Teacher Candidate: Casey Howell Lesson # 1 Subject/Grade: 2nd grade ELA Date and Time of Lesson: 10/2/13 9:00

A.M. Learning Objective: When reading a grade-level literary text, student will answer questions such as who, what, where, why, and how to demonstrate their understanding of the text. They should also be able to identify the purpose of reading this text. Alignment with Standards: CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. EEDA Standard 4: Students will demonstrate a positive attitude toward work and the ability to work together. SSCA Element: Students will be demonstrating appropriate behavior during partner discussion by being respectful of their partner. Developmental Appropriateness or Cross-curricular connections: These second grade students are very familiar with read-alouds. They have been practicing their communication skills since the beginning of this year. They have the skills that are required to work cooperatively with their peers. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Pre Assessment: Students will predict the purpose for reading this text. (What do you think is our purpose for reading this book; to learn something new or for enjoyment?) During Assessment: Students will have several chances to discuss the text with their partners. I have incorporated three Pair Shares. I will be listening in on these conversations. Post assessment: Students will answer four questions about the text through a worksheet, assessing their Use of Formative Assessment By reading the students answers on the given worksheet, I will be able to assess their comprehension of the text. If the students are unsuccessful at answering these questions correctly, we will review this story together. If the students are successful, we will continue working on comprehension with other text. I will use this worksheet for comparison in the

When given a grade-level literary text, student will answer questions such as who, what, where, why, and how to demonstrate their understanding of the text. They should also be able to identify the purpose of reading this text.

comprehension of the text. (This worksheet quiz will not be reviewed in class because the students will take the same quiz in the future.)

future. I will read the same text at the end of the 9 weeks. I will give the students the same worksheet. I will then compare the worksheets from now and then to see if improvements have been made in comprehension.

Accommodations: Since the read aloud is being facilitated by the teacher, there should not be any early finishers. For my ESOL students, I will make sure that they have an efficient amount of time during pair share. I will also read at a slower pace for these students, making sure to pronunciate each word clearly. I will seat the student with ADHD closer to me while reading so that I can keep a close eye on him, making sure that he does not disturb other students around him. I will also have to seat the student with visual problems closer to me so that they can see the pictures and text while I am reading. Materials: The text Knuffle Bunny Too by Mo Willems, pre-made work sheets, clipboards, and pencils for each student. Procedures: 1) Introduce Text: Today, we are going to be reading Knuffle Bunny Too: A Case of Mistaken Identity. Im sure you remember the read aloud from Monday, Knuffle Bunny: A Cautionary Tale. Can anyone tell me what they remember about Trixie? How does she feel about Knuffle Bunny? Okay. Lets take a look at the front cover. Based off what you see, what do you think our purpose for reading will be? Do you think were going to learn something or do you think this will be a book we are reading for enjoyment? Do you think this is a narrative or informational text? Remember, we will check in to talk about who is in the story, where the story is taking place, what is happening, and how the character is feeling. While I am reading, pay close attention and be thinking about these things. 2) Introduce Strategy: Lets begin reading and see if we can figure out who and what the story is about. I will read the first eight pages aloud. I will stop at the eighth page and ask the students to turn and talk to their partner. First, I want the window people to identify who the story is about. Also, tell us where the story is taking place. Aisle people, I now want you to tell your partner how the main character is feeling so far. Okay class, what do you think it means to be one -of-a-kind? Window people, tell your partner why you think Trixies Knuffle bunny isnt one-of-a-kind anymore. Aisle Partner, how do you think this made Trixie feel? 3) Model thinking strategy: Now that you have predicted why you think Trixies Knuffle Bunny isnt one of-a-kind anymore based off of the pictures from this page, lets continue reading to see if your prediction is correct. I will read the next page which reveals the answer. Very good, so now we know that Trixie isnt the only student at the school with a Knuffle Bu nny. We also know that Trixie is not very happy about this situation, either. I will read the next eight pages. I will then ask the students to turn and talk to their partner. Window people, explain to your partner what you think it means to

realize something. Now, aisle people, tell your partner what you think Trixie has realized. I will then read the next two pages which will reveal the answer to the students prediction. So, this Knuffle Bunny does not belong to Trixie and she is very upset about it! 4) Guided Practice: I am going to continue reading the story and I want you to pay close attention so that you can make another prediction. I will read the next few pages. Now that we have read on, we see that the person on the other line of the phone is a man. Window people, tell your partner who you think the man is on the other line. Aisle people, its your turn now. I heard predictions that it is Sonjas father calling. Why do you think Sonjas father is calling Trixies house? How do you think Sonja is feeling right now? I will finish reading the story. On the last page, I will ask the students to turn and talk to their partner. Each partner will have a chance to discuss the same question this time: How did Trixies feelings about Sonja change from the beginning to the end? Does she still feel the same about Sonja? Does she like her now more than she did before?

5) Conclusion: Okay class, turn and look at the wall behind you. Which character trait on the wall do you think best describes Trixie based off of the two stories you have read about her? What does it mean to be irresponsible? In what ways is Trixie irresponsible? 6) I will then pass out a pre-made worksheet that consists of four questions about the book. I will walk through this worksheet with the students, reading the questions to them and giving them an opportunity to answer the questions individually. This worksheet is designed to assess the students comprehension of the story. It will be collected without review because it will be used as data for further instruction and assessment comparison. Activity Analysis: This lesson supports the objective that students will answer questions such as who, what, where, why, and how to demonstrate their understanding of the text because they are given several opportunities to stop and discuss these aspects of the story with a partner. Students are turning and talking to a partner several times throughout the read aloud. This is appropriate for my ESOL students and the lower-performing students because they are given an opportunity to discuss the story with a person who may understand the story more clearly than they do. This also gives them the chance to recap what they have heard so far and catch up on what the story is about. I model the strategy that I want them to practice and monitor for understanding throughout the reading and discussion. After the reading, the students are working on a worksheet that is appropriate for their grade-level. It consists of four simple comprehension questions. This assessment will be used as a guide for further instructions and read-alouds. This lesson is appropriate for this classroom because it is a grade-appropriate text. Many students included that they love to read on their student interest surveys. This humorous book with interesting pictures should keep them engaged. The students also have a well-established purpose for reading because they will be involved in several discussions about the book during and after the read-aloud. There is no technology involved during this lesson. Because a majority of this lesson involves reading a book to the students and facilitating student-discussion, this lesson does not require any form of technology.

References: Willems, M. (2007). Knuffle Bunny Too: A Case of Mistaken Identity. New York, NY: Disney-Hyperion. The worksheet was created by Casey Howell.