Office of Field Services and Certification

Washington State University College of Education

Lesson Plan Template

Teacher Candidate: Date: 10/09/2023 Estimated Time for Lesson: 45 min

Grade/Subject: 2nd grade Lesson Title/Focus: Read, Pair, Share

Materials, Resources, and Technology Used in this Lesson:

Materials/Resources
Textbook, story handouts, peer checklist handout, YouTube
Technology
Computer to show presentation

Central Focus of Learning Segment (Summary statement of the overarching learning outcomes
associated with learning standards and learning objectives):

Students will learn how to do a read, pair, share activity. They will ask and answer who, what,
where, when, and why questions while reading a text with a partner. Their answers will be based
on the text itself as well as the illustrations. Their answers can include direct quotes, summaries,
or inferences from the text.

State Learning Standard(s) (Please select 1 or 2 Learning Standards from content areas):
ELD-SI.K-3.Narrate
● Share ideas about one’s own and others’ lived experiences and previous learning
● Connect stories with images and representations to add meaning
● Ask questions about what others have shared
● Recount and restate ideas
● Discuss how stories might end or next steps

ELD-SI.K-3.Inform
● Define and classify objects or concepts
● Describe characteristics, patterns, or behavior
● Describe parts and wholes
● Sort, clarify, and summarize ideas
● Summarize information from interaction with others and from learning experiences

RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.

Learning Targets (Objectives), Language Development, and Assessment:

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Learning Targets: Write How will you provide Assessment: Describe

the objectives in student- opportunities for language how you will gather
friendly language. development for students? evidence of student
Include Academic vocabulary, thinking, understanding,
Language function, Discourse, & or performance for this
Syntax. learning target. Include as
appropriate: Journal
entries, rubrics,
reflections, exit slips, etc.
I can… ask and answer Students will learn how to create, Peer Assessment
who, what, where, when, ask, and modify questions. They Checklist:
and why questions about will also learn how to answer a - Students will also have
important parts of the question with complete the option to write and
story. sentences. This is based on submit their questions
language functions such as
question and retelling.
I can… use pictures or Students will be able to use Peer Assessment Checklist,
words to help me illustrations from the text to observation
understand a story. support their language
development. This can help them
build vocabulary.
I can… tell my partner Students will be given the Peer Assessment Checklist.
about a person, place, or opportunity to speak, listen, and observation
event in the story. read in this activity. It allows them
to describe and narrate the story.
Students get to practice
classroom discourse with a peer.
I can… retell parts of a Students will be given the Peer Assessment Checklist,
story in my own words. opportunity to hear correct observation
syntax and produce their own.
Students will be able to identify
key parts of the story and use that
to retell parts of it.

Students’ Prior Knowledge or Experiences with the Content of this Lesson:

Students will know the expectations and have experience with Peer Assessment and Peer
Assessment Checklists

Sequence of Learning Activities (Beginning, middle, and end - include revisiting the learning
target):
Include short descriptions of what the students will be doing (application), placed alongside
corresponding teacher actions & minutes. Include major statements (such as definitions or
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Washington State University College of Education

directions, as needed). Include major questions the teacher will ask. Include a motivational
intro & strong conclusion.

Sequence of Learning Activities (Incorporate UDL principles):

Minutes What will the teacher be doing?
Introduction
Teachers will be introducing Read, Pair,
Share with a powerpoint presentation.
This will include:
- Explaining/defining question
words (with visuals)
- Modeling how to ask and answer
questions that address key details
- Modeling how to modify
questions if they don’t fit and
when it’s appropriate to skip a
question (ex. paragraph doesn’t
reference a location, so skip
“where”)
- Modeling how to work with a
partner
While the students are doing the activity, Students will be doing the read, pair,
the teacher will be observing their
participation. This will give the teacher
information about student progress as
well as information for future student
partner groups.
What will the student be doing?
Further prompt to include both
practical planning and learning
demands.
Students will be answering questions
based on prompts from the teachers.
These prompts will guide students
through the read, pair, share process
so they have a better understanding of
the expectations.
ex. If a teacher asks: “Which is a better
question: ‘What color are the boy’s
shoes?’ or ‘What did the boy do
together with his family?’,” students
would think and respond with the
question they think is most
appropriate.
share activity in partner groups that
are “assigned by the teacher” (not
really for this lesson, but in a
classroom you would pair high
proficiency students with lower
proficiency students). They will be
taking turns asking and answering
questions about the text, giving each
other feedback, and supporting each
other’s language development.

Lesson Review:
● How will you differentiate instruction and outcomes to meet the needs of students?
Include as appropriate: Universal Design, grouping, ELL, Special Ed., interests, culturally
responsive supports, etc.
o Students will be able to modify the assessment to meet their needs - an example
of this is that they have the option to write or say their questions in their home
language, as the ELA standard assesses comprehension, not English proficiency.
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Washington State University College of Education

● What are your supporting theories/principles? (Why are you doing what you are doing?)

● How will you provide opportunities for student voice? (e.g., student self-assessment,
metacognition, choice related to the learning target, peer assessment)
● How does this lesson connect with what students have previously learned and a
progression of future learning you have planned?

Reflection (Complete after the lesson is taught) How did the lesson go? Why did you do what
you did? What building blocks in student thinking, understanding, and performance did you
observe? What needs remediated or extended in future lessons?