USFD Elementary Education Lesson Plan Template (S2014)

Name: Tori McNealy

Subject/Content Area: Reading

Grade Level Being Taught: Second Grade

Group Size: 17
Date of Lesson: March 31, 2015
Lesson Content

What Standards
(national or state)
relate to this lesson?
(You should include
ALL applicable
standards. Rarely do
teachers use just one:
theyd never get
through them all.)

LAFS.2.RL.1.
1

LAFS.2.RL.1.
2
LAFS.2.RL.1.
3
LAFS.2.RL.2.
4
LAFS.2.RL.2.
6

LAFS.2.RL.3.
7

LAFS.2.RL.3.
9
LAFS.2.RL.4.
10

LAFS.2.SL.1.
1

LAFS.2.W.1.
2

LAFS.2.W.3.
8

Ask and answer such questions as

who, what, where, when, why,
and how to demonstrate
understanding of key details in
the text
Recount storied, including fables
and folktales from diverse
cultures, and determine their
central message, lesson or moral.
Describe how characters in a story
respond to major events and
challenges.
Describe how words and phrases
supply rhythm and meaning in a
story, poem, or song.
Acknowledge differences in the
points of view of characters,
including by speaking in a
different voice for each character
when reading dialogue aloud.
Use information gained from the
illustrations and words in print or
digital text to demonstrate
understanding of its characters,
setting, or plot.
Compare and contrast two or
more versions of the same story
by different authors or from
different cultures.
By the end of the year, read and
comprehend literature including
stories and poetry in the grades 23 text complexity band
proficiently, with scaffolding as
needed at the high end of the
range.
Participate in collaborative
conversation, with diverse
partners about grade 2 topics and
texts with peers and adults in
small and larger groups.
Write informative/explanatory
texts in which they introduce the
topic, use facts and definitions to
develop points and provide a
concluding statement or section.
Recall information from
experiences or gather information

LAFS.2.L.3.4
A

Essential
Understanding
(What is the big idea
or essential question
that you want students
to come away with? In
other words, what,
aside from the
standard and our
objective, will
students understand
when they finish this
lesson?)
Objectives- What are
you teaching?
(Student-centered:
What will students
know and be able to
do after this lesson?
Include the ABCDs of
objectives: action,
behavior, condition,
and degree of mastery,
i.e., "C: Given a
sentence written in
the past or present
tense, A: the student
B: will be able to rewrite the sentence in
future tense D: with
no errors in tense or
tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of
mastery does not need

from provided sources to answer a

question.
Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade
2 reading and content, choosing
flexibly from an array of
strategies. Use sentence-level
context as a clue to the meaning
of a word or phrase.

What is the central message of the story Yeh-Shen?

Given the opportunity to read and discuss responses

to text dependent questions with a shoulder
partner, students will be able to identify key events
in the story and how the main characters respond
(Yeh-Shens reaction to her stepmothers treatment,
her feelings and actions towards her friend the fish,
her reaction on finding out she can make a wish
whenever she needs help, her reaction when she is
caught by king).
Given a written response to reading prompt,
students will be able to compare character actions,
how they interact with each other and infer
character traits.

to be a percentage.)
Rationale
Address the following
questions:
Why are you
teaching this
objective?
Where does this
lesson fit within a
larger plan?
Why are you
teaching it this
way?
Why is it
important for
students to learn
this concept?
Evaluation Plan- How
will you know
students have
mastered your
objectives?
Address the following:
What formative
evidence will you
use to document
student learning
during this lesson?
What summative
evidence will you
collect, either
during this lesson
or in upcoming
lessons?
What Content
Knowledge is
necessary for a
teacher to teach this
material?

This objective is being taught so that students

are able to state the central message of the
story and use key events and the characters
actions, thoughts and feelings from the story to
support their answer.
This lesson fits within the larger plan of learning
about central message and big idea of a text.
This lesson is being taught this way in order to
engage students in purposeful instruction and
meet the needs of each individual student.
It is important for students to learn this concept
so that they are able to appropriately create
meaning from informational and literary text and
understand the big idea/theme of a story.
Formative Evidence
Anecdotal notes
Responses to Text Dependent Questions
Summative Evidence
Response to Reading writing prompt

The setting of the story is China, a long time

ago.
There are two underlying themes: good things
happen when you are kind to others, and dont
judge others by their appearances.
The story is told as a narrative, sequentially.
The text features (illustrations) are helpful to
understanding the cultural elements in the story.
The language is literal and most vocabulary is
familiar, sentences are mostly simple.
The illustrations are created by pieces of colored

What background
knowledge is
necessary for a
student to
successfully meet
these objectives?
How will you
ensure students
have this previous
knowledge?
Who are your
learners?
What do you know
about them?
What do you know
about their
readiness for this
content?

paper glued together, portraying the Chinese

culture beautifully.
Background Knowledge
Literacy skills
Ask and answer questions about key details in a
text, unknown words using context clues, and to
clarify understanding
Paraphrase important ideas
Write informative/explanatory pieces using facts
and definitions to develop points
Making inferences
Analyzing characters actions, thoughts and
feelings to determine character traits and
lessons learned
Compare and contrast story elements (setting,
plot, characters) across two texts
Procedural skills
Accountable talk and cooperative group
procedures
How to annotate text for a specific purpose
(identifying unknown words and phrases)
Note-taking, tracking thoughts and ideas in
margins
Citing text evidence to support thinking
To ensure students have this previous knowledge,
the teacher will have students read the text
independently and answer text dependent questions
pertaining to key vocabulary and ideas in the text
the day prior to the lesson.
Learners
Second grade
Fourteen on-level students
Two above-level students (AGP)
One below-level student (receives small
group RtI)

What misconceptions
might students have
about this content?

Students are readily prepared for this content as

they have read and coded the text, circling
unknown words and phrases and developing an
initial understanding of the big idea.
Students may have preconceived ideas that there is
only one version of the Cinderella story and in the
story:

Teaching Methods
(What teaching
method(s) will you use
during this lesson?
Examples include
guided release, 5 Es,
direct instruction,
lecture,
demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you
plan to do in teaching
this lesson? Be
thorough. Act as if you
needed a substitute to
carry out the lesson
for you.)
Where applicable, be
sure to address the
following:
What Higher Order
Thinking (H.O.T.)
questions will you
ask?
How will materials
be distributed?
Who will work
together in groups
and how will you
determine the
grouping?
How will students
transition between
activities?
What will you as
the teacher do?
What will the
students do?

Cinderellas mother dies

Cinderellas best friend is a mouse
Cinderellas guardian is a female character
Cinderella lost her glass slipper
Lesson Implementation
Gradual Release of Responsibility
Focus Lesson: Read aloud of Yeh-Shen
Guided Instruction: Examination of the text
Collaborative Learning: Turn and talk when
answering text dependent questions
Independent Work: Response to reading

Ti
me

5
mi
n
20
mi
n

Who is
responsi
ble
(Teacher
or
Students
)?

Each content area may require a

different step-by-step format. Use
whichever plan is appropriate for
the content taught in this lesson.
For example, in science, you would
detail the 5 Es here
(Engage/Encountering the Idea;
Exploring the Idea; Explanation/
Organizing the Idea;
Extend/Applying the Idea;
Evaluation).

Teacher

The teacher reads the text aloud to the

students. As the teacher reads, the
students will carefully examine the text.

Students

Students will re-read portions of the text

and turn and talk to select text evidence
to answer text-dependent questions.
Students will be encouraged to use a
colored pencil to underline their
evidence in the text they used to
support their answer.
Pag
e

Text
Depende
nt
Questions

Anticipated
Responses

458

How are
YehShen
and
Jun-li

Yeh-Shen is gentler
and kinder than Junli. She is a hard
worker whereas Junli is spoiled and lazy.

 What student data

will be collected
during each phase?
What are other
adults in the room
doing? How are
they supporting
students learning?
What model of coteaching are you
using?

differen
t?
459

Describe
YehShens
relation
ship
with the
fish.

She is friends with

the fish. She stops by
the pond every day
to share some
crumbs with the fish.

How
does
YehShen
react
when
her
stepmot
her
catches
the fish
and
cooks it
for
dinner?
460 How
does the
old man
react
when
YehShen
tells
him
what
her
stepmot
her did?

She cries, runs out of

the cave and sits by
the pond.

What
can you
infer
about

He tells her the

bones have special
powers and they will
grant her wishes if
she buries them in
four pots and puts
them at the corners
of her bed.

He is magical, he is
strange, he cares
about Yeh-Shen, he
might believe that
friends are still there

10
mi
n

5
mi
n

30
mi
n

the old
man
from his
respons
e?
461 Why
does
YehShens
stepmot
her
order
YehShen to
stay
home
and
clean?
What do
her
actions
tell you
about
her
opinion
of Jun-li
and Yehshen?
464 How
does the
465
king
react
when he
first
sees
YehShen?
Why
does the
king
change
his
opinion
of Yeh-

for you even when

they have died.

She doesnt want

Jun-lis chances of
finding a husband to
be ruined.

She thinks that if

Yeh-Shen goes to the
festival she will find
a husband instead of
Jun-li. She must
think Yeh-Shen is
nicer than Jun-li.

At first he thinks she

is a thief because she
is wearing rags. He
thinks she wouldnt
be able to afford an
expensive silk
slipper.

He sees her cry and

notices how gentle
and kind she is. He
decides to listen to
her explanation and
go home with her so
that she can show
him the other shoe.

Shen?
The teacher will provide students the
opportunity to discuss in their small
groups what lesson can be learned about
the kings initial reaction to Yeh-Shen
(dont judge others by their
appearances). Students will be
encouraged to use examples of real life
experiences to support their reasoning.
One member from each small group will
be selected and asked to share their
thinking with the whole group.
The teacher will introduce the response
to reading prompt. As a whole group,
students will create a rubric to assess
their writing.
Excellent
Provide 3+ reasons
Needs Improvement
Provide 1 reason

Satisfactory
Provide 2 reasons
Unsatisfactory
Incomplete

Independently, students will complete a

response to reading by using examples
from the text to support their answer.
How does the
stepmother treat
Yeh-Shen and Jun-li
differently?

What will you do if

She doesnt want

Yeh-Shen to have any
friends, she kills the
only friend she has.
She makes her wear
rags and gives her
chores to do.
However, she allows
Jun-li to go to the
festival and wants
her to find a
husband.

a student struggles with the content?

Read the text one-on-one with the student.
Encourage the student to underline (annotate)
portions of the text in which provide key details
that answer the writing prompt question (specific
examples of the treatment of Yeh-Shen and Jun-li).
Provide the student with a graphic organizer to plan
prior to writing. The student(s) can transfer the key
details previously underlined (annotated) in the text
to the planning sheet. The student can think use the
planning sheet in order to write his or her response

What will you do if

Meeting your
students needs as
people and as
learners

to reading independently.
a student masters the content quickly?
Allow the student(s) to create a Venn Diagram or a
3-column chart and compare and contrast the
treatment of Cinderella (from the original story)
and Yeh-Shen.
If applicable, how does this lesson connect to the
interests and cultural backgrounds of your
students?
This lesson connects to the cultural backgrounds of
the students by allowing students to read a
Cinderella tale in which the main character is of a
different culture from around the world.
If applicable, how does this lesson connect
to/reflect the local community?
This lesson reflects the local community by teaching
students the importance of diversity and that
similar values appear in various cultural stories.
How will you differentiate instruction for students
who need additional challenge during this lesson
(enrichment)?
Ask students to write in response to the following
question: How is the fairy tale Yeh-Shen similar to
the original Cinderella story and how is it
different?
How will you differentiate instruction for students
who need additional language support?
Read the original Cinderella so that the student(s)
are able to make text-to-text connections easily,
improving their reading comprehension. Allow the
student to view the illustrations in the original
Cinderella picture book and Yeh-Shen story in order
to grasp a better understanding of the central
message of the text.

Accommodations (If
N/A
needed)
(What students need
specific
accommodation? List
individual students
(initials), and then
explain the
accommodation(s) you
will implement for
these unique learners.)

Materials
(What materials will
you use? Why did you
choose these
materials? Include any
resources you used.
This can also include
people!)

Journeys (Unit 6): Yeh-Shen by Gina Sabella

Response question packet