Literature Lesson Plan 1 LITERATURE LESSON PLAN

Literature Focused Lesson Plan Student Name College / University Name Professors Name Subject / Course

Literature Lesson Plan 2 Abstract Literature reading for graders is a good tool to open the students mind for creative analysis. It exercises their comprehension level and develops their vocabulary skills. Children book literature is an effective medium to inject different aspects of learning in a child. It helps self expression, relate experiences and promote communication skills. For second graders, it allows their vocabulary skills and understanding to expand in ways that will enable them to easily adapt to future literature reading. Students can find ways to relate to a character in a story and enforce self-expression, by sharing such common stories with fellow students it can open a sense of comfort for others to express as well.

Literature Lesson Plan 3 Book: A Letter to Amy by Ezra Jack Keats Grade Level: Grade 2 DAY 1 Objectives: LA.2.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.2.1.7.2 The student will determine the authors purpose in text and asks clarifying questions (e.g., why, how) if meaning is unclear. Materials: A Letter to Amy Book, Story Sequence Visual Aids, Black Marker Activities / Procedures: 1. As introduction to the Story Book, the teacher will ask the students if they have received and/or written a letter to a friend. Teacher chooses several students to narrate in class the content of the letter (received or written). 2. The teacher will explain the connection of the students experience to the story of the book. Briefly expanding on what the book is about and how they can relate in the end. 3. The Teacher will read out loud the first paragraph of the story as the students listen. After the first paragraph, the student will read the next paragraph of the story out loud as well. The teacher and the students will have alternate paragraph reading until the story is finish, from time to time correcting words that are mispronounce during the students reading. 4. After reading the story, the teacher will ask the students first who the characters in the story are. After the students recollection of the characters, the teacher will show a visual aid of pictures (showing the characters and scenes in the story). A student will

Literature Lesson Plan 4 identify each character in the visual aid by writing on the right side of the picture the name using a black marker (e.g. Peter, Amy) 5. After all characters have been identified, the teacher will choose students to write what is happening in the visual aid using maximum of 3 words only (e.g. writing a letter). 6. The Teacher will ask the student what words are challenging for them to pronounce and/or read. Student will give out the words they feel challenging to pronounce or read earlier as the teacher write these words on the black board. The Teacher will then explain why the author chose the words in the story. Assessment / Evaluation: - Assess each students listening skills, behavior and oral participation in the class activities using the teachers assessment form. DAY 2 Objectives: LA.2.5.2.1 The student will interpret information presented and seek clarification when needed. LA.2.5.2.4 The student will listen politely to oral presentations by classmate. Materials: A Letter to Amy Book, Story Sequence Visual Aids, Picture Visual Aids used on Day 1 Activities / Procedures: 1. The teacher will review the students regarding the characters in the story using the visual aid from day 1. In unison, the students will say the name of the characters in the story. 2. For recollection of the story, the teacher will ask the students what the character did in the story (e.g. Peter wrote a letter, Amy run away crying).

Literature Lesson Plan 5 3. The teacher will then show another visual aid containing the sequence of the story. The student will be asked to identify the scene in the picture. For every scene, the teacher will ask the student why the character behaved in that manner (e.g. Peter writing a letter to invite Amy to his birthday party). If the student cannot identify the reasoning in the picture scene, the teacher will reconstruct the question in a manner where a student can relate more and understand the question (e.g. Why did peter write a letter to Amy? On your birthday, who do you want to invite in your party? How are you going to tell them?) 4. After each scene in the story has been identified, the teacher will ask at least 3 students to volunteer and retell the story of the book in their own words as the other students listen. Assessment / Evaluation: - Assess each students comprehension skills, communication skills and active participation in the class activities using the teachers assessment form. DAY 3 Objectives: LA.2.4.2.4 The student will write communications, including friendly letters and notes. LA.2.5.2.4 The student will listen politely to oral presentations by classmate. Materials: 1 large envelope, clean sheet of paper, pencil and letter envelope, make shift mailbox Activities / Procedures: 1. For review of A letter to Amy story, the teacher will ask sets of questions about the characters and the story. 2. The class will be divided in 2 groups. A large envelope is placed on the teachers table. When the teacher asked the first question about the story, each team must race to get the

Literature Lesson Plan 6 large envelope on the table (e.g. Who will have a birthday party?) Whoever got the envelope first is entitled to answer the question. 3. After the short game, students will then be paired up in 2. Representing the characters in the story (Peter and Amy). Each pair will be asked to reenact with dialogues the important scene in the book that summarizes the story (e.g. peter is writing a letter, goes out, letter flew, bumps into Amy, Amy run crying, peter sad at the party, Amy came at the party) Each student is given 2-3 minutes to present the role play. 4. The teacher will then choose which pair presented the sequence of the story accurately and clearly. 5. Each student is given a clean white paper and a letter envelope. The teacher will ask the students to write an invitation letter to a friend similar to what Peter wrote to Amy in the story. Students are to pretend that they will have a birthday party over the weekend and write an invitation letter to their partner in the pair-up game. 6. After writing a letter, students will place the letter inside the envelope and write the name of the person they are inviting on the envelope. Students will then drop it in a huge box decorated like a mailbox in front of the class. After all the students have dropped their letter in the mailbox, the teacher will then distribute the letter to the corresponding recipient of the letter. 7. Teacher will call 3 students to read their letter in front of the class. Assessment / Evaluation: - Assess each students communication skills, vocabulary and writing skills and active participation in the class reenactment of the story using the teachers assessment form.