USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy

Grade Level Being Taught: 2 Subject/Content: Reading Group Size: Date of Lesson: 10/7/14

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)


LAFS.2.RL.1.1
LAFS.2.RL.2.5
LAFS.2.W.1.3
LAFS.2.SL.1.3
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

How can we use the story structure to help comprehend the story?
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)



Students will be able to use the story structure to understand the story


















USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size: Date of Lesson: 10/7/14

Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?


Students are learning this because:
- It will help them prepare for the close reading next week
- Understanding the structure of the story aids in comprehension of the story
- They are exposed to another way to help them comprehend the story
- They will understand the elements of a story
- They will understand the sequence/structure of a story
Evaluation Plan- How will you
know students have mastered
your objectives?

Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?


Formative evidence - students will discuss the structure and elements of the story together, teacher will
assess understanding by the students answers and decide how much review the students need. I will also
walk around as they are working and check their progress, providing assistance when needed

Summative evidence - In groups, students will compile a chart of the story elements: characters, setting
and events, for the beginning, middle, and end of the story.
What Content Knowledge is
necessary for a teacher to teach
this material?








Content Knowledge necessary for the teacher:
- Story structure
- Parts that belong in the beginning, middle, and end
- Setting
- How to identify important characters
- How to identify important events






USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size: Date of Lesson: 10/7/14

What background knowledge is
necessary for a student to
successfully meet these
objectives?

How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

Background Knowledge for students:
- Some idea of setting
- Some idea of how to identify characters
- Some idea of how to identify events in a story
- Beginning, middle, and end elements







What misconceptions might
students have about this content?










Misconceptions:
- The purpose of the setting
- Where the setting belongs
- The purpose of the characters
- Where the characters are introduced
- How to identify important events
- How to identify important characters
- How to identify the setting
- Where the setting is introduced



Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)




Teaching Methods:
- Read-Aloud
- Discussion
- Group work



USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size: Date of Lesson: 10/7/14

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
Time

Who is
responsible
(Teacher or
Students)?
Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

Teacher Students
Write the definitions for Character,
setting, and events on the board
In specials
Bring students to carpet Sit on the carpet in assigned spots
Review carpet norms Follow/display understanding of
carpet norms
Introduce objective and essential
questions
Participate in discussion
Review/discuss definitions and what
goes in the beginning, middle, and the
end of a story
Participate in discussion
Set the purpose pay attention to the
setting, characters, and events in the
beginning, middle, and end
Listen to story
Lead a discussion of sequence of a
story
Participate in discussion
Listen to student discussion
(formative assessment)
Participate in discussion/ask
questions
Introduce assignment and discuss
group work norms
Listen to directions
Separate students into table groups
and assign spots around the room
Get into assigned groups
Walk around and assess how students
are doing/provide assistance
Work in small groups
Review answers/discuss Check answers
Collect work (summative assessment) Turn in work





USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size: Date of Lesson: 10/7/14

What will you do if


a student struggles with the content?

Talk to them individually about difficulties and have group help them


What will you do if

a student masters the content quickly?

- Have students check their answers with other groups
- Answer comprehension questions from the teachers guide


Meeting your students needs as
people and as learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
N/A

If applicable, how does this lesson connect to/reflect the local community?

N/A

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

See masters content

How will you differentiate instruction for students who need additional language support?

See struggles with content


Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

W.C. group work to discuss answers, draw what happened in the beginning, middle ,and end
USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size: Date of Lesson: 10/7/14

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)


- Student copy of journeys
- Strips of paper with setting, characters, and setting for b/m/e
- b/m/e chart
- glue