Comprehension Weekly Lesson Plans

Name Mary Hull

Student Grade Level Second Grade

After working with the class for a few months, I have come to the conclusion that the majority of the class is in the within
word pattern stage of orthographic and word study development. Most of the class is reading on grade level or higher,
with only a few reading at a lower level. Students are in the process of transitioning from the full alphabetic stage to
consolidated alphabetic phase, in which they begin to recognize patterns and chunks to analyze unfamiliar words. Lots of
independent reading experience with instructional-level and independent-level books is crucial during this stage. This
lesson is aimed at strengthening comprehension skills by making connections with the text and using story maps to
reinforce the information learned from the story. They will also compare and contrast to fictional texts.
Objectives for week The students will demonstrate an understanding of a fictional storys events and characters. The students
will answer questions about fictional stories. The students will make connections to themes, morals, and characters of stories.
The students will make and confirm predictions about a story. The students will interpret themes and events and write about
these conclusions. The students will compare and contrast stories characters, events, and themes.

SOLs for week

2.8: The student will read and demonstrate comprehension of fictional texts.

1.

a) Make and confirm predictions.

2.

b) Relate previous experiences to the main idea.

3.

c) Ask and answer questions about what is read.

4.

e) Describe characters, setting, and important events in fiction and poetry.

5.

f) Identify the problem and solution.

6.

g) Identify the main idea.

7.

h) Summarize stories and events with beginning, middle, and end in the correct sequence.

8.

i) Draw conclusions based on the text.

Monday
To begin the
week the
students will
listen to The
Giving Tree by
Shel Silverstein
as a read aloud
story.
Throughout the
story the teacher
will promote
think-aloud
behavior. The
teacher will ask
students to make
predictions
throughout the
story (at the
beginning before
the read aloud
starts, half way
through, and
right before the
end). The teacher
will also ask the
students to
periodically
summarize the
events as well as
draw conclusions
and inferences
about the events
mentioned.
After the
read/think aloud

Tuesday
Today, the
students will
work in groups
(by table) to
complete a story
map.
First the teacher
will verbally
review what
happened in the
story.
Next, each group
of children will
get their own
copy of the book.
They will work
together to
complete the
details of the
story map: main
characters,
setting,
problem/goals,
event 1, event 2,
event 3, event 4,
and event 5,
solution, and the
storys theme or
moral.
The children will
share their
findings and the
class will go over
it together.
If there is time,

Wednesday
Today the
children will focus
on drawing
conclusions
based on the text
as well as making
a personal
connection to this
conclusion/moral.
The class will first
discuss the
moral(s)
presented by The
Giving Tree.
The students will
write a sentence
or two about
what they think
the moral of the
story. They will
then write about
one thing they
can do in their
lives so that they
can live by this
moral (being
generous,
protecting the
earth, listening to
and taking care
of others, etc.)
The students will
write this on
apple shaped
paper. Once they

Thursday
Today, the class
will apply the
skills they have
been developing
the past few days
with The Giving
Tree to a new
book, Where The
Wild Things Are
by Maurice
Sendak.
The teacher will
read Where The
Wild Things aloud
to the class,
reminding them
to listen carefully.
The class will
then try to fill out
a story map on
their own. They
will be able to
ask questions
and revisit the
text if they need
help.
We will then
discuss what the
children wrote
and how we all
should have
similar
structures/events
in our story maps
not the same,

Friday

To end the week

of comprehension
study, the
children will
complete a
compare and
contrast bubble
comparing the
boy in The Giving
Tree and Max in
Where the Wild
Things Are. This
activity is hoping
to make a
personal
connection to the
characters in
both stories as
well as make
connections
between the
characters and
make sense of
what they have
been reading.
The bubbles will
be structured in a
Venn diagram so
that the
similarities go in
the middle. (If
needed we will
discuss how a
Venn Diagram

the students will

go back to their
desks and write a
paragraph about
their favorite part
and make an
illustration to go
with it.

the class will

discuss what
mightve
happened if the
boy had acted
differently.

have finished,
they will all post
them under a
tree drawn on a
very large piece
of paper.

but fairly similar.

This worksheet
will act as a form
of assessment.

works, however
they have most
likely discussed
this in either
Reading or Math
previous to this
lesson).
The students will
work individually,
then in groups to
complete the
compare/contrast
bubbles. This
worksheet will be
used as a form of
assessment.
As a class we will
discuss what the
students came up
with.
In addition, we
will discuss how
the themes of the
story are
similar/different.

*If the teacher chooses

so, he/she may choose
to compare/contrast the
morals and themes of
the stories, rather than
the characters. This
would have the benefit
of keeping a consistent
focus on theme
throughout the week.

Describe in detail all materials you would use for these lessons:
The Giving Tree by Shel Silverstein (at least 4 copies)
Story map print out/graphic organizer
Pencils
Coloring Materials
Paper apple cut outs (large enough to fit a paragraph)
Where The Wild Things Are by Maurice Sendak
Compare/Contrast graphic organizer