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Ashley Moreno

Professor Heather Brattin

EDU 220 - 3002

21 September 2016

Common Core Aligned Lesson Plan

1. Common Core Learning Standard Addressed: RL.2.1 - Ask and answer such

questions as who, what, where, when, why, and how to demonstrate understanding of key

details in a text.

2. Learning Target(s): As a result of this lesson, students will be able to use the

information they gained by asking and answering questions to demonstrate understanding

of a storys characters, setting, plot, and central message.

Student-Friendly Translation: I know that who questions are asking me about

characters. I know that what questions are asking me about ideas or things. I know that

where questions are asking me about locations. I know that when questions are asking

me about a time. I know that why questions are asking me about a cause of something. I

know that how questions are asking me about events in the plot. I know key details are

pieces of information that help me understand a literary text.

3. Relevance/Rationale: Who is going? What are we going to do? Where are we going?

When are we going? Why are we going? How are we going? Each of those questions are

examples of what people all over the world ask others on a daily basis. It is important for

students to learn to ask questions like this not only about what they are reading, but also

about situations they may go through throughout their lives. As they continue their
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education, students will begin to ask questions that dig a little deeper into stories. Starting

students off with these basic questions is just the first stepping stone, but it gets the job

done in a way that is better suited for them.

Student-Friendly Translation: I know that asking who, what, where, when, why, and

how will help me understand better.

4. Formative Assessment Criteria for Success: I will know that my students have

successfully met the outcomes by observing them while they are asking and answering

questions. If they are asking questions like, Where did this character go and why? Who

did this character meet? How did the story end?, then I know that they have read the

story and understand the basics of it. If the students being asked questions are referring to

their book when answering questions to support their answers, then the same could be

said. Success on this lessons outcomes looks like this: all of my students knowing how

to ask and answer questions that help them understand what they have read.

Student-Friendly Translation: I can answer who, what, where, when, why, and how

questions. I can ask who, what, where, when, why, and how questions. I can determine if I

need to look for information in more than one sentence. I can ask questions to help me

find information in literary text.

5. Activities/Tasks: Students will be working with each other on this lesson. A student will

be paired up with another student. Both students will be able to choose whatever story

they like and each student will have to read their story aloud to their partner. Student A

will ask Student B who, what, where, when, why, and how questions, which Student A

will have to answer. This process is then repeated with Student B taking Student As role.

Listening is a huge part of this lesson, so students will gain listening experience when
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they are listening to their partners read aloud or ask questions. I will be walking around

when students read and ask questions. If I hear a student ask, What did you do

yesterday? How is your day?, then I will know that they may not have been paying

attention to their partners story.

6. Resources/Materials: The main material used in this lesson will be the books students

choose to read to their partners. Students who have trouble with reading will be able to

use electronic books or a text reader.

7. Access for All: Students will be able to engage in this lesson because all of the materials

will be provided by me, the school library, or the public library.

8. Modifications/Accommodations:

Students who are visually impaired will be able to use electronic books that will

allow them to enlarge text or images. Students with hearing impairments will be

able to listen to audio recordings of their book.

Students who struggle with reading will be able to choose shorter books that are

easier for them to read aloud. I will also be checking in on these students just in

case they may have any trouble pronouncing or defining a word.

Students will be partnered together so that they can read aloud to each other and

provide assistance when necessary. If Student A or Student B has not finished

reading their book, then extra time will be provided.

Visual distractions will be reduced in the classroom and workspaces will be kept

clear of unrelated materials.

Students will be spread out in order to prevent them from listening in on other

stories, which may lead to confusion.