Terilyn Bufkin

Date of Lesson: September 17, 2018

Reading Lesson Plan- Day 1

Part One:
1. Student Learning Objectives:

State Standards [e.g. CCSS, NGSS, HGSS]

RL 2.7 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

Student Learning Objectives [i.e. Domain, Level] [audience, behavior ONLY]

The student will be able to identify and describe the setting in a story.

2. Assessment [based on Student Learning Objective]:

Objective 1 Objective 2 [if needed]

Assessment Informal Observation

Score/Level/Criteri N/A
a needed to master
Objective

Scoring Guide The student will read a story and

afterwards write one sentence on a sticky
note, explaining what the setting was.

3. Description of Classroom Environment

Arrangement of -Well organized, easy to get around
Classroom -Windows along the wall facing the playground for recess
-Desks are all connected (side by side)
-Library is located next to the teacher’s desk
-Word Wall is located at the back of the room
-Manipulatives and Chromebooks are located in a cabinet next to the word wall
-Clip chart for math and reading rotations is located next to the horseshoe table at the
front of the room by the smartboard

Technological -Chromebooks (5)

Resources -Smartboard

Instructional -Aboff, M., & Meyers, M. (2018). The animal bridge. Dallas, TX: Learning A-Z.
Resources -Sticky Note
-Pencil

Environmental -Classroom door open/closed

Distractions -Disruptive and defiant students
-Weather
-Windows that face outdoor recess

4. Description of Students
ELL 1 male student
 Terilyn Bufkin
Date of Lesson: September 17, 2018

1 female student

IEP [speech, PT, OT, 1 male student (Speech)

gifted, academic]

Behavior 1 male student is easily distracted and needs extra encouragement to work
1 male student is moody, usually for attention
1 male and 1 female that are clingy

Other Male (4) Female (1)- 5 students total

[e.g., gender] 1 - Puerto Rican
4 - Caucasian

Direct Instruction/Gradual Release

Introduction

Anticipatory Set
 Review what the setting is in a story.
 What do you notice about the cover of this book?
 What do you think this book is going to be about?
 Do you know what habitat means?
 Can you guess where the setting will be in this story?

Communication of Objectives
 Today we will be learning/reviewing the setting in a story.
 The book you are going to quietly read today is called “The Animal Bridge,” written by Marcie Aboff.
 You have to read very carefully to find the setting. Make sure you pay attention to key words and
illustrations.
 Before reading the story, can someone tell me what setting means? Can someone give me an example
of a setting? (During this discussion, I will write setting on the board, and have the students give
examples, while I list them)
 If you need help with understanding certain words, please feel free to ask me.
 When you are finished reading, you will write one sentence down on a sticky note explaining what
the setting is in the story.
 We will have a small discussion about what they wrote, and this will be their “exit ticket.”
Input
 Read the book, “The Animal Bridge,” written by Marcie Aboff and illustrated by Mark Meyers
 Setting: Forest
Modeling
 When discussing what Setting is, before reading the book, I will model by writing down an example
on the board.
 After the students read the story, and share their sticky note sentence, I will share my sticky note as
well.
Guided Practice
 As a group, we will discuss what setting is, while each student provides an example.
Checks for Understanding
 What is going on in the story?
 Terilyn Bufkin
Date of Lesson: September 17, 2018

 What kind of animals are living in this habitat?

 How do the animals feel about the construction?
 Where does the story take place? (Setting)
Independent Practice/Assignment
 After reading the story quietly to themselves, they will write down one sentence about what the
setting is on a sticky note.
 As a group, we will discuss what they learned from reading this story (by sharing their sticky note
sentence)
Closure
 As a group, we will discuss what they learned from reading this story (by sharing their sticky note
sentence)
 Concluding Statement: What does the setting tell us about a story?
5. Differentiation [based on Descriptions of Classroom Environment and Students]:

How will the teacher make the learning objective accessible for students identified in Description of
Students?
Who? What will I differentiate? How will I differentiate?

ELL male and ❏ content I will have each student “quiet read” to themselves,
female student ❏ process while providing help when needed.
❏ product

1 female and 4 ❏ content I am giving the students a book at their level (O), and
male students ❏ process will give more time to read if needed.
❏ product

How will the teacher provide enrichment for students identified in Description of Students?

Who? What will I differentiate? How will I differentiate?

Non- ❏ content If a student were to finish reading early, I would

identified at ❏ process have them go ahead and write their sentence
this time ❏ product explaining what the setting is in the story.

❏ content
❏ process
❏ product

5. Integration within and across content fields with the goal of extending student learning and fostering a
deeper understanding of the content.
Within Content Fields [if applicable] Across Content Fields [if applicable]

_ [insert topic] is integrated with _ [insert topic] Reading is integrated with Science when students
when _. acquire knowledge about animal habitats as well as the
setting in the story.
 Terilyn Bufkin
Date of Lesson: September 17, 2018

6. APA Reference List:

Aboff, M., & Meyers, M. (2018). The animal bridge. Dallas, TX: Learning A-Z.