and Sandie Sonke):
https://www.amazon.com/Our-Class-Family-Shannon-Olsen/dp/0578629097/
ref=asc_df_0578629097/?tag=hyprod-

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20&linkCode=df0&hvadid=459616993353&hvpos=&hvnetw=g&hvrand=16530454590018394
74&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9005825&hvta
rgid=pla-
911595602603&psc=1&mcid=7afc548bc3c3328a9a703206e4681b32&gclid=CjwKCAiAu9yqB
hBmEiwAHTx5pwgSS25_7V9F2SH04H1vs4eIVQ6CdGSo05-
0V7kt_9M8MCl5LW0y4xoCPYcQAvD_BwE.

Above Level Group Book (The Life of a Smore by Kris Taft Miller):
https://www.amazon.com/Life-Smore-childrens-celebrating-uniqueness/dp/1737820625/
ref=asc_df_1737820625/?tag=hyprod-
20&linkCode=df0&hvadid=564815096282&hvpos=&hvnetw=g&hvrand=13320233273609355
727&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9005825&hvt
argid=pla-1596709052120&psc=1.

On Level Group Book (We’ll Make Things Better Together by Ben Gundersheimer and Dow
Phumiruk): https://www.amazon.com/Well-Make-Things-Better-Together/dp/0593110196/
ref=asc_df_0593110196/?tag=hyprod-
20&linkCode=df0&hvadid=652413930147&hvpos=&hvnetw=g&hvrand=18307069770696561
358&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9005825&hvt
argid=pla-2002768328046&psc=1&mcid=848a94ad99543c9a90fce012e004ccd3.

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