Lesson Design Template: MAT/Certification Elementary

Candidate Name: Jeffrey Hitt Host Teacher Name: Courtney Ellingson

School: Skagway Grade Level: 2 # of Students: 12
Date & Time of Lesson: 12/4/2016 Length of Lesson: 30 minutes
Topic of Lesson: Content Area:
Reading
Sequencing in reading
Materials: Include all materials including types of technology used:
The Salmon Princess: An Alaskan Cinderella Story by Mindy Dwyer

ALASKA CONTENT STANDARD

Culturally knowledgeable students are well grounded in the cultural heritage and traditions of their
community.

A. Culturally responsive educators incorporate local ways of knowing and teaching in their work.
A.3 Provide opportunities and time for students to learn in settings where local cultural knowledge and skills are naturally
relevant

B. Culturally-responsive educators use the local environment and community resources on a regular basis to link what
they are teaching to the everyday lives of the students
B.3 Provide integrated learning activities organized around themes of local significance and across subject areas

TRANSFER GOAL(S) (transferability)

Analyze textual evidence to make predictions, draw conclusions, or establish generalizations

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?
Students will understand that…
Knowing the sequence of events in a story helps us to What do good readers do? What information is found in
picture what is happening different parts of a story?

STAGE ONE: Objectives STAGE TWO: Assessments

Evidence of Learning/Accountability -
Formative/Summative/Performance

Knowledge - What students should know…. Assessment(s)/Other Evidence:

Har_Aug26_2016
MAT Elem. TD Temp
 Skills - What students should be able to do……. Assessment(s)/Other Evidence:
Retell the story by demonstrating the knowledge of Formative: After reading have students attempt to
characters, setting, beginning, middle and end of the retell the story in correct sequence.
story.

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook
“Today we are going to read a fairy tale that happened here in Alaska. After we read the story we are
going to talk about what happens to the characters in the beginning, middle, and end of the story. This
skill is called sequencing of events. It is important we learn this skill because it helps us understand
the story better. That’s what good readers do they try their best to understand the story better so they
can retell it to other people.”

Processes and products for Learning Strategies for Differentiation/ Multimodal

Opportunities Instruction/Universal Design for Learning

1. Before reading the story show students a Walk around the room to make sure students are
poster that shows what sequencing really following directions
means.
2. Beginning—who are the characters? Where Model reading with fluency throughout the read.
is the setting?
Middle—what happens to the characters? Ask questions to guide understanding.
End—what was the solution?
3. Start reading the story: “The Salmon
Princess” Let students know that while
reading we will stop and talk about what
happens in the story. This way they will
remember the story better.
4. During the reading show students the
pictures and talk about some of the things
that are characteristic for people who live
in Southeast Alaska: eagle, salmon, rubber
boots, skiffs, smoking salmon, canneries,
etc.
5. After a couple of pages, stop to summarize
what happens:
Beginning: Cinder’s mother died and her
father married another woman who had
two sons. Cinder had to clean salmon all
day long.
Middle: the stepmother and her father
would not let her go to the “Silver Salmon
Festival”. An eagle dropped something
from the sky and it was a dress for Cinder.
Cinder went to the festival and forgot her
boot.

Har_Aug26_2016
MAT Elem. TD Temp
 End: The guy found Cinder. They got
married and lived happily ever after.

Closure:
What was our comprehension skill today?

Why do we sequence in a story?

Reflection:

1. The lesson went rather well. The students were very interested in the story and seemed fairly
familiar with sequencing in stories. They were able to retell the story’s beginning, middle and end
with relative ease.
2. They were intrigued about the concept that listening (and remembering) the details in the
sequence of the story made them able to remember the story better and in the long run, better
story tellers and writers.
3. Given more time, I would have students write or create short fairy tales using sequencing.
Beginning=Once upon a time, Middle= things that happened, End=they lived happily ever after.

Har_Aug26_2016
MAT Elem. TD Temp