UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student:
Lesson Plan Title:

Tamara Brazell
I Love You the Purplest

PSMT Name:
Lesson Plan Topic:

Date:
Grade Level:

May 26, 2015

2nd

Estimated Time:
School Site:

Ms. Rodriguez
Story Elements/ Book
Project
45 minutes
Lake ES

1. State Standard(s):
RL.2.5 - Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.

2. Teaching Model(s): Whole Group

3. Objective(s):
Students will be able to identify parts of a story such as settings, characters, plot, and
author.
4. Materials
Book: I Love You the Purplest by Barbara Joosse
White Board and markers
5. Instructional Procedures:
a. Motivation/Engagement: Teacher will ask the students if they have ever done a book
report or project on a book before. Class will discuss what they have done and what they
know about book projects. Teacher will introduce Nevada Reading Week Book Project on
the book I Love You the Purplest.
b .Developmental Activities or Learning Experiences:
Teacher will remind the students to think about the different story elements as she reads
the book so we can further discuss what to include in our project.
Teacher will read the book I Love You the Purplest to the class.
Teacher will ask students what they think should be included in our project as far as title,
author, setting, summary, characters, overall authors message. Teacher will record what
the students come up with on the white board and ask the students to expand on the
details that should be included like the character names, traits, settings (atleast 3 different
ones) and pictures to show the settings, along with a detailed summary that clearly
explains the beginning, middle and end of the story. Students will identify what they feel
should be included with teacher probing for more and guiding them in brainstorming a
well thought out project.
c. Closure: Teacher will ask the students to recall the main story elements that will be
included in our Nevada Reading Week Project: Title, Author, Illustrator, Characters,

Settings, Summary and Authors message. Teacher will also let the students know who
they are working with and what part of the project they will be assigned to.
d. Extension: If time permits, the students can begin working on their assigned parts of
the project and will be given the sheet that shows them exactly what is required for their
part.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Teacher can read up front, but if students have a hard time seeing, teacher can adjust and
display book on the classroom projector.
Lower students will be grouped together at the back table and given clear, guided
instructions and help on what their job is when it is time to work on their parts of the
project.
7. Assessment and Evaluation of Learning:
a. Formative: Teacher observation throughout classroom discussion about the project
b. Summative: What the students identify that should be included in our project based on
what they think is the most important. Teacher can observe to ensure the students are able
to choose what the most important pieces of a story are and can label them under the
correct story elements listed on the board as we discuss them.
8. Homework Assignment: None for this assignment since it is an in class group project
9. Reflection:
a. Strengths: Time management was a strength for this lesson. I was able to get all the
components of this lesson done within the 45 minute time slot. The students were
engaged and excited about our class reading project. It took while for them to name the
important story elements, but they were able to tell me parts of the story that should be
included in the project. It took 4 days to complete the project, but we finished it with
almost every students help. Students that were behind in their classwork were not able to
help because Ms. Rodriguez had them in the back making up work. We voted on the
students work and were able to choose which pictures would go on our poster and whose
handwriting was the best to write on our poster. It was a fun project and students really
enjoyed it.
b. Concerns: I do not really have many concerns about this particular lesson, but looking
back at the weeks reading lessons for the project, I wish it was a little more organized
and planned. I am getting used to all students working at difference paces, but some
students were ready to move on when the rest of the students were not. I had to find a
balance as to what I was ready for the students to take on, and what I did not want them
to work on yet. With the help of Ms. Rodriguez, she pushed the project along and we
were able to get it done by Friday! It was a little difficult to remember where each student
was at, but I managed to pull it off.

Finished Product: