Lesson Plan 1

I. Major Topic: Reading Henry and Mudge Day 1 of 3

Grade Level: 2nd Grade
Date TAUGHT: 10.05.2016
II. MATERIALS:
18 copies of Reading 180, Reading textbook, Workbook pages 124, 125, 128 (if time
allows), blank Venn Diagram, Smart Notebook pages for vocabulary and compound
words
III. CANDIDATE Resources:
Houghton Mifflin Reading Theme 2
IV. STATE/Local Standards:
CCSS. ELA. 2. L. 2. : Content Statement: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
CCSS. ELA. 2. SL. 1. : Content Statement: Participate in collaborative conversations
with diverse partners about grade 2 topics and texts with peers and adults in small and
larger groups.
CCSS. ELA. 2. SL. 2. : Content Statement: Recount or describe key ideas or details from
a text read aloud or information presented orally or through other medias.
IV. (a) National/State technology standards (if applicable)
ISTE. Teacher. 3. A. : Content Statement: Demonstrate fluency in technology systems
and the transfer of current knowledge to use technologies and situations.
V. Objective(s):
By the end of the 45-minute lesson, the students will demonstrate their command of the
English language to create sentences and questions through the workbook pages 125 as
well as 128, if time allows. - I can create sentences and questions.
By the end of the 45-minute lesson, the students will demonstrate their ability to
participate in collaborative conversations and complete a Venn diagram comparing and
contrasting Henry and Mudge while recounting key details from the text as a whole class.
I can complete a Venn diagram with my classmates.
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size:
For this lesson, the students will be working as a whole class (18), with partners (2) and
independently (1).
Transition/Focus Attention:
The students will be transitioning from Math to Reading. The teacher will have the students put
away their Math work and take out their Reading morning work.
Motivation/Hook:
The teacher will review the reading in 180 days paper with the students that they completed in
the morning. The students are also to have completed Reading workbook page 124. This page
will not be reviewed but will be graded.
VII. Steps/Learning Activities/Anticipated Time:
(5 minutes) The students will be transitioning from Math or Reading. The teacher will
have the students put away their Math work and take out their Reading morning work,
Reading workbook, and Reading book before heading back to the tents. The teacher will
review the Reading in 180 days paper with the students. The students were to have also

completed workbook page 124 with their morning work. This will not be reviewed as a
whole class but the students will be graded on this.
(5 minutes) Then, the class will review the vocabulary words through the SmartBoard
and read Reading book page 130-131 (teacher edition pages 44-45). While reviewing the
words, the teacher will put one of the words on the board through the SmartBoad and ask
the students what they think this word means. The students will be sitting on the ground
and when the teacher shows one of the words, the students are to stand instead of raising
their hand. These words include:
o Campfire: outdoor fire for heat or cooking
o Camping: living outside, often in a tent
o Hike: a long walk for pleasure or exercise
o Lanterns: lights, often with clear sides, that can be carried
o Tent: place to sleep when camping
o Doe: a female deer
o Fawn: a very young deer
o Sappy: silly or foolish
o Snuggled: were cozy or close
(15 minutes) After reviewing the vocabulary words, the class will read the story, Henry
and Mudge and the Starry Night. Throughout the story, the teacher will ask the students
questions and will take anecdotal notes. The students will be reading the story. Each
child will have a chance to read the story aloud. These questions include:
o Page 136: Why is a picture of Henrys mother as a Camp Fire Girl shown
on page 136? (BLOOMS LEVEL: ANALYSIS) (answer: to help readers
understand what a Camp Fire Girl is)
o Page 137: Why do you think Henrys dad doesnt know anything about
camping? (BLOOMS LEVEL: ANALYSIS) (answer: he never had the chance
to learn camping skills; he is more interested in playing guitar)
o Page 139: Why does Henry shiver and put an arm around Mudge?
(BLOOMS LEVEL: ANALYSIS) (answer: the thought of seeing a wild bear
scares him; Mudge makes him feel safer)
o Page 140: What are some things the family does to get ready for the hike?
(BLOOMS LEVEL: COMPREHENSION) (answer they get out their gear, put
on their hiking boots, check a map)
o Page 141: Why do you think each family member has a backpack?
(BLOOMS LEVEL: ANALYSIS) (answer: they must carry all their food and
equipment to their campsite)
o Page 144: In what way is Mudges hike like that of the rest of the family? In
what ways is it different? (BLOOMS LEVEL: COMPREHENSION)
(answer: Mudge also walks and climbs but doesnt see much because he prefers to
find good smells)
o Page 145: What can you tell about Mudges ability to smell? (BLOOMS
LEVEL: COMPREHENSION) (answer: Mudge can tell a lot by smelling; he
can find things by their smell)

o Page 148: Why do you think Henry groans on page 148 when his father pulls
out his guitar? (BLOOMS LEVEL: COMPREHENSION) (answer: he
doesnt like the song his father wants to play)
o Page 149: How do you think the author feels about hiking and camping?
Explain. (BLOOMS LEVEL: EVALUATION) (answer: she probably enjoys
them; all of the characters seem to be having fun)
o Page 157: Why do you think the trees smell clean and the familys dreams
are green? (BLOOMS LEVEL: ANLYSIS) (answer: the air in the wilderness
can seem cleaner than that in the city; the family is surrounded by green trees)
o After: What are some useful skills to have when hiking and camping?
(BLOOMS LEVEL: KNOWLEDGE) (answer: knowing how to read a map, tell
directions, make a fire, give first air)
o After: How is sleeping at a campsite different than sleeping at home?
(BLOOMS LEVEL: COMPRHENENSION) (answers: vary)
(5-10 minutes) After reading the story, the students and teacher will work on creating a
Venn diagram comparing and contrasting Henry and Mudge. The teacher will ask the
students what compare and contrast mean. Since the students will be in their tents, they
are to have a clipboard and will be given a piece of paper with a blank Venn Diagram to
fill in. Some of the examples of the comparing and contrast are:
o Henry: a boy, looks at animals and waterfalls, looks at the stars
o Mudge: a dog, carries crackers, smells a raccoon, chews on a log
o Both: go camping, like cookies, have backpacks, snuggle
(10 minutes) After reviewing the Venn diagram, the students will work through a
SmartBoard pages about compound words. Next, after working through the SmartBoard
pages, the students will complete workbook page 125 on their own. The words on this
page are: sunrise, thunderstorm, waterfall, rainbow.
(5 - 10 minutes) Finally, if time allows, after finishing the compound words, the students
will work through workbook page 128. On these pages, the students will be creating
questions from sentences. As a class, we will discuss how to make a question from a
telling sentence. Then, the class will complete numbers 2-5 on their own. This is added
into the lesson plan to have a backup if the students complete the lesson before time
is up.
Differentiated Instruction:
There are a few different ways this lesson was differentiated for ability. While reading
aloud, the teacher will assign different students parts. With this being said, the students
who are struggling readers will be given passages that are shorter than the students who
are reading on or above grade level.
Then, in the Venn Diagram activity, instead of writing all the answers, the students who
tend to take longer to write answers will be tasked with only writing half of the answers.
These students are predetermined and there are two who will be tasked with writing every
other answer. This was an accommodation decided on by the intervention specialist of
the building and the classroom teacher.
Finally, in the questions throughout the story, the teacher will preselect student to answer
questions throughout the story. The students who are currently working below level will
be asked questions that are more knowledge and comprehension levels based on Blooms

Taxonomy. The students who are reading and have comprehension skills that are
considered above level will be asked questions that require more critical thinking skills.
These questions, for example, will place in the analysis and evaluation levels.
Different Types of Learners:
Visual Learners
o See the workbook pages on the board, See the vocabulary words on the board
Auditory Learners
o Listen to the story, Listen to instructions
Tactile Learners
o Write answers to problems on the paper
Closure:
Today we read our story and completed a Venn diagram about Henry and Mudge while retelling
key details from our story. We also worked on compound words and learning our vocabulary
words from the story. Then, the students are to return to their desks and put all of their supplies
away.
What type of graphic organizer did we use in class today? (BLOOMS LEVEL:
KNOWLEDGE)
What was your favorite part of the lesson and why? (BLOOMS LEVEL:
EVALUATION)
Assessment Activities:
In this lesson, the students will be assessed on their ability and understanding of the
commands of the English language through workbook pages 125 and 128 (if time
allowed)
The students will also be assessed on participating in collaborative conversation through
anecdotal notes of the students answers during the vocabulary and Venn diagram as well
as the informal questions during the story. The teacher will have a class list and will write
down the students answers for the Venn diagram and a recording sheet for the questions
during the reading of the story.
Next, the students will be assessed on their ability to follow directions and retell key
details from the text, Henry and Mudge and the Starry Night, through the Venn Diagram
whole class activity.
Finally, the students will be assessed on their phonetic understanding and the commands
of the English language from their Morning Work sheet, workbook page 124.
Transition:
Once their supplies are put away, the students are to take out their planners and complete the
notes for their homework before snack time.
Signature of Cooperating Teacher: __________________________Date: __________

Lesson Plan 2
I. Major Topic: Reading Henry and Mudge Day 2 of 3
Date TAUGHT: 10.06.2016

Grade Level: 2nd Grade

II. MATERIALS:
18 copies of Reading 180, Reading workbook pages 118,117,121,130, vocabulary
matching, construction papers for dog bones and Mudge (if needed)
III. CANDIDATE Resources:
Houghton Mifflin Reading Theme 2
http://buzzingaboutsecondgrade.blogspot.com/
IV. STATE/Local Standards:
CCSS. ELA. 2. RF. 3. : Content Statement: Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS. ELA. 2. RL. 1. : Content Statement: Ask and answer such questions as who, what,
where, when, why and how to demonstrate understanding of key details in a text.
CCSS. ELA. 2. L. 2. : Content Statement: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
IV. (a) National/State technology standards (if applicable)
ISTE. Teacher. 3. A. :Content Statement: Demonstrate fluency in technology systems and
the transfer of current knowledge to use technologies and situations.
V. Objective(s):
By the end of the 45-minute lesson, the students will demonstrate their ability to read
fluently and apply grade-level phonics and word analysis skills in decoding words when
reading the story aloud with their partner. - I can read fluently with my partner.
By the end of the 45-minute lesson, the students will answer comprehension questions to
demonstrate understanding of key details in the text through workbook page 121. - I
can... answer comprehension questions.
If time allows, by the end of the 45-minute lesson, the students will demonstrate their
knowledge of the sequence of the story and demonstrate their understanding of the
command of the conventions of the English language by completing the bone
sequencing activity. - I can. write what happened in the story.
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size:
For this lesson, the students will be working as a whole class (18), with partners (2), some
students will be in a small group with the teacher (2) and independently (1).
Transition/Focus Attention:
The students will be transitioning from Math to Reading. The teacher will have the students put
away their Math work and take out their Reading morning work.
Motivation/Hook:

The teacher will review the reading in 180 days paper with the students that they completed in
the morning. The students are also to have completed Reading workbook page 118. This page
will not be reviewed but will be graded.
VII. Steps/Learning Activities/Anticipated Time:
(5 minutes) The students will be transitioning from Math or Reading. The teacher will
have the students put away their Math work and take out their Reading morning work,
Reading workbook, and Reading book before heading back to their tent. The teacher will
review the Reading in 180 days paper with the students. The students were to have also
completed workbook page 118. This will not be reviewed as a class but the students will
be graded on this.
(20 minutes) Then, the students will review compare and contrast. Then, they will be
given partners and are to reread the story with their partner. After rereading the story, the
students will complete workbook page 117. On this page, the students will complete the
Venn diagram comparing and contrasting Henrys Mother and Henrys Father. There
students are to come up with at least three points for each category. After the students
complete this work, this will be reviewed as a class. Some of the points include:
o Henrys Mother
Camp Fire Girl
Knows about camping
Picks the place to camp
o Henrys Father
Doesnt know anything about camping
Sings and plays guitar
Points out stars
o Both
Go camping
Carry backpacks
Hike
Set up tents
Look at stars
Snuggle
o (5 minutes) As the students are working with their partners and rereading the
story, two students will be in a small group with the teacher. These two students
scored low on their pretest with compare and contrast. In the small group, the
teacher and students will read a short story and compare and contrast the
characters of the story. This will have a verbal assessment to make sure the
students are engaged in the lesson.
(10 minutes) The students are then to complete workbook page 121. On this page, the
students will be answering comprehension questions based on the story. The students are
to write their answers in complete sentences. This paper is to be completed
independently.
(10 minutes) Next, after completing their comprehension check, the students will work
as a class and individually to complete workbook page 130. On this page, the students
will be changing telling sentences to questions and questions to telling sentences. As a
class, the teacher and students will work through the first problem of each section

together then the students will work individually. The students will also complete a
matching vocabulary exit slip.
(20+ minutes) Finally, if time allows, the students will begin working on their
sequencing activity. In this activity, the students will write four events that happened in
the story on pieces of paper that look like dog bones. The students are to write complete
sentences using proper capitalization, punctuation and grammar. After writing the four
events and putting a number on the top, the students will cut out the dog bones and
Mudge to put at the top of the paper (an example will be shown). If the students get this
far before the lesson is over, they are to then tie the bones together using yarn putting
them in order from top to bottom. This is added into the lesson plan to have a backup
if the students complete the lesson before time is up. Since the students will be
sitting in tents, this was built into the lesson in case of extra time to decrease the
chance of behavior problems.
Differentiated Instruction:
In this lesson, the partner activity was differentiated for ability. While working with
partners, the teacher will assign the partners. In doing so, the teacher will group the
students by ability level. The students who are considered to be working below level will
be tasked with rereading the story then writing 2-3 sentence fragments in each category to
compare and contrast Henrys Mother and Henrys Father. Then, the students who are
considered to be working on level will be tasked with rereading the story then writing 3
complete sentences for each category to compare and contrast Henrys Mother and
Henrys Father. Finally, the students who are considered to be working above level will
be tasked with rereading the story and writing 3-4 complete sentences for each category
to compare and contrast Henrys Mother and Henrys Father. Then, the students who are
above level are to cite where they found the information. This will include the page and
line number. This is an activity that has been previously introduced to the students who
are above level.
Different Types of Learners:
Visual Learners
o See the workbook pages on the board
o See the vocabulary words on the board
Auditory Learners
o Listen to the story
o Listen to instructions
Tactile Learners
o Write answers to problems on the paper
o Cut the dog bones if there is time for this activity.
Closure:
Today we read our story for the week and answered some questions. We also worked on
making sentences and questions.
What type of graphic organizer did we use with our partners today? (BLOOMS
LEVEL: KNOWLEDGE)
What was your favorite part of the lesson and why? (BLOOMS LEVEL:
EVALUATION)
Assessment Activities:

In this lesson, the students will demonstrate their ability to read fluently and apply gradelevel phonics and word analysis skills in decoding words when reading the story with
their partner. The teacher will walk around the room and listen to the students reading. If
there are any students who have more difficulty than others when decoding words, the
teacher will work with that student the next morning during morning work. This activity
will be counted towards their participation grade.
Also in this lesson, the students will be assessed on answering comprehension questions
to demonstrate their understanding of key details in the text. The comprehension
questions will be on workbook page 121 as well as the vocabulary exit slip.
Finally, if time allows, the students will demonstrate their knowledge of the sequence of
the story and command of the conventions of the English language by completing the
bone sequencing activity. In this activity, the students are to write four events in which
happened in the story on pieces of paper that look like dog bones. The students are to
write in complete sentences using proper capitalization, punctuation and grammar. This
is the portion of the activity that will be assessed. If the students still have time they will
be allowed to cut the bones out and tie them together with yarn. They will also have a
template to cut out for Mudge. This activity will be out of 20 points.

Transition:
Once their supplies are put away, the students are to take out their planners and complete the
notes for their homework before snack time.
Signature of Cooperating Teacher: __________________________Date: __________

Lesson Plan 3
I. Major Topic: Reading Henry and Mudge Day 3 of 3
Date TAUGHT: 10.07.2016

Grade Level: 2nd Grade

II. MATERIALS:
18 copies of Reading 180 days, Reading workbook pages 127, 122-123, Reading quiz, If
You Give a Moose a Marshmallow activity
III. CANDIDATE Resources:
Houghton Mifflin Reading
TeachersPayTeachers
IV. STATE/Local Standards:
CCSS. ELA. 2. RF. 3. : Content Statement: Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS. ELA. 2. RI. 1. : Content Statement: Ask and answer such questions as who, what,
where, when, why and how to demonstrate understanding of key details in a text.
CCSS. ELA. 2. RI. 4. : Content Statement: Determine the meaning of words and phrases
in a text relevant to a grade 2 or subject area.
IV. (a) National/State technology standards (if applicable)
ISTE. Teacher. 3. A. : Content Statement: Demonstrate fluency in technology systems
and the transfer of current knowledge to use technologies and situations.
V. Objective(s):
By the end of the 45-minute lesson, the students will demonstrate their ability to practice
comparing and contrasting while demonstrating understanding of the key details in our
text and determining the meaning of words and phrases through the practice before the
quiz. - I can compare and contrast.
By the end of the 45-minute lesson, the students will demonstrate their ability to answer
comprehension questions as well as compare and contrast questions while applying
grade-level phonics and demonstrate understanding of key details about a passage they
read through the quiz. - I can. answer questions about a text.
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size:

For this lesson, the students will be grouped as a whole class (18) and individually (1).
Transition/Focus Attention:
The students will be transitioning from Morning Word to Reading. The teacher will have the
students put away their Morning Work and take out their Reading morning work.
Motivation/Hook:
The teacher will review the reading in 180 days paper with the students that they completed in
the morning. The students are also to have completed Reading workbook page 127. This page
will not be reviewed but will be graded.
VII. Steps/Learning Activities/Anticipated Time:
(5 minutes) The students will be transitioning from Morning Work to Reading. The
teacher will have the students put away their Morning Work and take out their Reading
morning work and Reading workbook. The teacher will review the Reading in 180 days
paper with the students. The students were to have also completed workbook page 127.
This will not be reviewed as a whole class but the students will be graded on this. Today
the students will not be allowed to go back to the tents since they are taking the quiz.
(10 minutes) Next, the class will review compare and contrast before working through
the Compare and Contrast page. The students will be reading a story then answering
questions. The teacher will have student volunteers read the story. Then, everyone will
work through the answers together. For the compare and contrast, the students will be
comparing and contrasting the main characters mother and father. *This will be the
portion of the whole group lesson that will be recorded.
(15 minutes) After practicing, the class will take the test. The students must read the
passage to themselves. Then, the teacher will read aloud the questions to pace the
students. The teacher will NOT read aloud the answers. This test questions will be
differentiated based on level. The students who are below level will be given a passage
of text that is simpler and comprehension questions that are more literal questions. The
students who are on level will be given the quiz that is based on the level a second grader
should be at. This will have questions that are mix (some literal and some inferential).
Finally, the students who are above level will be given a passage and quiz that are more
complex including more inferential questions. *For the handouts submitted with this
lesson, there will only be the on-level passage and questions. *
(15+ minutes) Finally, the teacher will grade the quizzes and the students will be given a
chance to retry the questions they got wrong. If they answer the question correctly the
second time, they will be given half credit. While the teacher is grading the tests and
other students are retesting, the students who are done are to work on the If You Give a
Moose a Marshmallow story. In this story, the students will be reading the book and
finding the correct picture that goes along with the passage. Once they find the correct
picture, they are to use their glue stick to glue the passage. If they finish before the class
is ready to move onto English, the students are to color their book.
Differentiated Instruction:

In this lesson, the quiz will be differentiated for ability. While working through the quiz,
the students who are considered to be working below level will be given a literary
passage that is up to one grade level below their grade level. Then, these students will be
given questions along with the passage that are literal questions that can be identified
through the text if they read closely. Next, the students who are considered to be working
on level will be given a literary passage that is on the second grade level. Then, these
students will be given a mixture of literary and inferential questions. Finally, the students
who are considered to be working above level will be given a literary passage that is up
to one grade level above their grade level. Then, these students will be given questions
along with the passage in which are more inferential with one or two literal questions.
Also, in this lesson plan, the If You Give a Moose a Marshmallow activity can be
differentiated by ability level. In this classroom, the students will all complete this
activity on the same level. When the package was purchased from TeachersPayTeachers,
there are multiple different levels.

Different Types of Learners:

Visual Learners
o See the work on the SmartBoard
o See the story
Auditory Learners
o Listen to the story
Tactile Learner
o Manipulate the papers from the test
Closure:
Today we finished our camping week! Depending on if time allows, the students will work on
completing their book activity of If You Give a Moose a Marshmallow.
What was the topic of our quiz today? (BLOOMS LEVEL: KNOWLEDGE)
Give me a short summary of the book If You Give a Moose a Marshmallow.
(BLOOMS LEVEL: COMPREHENSION)
What was your favorite part of the lesson and why? (BLOOMS LEVEL:
EVALUATION)
Assessment Activities:
For this lesson, the students will be assessed on their ability to know and apply gradelevel phonics and word analysis skills in decoding words through their morning
workbook page 127. As stated above, this will not be reviewed as a whole class. The
students are to complete the paper and it will be graded.
Also, the students will be assessed on their ability to answer questions to demonstrate
understanding of key details in a text through the comparing and contrasting practice
pages on workbook page 122-123. The teacher will keep a checklist for anecdotal notes
as to what students answered and when. This is also the part of the lesson that will be
recorded.

The students will also be assessed their ability to determine the meaning of words and
phrases in a text relevant to a grade 2 on their quiz. The teacher will only read aloud the
questions of the quiz. The students are to read the text on their own.
Finally, the students will not be assessed on the If You Give a Moose a Marshmallow
activity.

Transition:
After the quiz, the students to clear their desks and await English instruction.
Signature of Cooperating Teacher: __________________________Date: __________