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EDEL 441 L.

Yearta Lesson Plan Form Teacher: Katherine Hill Unit Name: Reading Lesson Title: Sequencing The Dog Who Cried Wolf by Keiko Kasza Grade Level: 2nd Grade Standards CCSS: CCSS.ELALiteracy.RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CCSS.ELALiteracy.W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Materials and Resources: The Dog Who Cried Wolf by Keiko Kasza, Colored construction paper for each student, scissors for each student, glue stick for each student, crayons for each student, pencil for each student, list of sentences (see attachment), wolf coloring page (see attachment) Lesson Introduction 1. Tell students to raise their hands and ask if there has ever been a time in their lives when they wanted to be someone or something else. 2. Call on a few students to answer. 3. Say, Today we are going to read a book about a dog named Moka who has decided he wants to be a wolf. 4. Tell students to listen carefully because we The students will be able to recall events in the story in proper sequence. The student should paste all 11 sentences in correct order. Objective(s) Assessment

EDEL 441 L.Yearta are going to be doing an activity afterwards that requires them to be able to retell the story. Procedure 1. Read The Dog Who Cried Wolf by Keiko Kasza out loud to the class making sure everyone is paying attention. 2. Go around the room and let each student choose what color of construction paper they want. 3. Pass out the list of sentences and ask students to cut them apart and put them in their correct order WITHOUT GLUING THEM DOWN YET. 4. Tell students they cannot glue their sentences down until a teacher has checked their sentences. 5. As students get done early give them the wolf coloring page to work on while other student finish. Tell students that they must fill in Mokas thinking bubble before they can begin coloring. 6. Once everyone has finished gluing down their sentences go over the answers together. 1. Ask students, Why did Moka want to be a wolf? 2. Call on students to answer until somebody gives the correct answer. 3. Ask, Why did Moka decide to come back home? 4. Call on students to answer until somebody gives the correct answer. 5. Ask, What do you think Moka learned? 6. Call on student to answer until somebody gives the correct answer.

Lesson Closure

Differentiation How else could your students demonstrate proficiency? What other products could they create? Differentiation (A) Students could get in What intelligences are pairs and do research met? about wolves and dogs Interpersonal and then create a Venn Kinesthetic diagram comparing and Visual contrasting them. Auditory

EDEL 441 L.Yearta What level of Blooms is expected? Analyze Create Differentiation (B) Students could summarize the book using sentences that contain coordinating conjunctions like but. What intelligences are met? Intrapersonal Visual Auditory What level of Blooms is expected? Understand Apply