USF Elementary Education Lesson Plan Template (S 2014) Name: Kiersten Hoehn

Grade Level Being Taught: Subject/Content: Language Group Size: Date of Lesson: 3-6-18
2nd Arts/Comprehension 5

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Lesson Content
LAFS.2.RL.1.2: Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
LAFS.2.$L.4.10: By the end of the year, read and comprehend literature, including stories and poetry, in
the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.2.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social
studies science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as
needed at the high end of the range.

Essential Understanding Students will be able to retell a story. They will also know the setting and the main character(s).
(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?)

Objectives- What are you When given a story to read, students will be able to accurately write down, or say, the beginning, middle,
teaching? and end of the story (retelling).
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCD’s 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.)

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?
I am teaching this objective because this small group does not understand how to re-tell a story. This
objective is important because they need to be able to pick out the most important parts of the story. If
they cannot do this, then they will not be able to pick out the main topic of the story.
This lesson was already in a unit, but this group needed extra work, so I have been pulling them for small
group to help them better understand it.
I am teaching it with the 3 different colored sticky notes because it will help them see the beginning,
middle, and end of the story. I am using the highlighters because they need to find key details in the story
to justify what they put for the beginning, middle, and end.

Evaluation Plan- How will you I will evaluate students by having them write the major event of the beginning, middle, and end of the
know students have mastered story on sticky notes on the back of their paper.. I will then collect this and determine if they understood
your objectives? the objective or not. This would be the formative evidence that I would collect.
For the summative evidence, I would eventually have them do a writing project, where they would read a
Address the following: story and then tell me about the story. I would have them tell me the beginning, middle, end, the main
 What formative evidence will character(s), and the setting.
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is A teacher needs to know to have the students summarize the beginning, middle, and end of the story.
necessary for a teacher to teach They also need to know that students should have direct lines from the story that help support what they
this material? are talking about when they are summarizing the beginning, middle, and end.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Language
2nd Arts/Comprehension
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?
What misconceptions might
students have about this content?
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.)
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?
What will you do if…
What will you do if…
Meeting your students’ needs as
people and as learners
Name: Kiersten Hoehn
Group Size: Date of Lesson: 3-6-18
5
Students need to know that there is a beginning, middle, and end in each story. They also need to know
that a story has a setting and main character(s).
I will ensure that students know this by asking them what they think the sticky notes are for after I
explain the objective. I will also ask them the setting and main character of each story.
I know that the students have gone over this lesson before and that they needed additional support.
I know that they are ready for this concept because they are able to answer questions about the story.
They have also been reading a lot of stories and know that one of the most important parts when reading
a story is knowing the setting and main characters.
One misconception they may have is using direct quotes from the text as their answer for what happened
in the beginning, middle, and end of the story. They need to be summarizing and not using direct quotes.
Lesson Implementation
For this I will use guided release. I will guide them through the first story and then they have to do the
second story on their own.
Time Who is I will first call my small group of students over to the kidney table to work on the
This responsible lesson. I will give them a print out of the first story. I will read the story to them
lesson (Teacher or and then they will
will Students)?
take They will then get the story titled, “Lenny the Leprechaun”. I will read this story
about with them. During the story, they are paying attention and trying to figure out
30 the beginning, middle, and end.
minute
s to After we have read the story, they will each get 3 sticky notes, with one labeled
compl beginning, one labeled middle, and one labeled end. We will then go through the
ete. story with our highlighters to find the beginning, middle, and end. After we have
found a phrase that describes each part, they will write the major event of each
part on their post-it note. This is all done as a group.
When we are done with this part, the students will get the story titled, “An Hour
Late!” They will read this story on their own. On the back of their paper, I will
have taped sticky notes that say beginning, middle, and end. Then, they will write
the major event of the beginning, middle, and end of the story on these sticky
notes. After they are done writing on the sticky notes, I will have them come
whisper a little bit of what the story is about in my ear.
There may be some students who will need more time to read the story and
write. I will give them more time and make sure not to rush them.
Materials will be distributed by me each time that we start something new.
…a student struggles with the content? If a student struggles with this content I will make sure to keep
them in mind. I will also work through the problems with them and come up with more comprehension
stories to ask
…a student masters the content quickly? If a student masters the content quickly, I will ask them for
other parts of the story, like the setting, characters, main character, and main topic of the story.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
This connects to the interests by making them stories about what is coming up recently.
USF Elementary Education Lesson Plan Template (S 2014) Name: Kiersten Hoehn
Grade Level Being Taught: Subject/Content: Language Group Size: Date of Lesson: 3-6-18
2nd Arts/Comprehension 5

If applicable, how does this lesson connect to/reflect the local community? This is not applicable.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
For students who need additional challenge, I will enrich them by working through this with them. I will
also make sure to give them other challenges. We will start out by pick the setting and main character. I
will then have them tell me about what the story is about. Then, I will divide the story up into beginning,
middle, and end.

How will you differentiate instruction for students who need additional language support?
For students who need additional language support, I will read the story and questions to them. I will also
write their answers for them.

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.)
I.G. will need me to write for her. She will also need a slant board and more time to complete her work.
Instead of reading it in her head, she will need to whisper read it to herself.
D.R. will need to whisper read the second story also.
I will read the first story to the students because they are on different reading levels. This is so we can
work through the first story together.

Materials For this, they will need pencils, highlighters, the two stories, I.G.’s slant board, and sticky notes.
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)