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Esteves School of Education Lesson Plan

Teacher: Mekenzie Krause


Lesson Title and Grade Level: Miss Tizzy Read Aloud; 2nd Grade
Unit Theme: Making text-to-self connections
Lesson Topic: Making predictions
Context for Learning

Central Focus

Learning Needs Category

Number of Students

Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
N/A
N/A
N/A
To make predictions based on the text and illustrations and to develop an appreciations for friendships and good deeds by
making connections between self, text, and the world.

Common Core Content Standard (same as goals)

CCSS.ELA-Literacy.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.
Content Standards/Objectives

Learning Objectives (list at least three objectives)

Students will be able to generate at least one


prediction during a picture walk and share it orally
with the group.

Students will be able to generate at least one


prediction, while reading, about what may come
next in the story and share it orally with the group.

Prediction, Neighbors, Neighborhood, Peculiar, Geraniums, Bagpipes, Croaked

Vocabulary/Concepts/Language
Rationale

Students will learn what predictions are and how to make them using the text and illustrations in a story. This will prepare
them for higher order thinking tasks and close reading.

Essential Questions
(Focus Questions)

Based on what we have already read what do you think will happen next?
Based on the illustrations what do you think is happening here?

Assessments:
Formative

Discussion

Students will be able to generate at least one


prediction during a picture walk and share it
orally with the group.

Esteves School of Education Lesson Plan

Instructional Strategies and Learning Tasks


Procedure
Anticipatory Set
5 minutes

Learning Tasks and


Instructional Strategies
15 minutes

Teacher will:
Tell the students that
they will be listening to
a story about fun things
friends do together. It is
called, Miss Tizzy.
Present difficult or
unknown words to the
students on cards that
will be put on the word
wall.
For each word ask the
students if anyone can
read it or tell the class
what it means.
Tell the students that
they will see these
words in the story.
Show the students the
cover of the book and
read them the title,
author, and illustrator.
Ask the students who
wrote the words in the
story and who drew the
illustrations.
Ask the students what
they see on the cover of
the book and what they
think the book will be
about.

Students will:

Read word to class and


tell them what it means.

Tell the teacher that the


author writes the words
and the illustrator draws
the pictures
Describe the illustration
on the cover of the book
to the class and tell the
group what the book
might be about.

Modifications (RTI/UDL Strategies)

Esteves School of Education Lesson Plan

Independent
Practice/Exploration of
Concepts
30 minutes

Write down the student


predictions on the white
board with student
initials by each.
Conduct a picture walk
through the entire book,
asking students to
generate predictions and
share them orally with
the class.
Give each student a
copy of the text.
Direct students to read
the first four pages of
the book.
Observe students while
they are silently
reading, providing
support and answering
questions as needed.
Tell the students to look
up when they have
finished reading
Ask the students which
predictions from the
picture walk have been
correct so far? What
new predictions can be
made based on the
illustrations and what
has just been read?
Choose some students
to share out orally.
Direct the students to
read the next four
pages.

Make predictions based


on the illustrations
when prompted by the
teacher.

Read the first four


pages of the book.

Look up when they are


finished reading.

Tell the teacher which


predictions have been
correct and make a new
prediction, sharing out
when prompted by
teacher.

Read the next four


pages.

Esteves School of Education Lesson Plan

Continue to observe and


assist the students as
necessary.
Tell the students to look
up when they have
finished reading.
Ask the students, Were
any of our predictions
correct? Why/why
not?

Look up when they


have finished reading.

Tell the teacher if any


of the predictions were
correct and why or why
not.

Ask a few students to


read aloud the part of
the text that verified
their prediction.

If prompted by teacher,
read aloud part of the
text that verifies
prediction.

Ask the students, What


do you think will come
next if the children
spent Monday and
Tuesday with Miss
Tizzy?
Choose a few students
to share their
predictions.
Direct students to read
the next four pages.
Continue to observe and
assist the students as
necessary.
Ask the students, Were
any of our last
predictions correct?
Why/why not?
Ask the students to read
aloud the part of the text

Answer the questions


posed by the teacher.

Share out if prompted.

Read the next four


pages of the book.

Answer the questions


posed by the teacher.

Read aloud textual


evidence if prompted by

Esteves School of Education Lesson Plan

that verified their


predictions.
Ask the students, Why
do you think the parents
thought Miss Tizzy was
peculiar? Can you give
me an example from the
text or illustrations?
Why do you think Miss
Tizzy and the children
did this for their
neighbor?
Ask them to make new
predictions based on the
text they have read so
far and the illustrations
from the picture walk.
Choose a few students
to share their
predictions orally with
the group.
Direct students to read
the next six pages.
Continue to observe and
assist the students as
necessary. Tell them to
look up when they have
finished reading.
Ask the students, Were
any of our predictions
correct? Why/why
not?
Direct students to read
the next two pages.
Continue to observe and
assist the students as

the teacher.

Answer the questions


posed by the teacher.

Make new predictions


based on the text and
illustrations.

Share predictions orally


if prompted by the
teacher.

Read the next six pages.

Answer the questions


posed by the teacher.

Read the next two


pages.

Esteves School of Education Lesson Plan

necessary and tell them


to look up when they
have finished reading.
Ask the students to
make new predictions
and choose a few to
share them orally with
the class.
Direct the students to
read the rest of the book
and continue to observe
and assist as necessary.
Tell them to look up
when they have finished
reading.
Ask the students, What
did the children do
when they found out
Miss Tizzy was sick?
Why do you think they
did all of those nice
things for her? What
kind of relationship did
the children have with
Miss Tizzy? Do you
have an adult, like a
neighbor, in your life
that you are friends with
a care about? Why do
you think it is important
to be kind and do nice
things for people? What
is another nice thing
that you would have
done to help Miss Tizzy
feel better? What did

Make new predictions


and share orally with
class if prompted by
teacher.

Read the rest of the


book.

Look up when they


have finished reading.

Answer the questions


posed by the teacher.

Esteves School of Education Lesson Plan

you think about this


story? What was your
favorite part? Why?
Closure
10 minutes

Ask the students to


write at least five
sentences in their
journals about what
they think may happen
next in the story to Miss
Tizzy and the children
and to draw a picture
that goes along with
what they have written.

Take out their journals


and write five sentences
about what might
happen next in the
story.
Draw a picture to
accompany the
sentences

Instructional Resources, Materials and References:


Materials
o Word wall words and corresponding pictures already on cards
o Missy Tizzy books for each of the students
Literature Selection: Gray, L., & Rowland, J. (1993). Miss Tizzy. New York: Simon & Schuster Books for Young Readers.

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