Maggie Herrin

Literacy
Wednesday, October 18th
9:30AM

LESSON PLAN TEMPLATE

GENERAL INFORMATION

Lesson Title & Subject(s): “Snow” Read Aloud

Topic or Unit of Study: How Characters Affect the Plot

Grade/Level: Second Grade

Instructional Setting:
Describe the learning context and location (e.g., setting, group size, seating arrangement, displays).

Students are able to sit in many positions around the classroom. There are tables with
chairs, and other tables low to the ground for children to sit on the floor. This classroom
is designed and organized perfectly for students to be able to learn. The white board is
located in the front of the classroom as well as the teachers desk.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

Identify the state standard(s) to be addressed in this lesson. Click here to find your state standards, or
visit your state office of education website.

2.RL.2.3: Describe how characters in a story respond to major events and how
characters affect the plot.

2.RL.3.2: Acknowledges differences in the points of view of characters and identify

dialogue as words spoken by characters, usually enclosed in quotation marks.

Lesson Objective(s):
All learning objectives must include a specific BEHAVIOR (i.e., identifies an action; what the students will
do - use a verb when writing the behavior), CONDITION (i.e., identifies the context or environment the
students will prove they learned the skill in; e.g., given a list, given a text, given an opportunity to observe
or listen) and measurable CRITERION (i.e., a statement explaining to what degree of accuracy or range
on a rubric must be achieved in order to demonstrate an acceptable level of performance).
Lesson objectives should also be ATTAINABLE (reasonable, realistic outcome for this individual lesson)
and RELEVANT (aligned with the state standard and assessment listed for this lesson).

Objective #1: The students will be able to identify each character, their
importance and how the characters affect the plot at the end of the read aloud with 80%
accuracy.

Objective #2: Students will be able to recognize the different types of characters,
and acknowledge each character’s point-of-view by the end of the read aloud with 80%
accuracy.

MATERIALS AND RESOURCES

Instructional Materials:
Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab equipment,
construction paper, scissors, PowerPoint, guided note templates).

“Snow” Reading Book

25 Copies of Venn Diagram Worksheet
25 Copies of Point of View Worksheet
Pencils

Resources:
List any sources used during the planning of the lesson using the APA format.

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and

indicate approximate time for each):

1. Student Prerequisite Skills/Connections to Previous Learning:

Identify pre-requisite skills students need to already know (i.e., possess, control, understand) to
be successful in this lesson.

Students will need to have basic reading and comprehension skills. They will
also need to be able to compare and contrast characters.

2. Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

Explain the purpose of the lesson.

Explain at least one activity which serves as an anticipatory set, schema, or review of definition of
terms activity and actively engages students and allows them to do at least one of the following:
  Make connections to their background knowledge related to the focus skill.
 Make connections to previous learning related to the focus skill.
 Ask themselves questions which will serve as a guide throughout the lesson.

The purpose of this lesson is to teach the children how to compare and
contrast characters, and how each character affects the plot of the story. Both
worksheets will allow the students to dig deeper into each character, and help
them gain knowledge in the areas listed above.
Modeling:

Explain the purpose of the lesson (if not done above).

Explain how you will model the skill.

Modeling is a time when the teacher uses ‘thinking aloud’ to show and explain how to ‘do’ the
focus skill. (e.g., if you were going to teach a child how to tie his shoes, you would first
demonstrate how you tie your shoes and you would explain the steps as you go).

I will read the book to the students, and ask questions throughout the book
that pertain to the lesson. After the book, I will ask questions about the people
in their life and how some people are different than others. This is a good way
to help them connect that characters in a book are the same way.

3. Guided Practice:
Explain how students will practice the focus skill with teacher guidance. Students and teacher
might work together in a large or in small groups. Students might work independently or with
peers as the teacher provides support and checks for understanding.

Students will work in their table groups of 4-6 people per table, or they may
work independently if they wish. I will be walking around the classroom to help
as much or as little as needed. Once the first worksheet is done, I will hand out
the second worksheet that is a little more difficult. This is also a good activity
for faster learners to work on while the others work on the first worksheet.

4. Independent Student Practice:

Explain how students will practice the skill independently. The teacher steps back during this time
and allows students to demonstrate their understanding of the focus skill. This can be a pure
practice time or a time when the assessment is administered.

Students will work on each worksheet with their table groups; however, each
student is responsible for their own ideas and incorporating them into their
worksheets. I will be walking around to watch each student interact with their
peers or work independently if they so wish.

5. Culminating or Closing Procedure/Activity/Event:

Explain how you will end the lesson by describing an activity or discussion which allows students
to articulate what was learned during the lesson and how that learning might be applied in the
future. You might also include a review of relevant terms and connections to the next lesson.
 To end the lesson, we will have an open discussion about how we thought each
character affected the book. We will talk about how being positive in difficult
situations is always the key to getting through the situation in a happy manner,
and we talked about how each character could have approached the situation in
a different angle.
Instructional Strategy (or Strategies):
Explain at least one pedagogical strategy used in the lesson. Pedagogy is the way the overall instruction
was done; it is the general way we categorize teaching (e.g., direct instruction, interactive instruction).

Interactive instruction will be used during group time, when I walk around to help
guide the students if needed. It also will be used when we have our overall group
discussion at the end of the lesson where everybody is able to talk about their ideas.

Differentiated Instruction Accommodations:

Describe how you will differentiate for two or more subgroups. Describe accommodations for such groups
as English Language Learners, students with learning disabilities, students with hearing or physical
disabilities, and/or gifted/accelerated learners.

Use of Technology:
Explain how you will incorporate 21st century technology into the lesson.