Lesson Plan

1 of 2
Your Name: Shontaire Butler Grade Level: _2nd________ Date: November 30, 2016
COOPERATING TEACHER: Alexis Wengler
School: __Hilburn Academy
Target Area Addressed: _ Reading & Listening Comprehension
.
Student Pseudonym _Jazzy____ Age _8__ Gender Female___ Ethnicity __African American____
1. Overall lesson topic/title: Details of the Life Cycle of a Butterfly
2. Hypothesis about next steps for supporting focus students learning needs (based on what you
learned from working with your student(s) about what they CAN do):
Student A: Jazzy can recall details verbally with prompts but her independent comprehension is
staggered due to a lower reading level that includes a lower sight word accuracy and phonics
understanding. This student needs additional presentation of the same information in different
ways. The student will then be able to answer questions about the life cycle of a butterfly and
understand the sequence.
Sources of information supporting hypothesis (based on information gathered from Assessment
Plan). Be sure to include both strengths and areas needing work:
The student needs information reinforced many times in different ways. Because of the different
learning styles of students, direct reading, listening and comprehension may not work. The
student may need visuals and or hands on real life evidence of the facts especially with nonfictional text.
Brief Synopsis of the Instruction to address hypothesis:
Before the text is read, the students will review their prior knowledge of the butterfly life cycle
since they had done research and have watched real caterpillars develop into butterflies in their
room. Next using the smartboard and laptop, they will watch a narrative free youtube video
(Butterfly video: https://www.youtube.com/watch?v=kVm5k99PnBk) that shows the life cycle in
accelerated form. The text (From Caterpillar to Butterfly by Deborah Heiligman) will then be read
with comprehension checkpoints throughout the reading.
3. Common Core State Standard (CCSS) (see syllabus or visit http://bit.ly/ReadingCCSS):
CCSS.ELA-Literacy.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
4. Develop one or two objectives that are specific to your interpretive discussion (for at least
one lesson). These may be written as one sentence (e.g., During [activity], students will be able to
xxx as evidenced by xxx), or as three separate sentences that address each criteria. Use the
following color coding for your objectives:
a. The student will be able to recall the steps of the butterfly life cycle including details
specific to each.
b. The student will be able to place the details under the correct stage of the butterfly
cycle when given prewritten sentences that include the sequential details.
c. The student must correctly place 6 out of the 8 sequential details under the correct
stage of life for a butterfly.

5. Materials & supplies needed (technology must be used in one lesson):

From Caterpillar to Butterfly by Deborah Heiligman
Butterfly video: https://www.youtube.com/watch?v=kVm5k99PnBk
Smartboard
Laptop
Butterfly Colony
Post-its
6. Briefly describe your target student and the learning and/or participation challenges s/he
faces that may require academic, social or linguistic support during the lesson.
This student has a lower reading level. This student is at a Level D reading level which is a 1 st
grade reading level according to the Fountas and Pinnell Guided Reading Levels A-Z system that
the teacher uses. She also seems to have an attention issue that I think is a cover for being
uncomfortable with her reading. When placed in groups, she can see her reading may not be as
great compared to her peers.
Procedures and approximate time allocated for Pre-Reading, During
Reading, Post-Reading, and Post-Assessment (Note: use bullet points
to outline your ideas)
PRE-READING ( 5 minutes): make participation norms explicit, elicit
background knowledge, develop interest, set purpose
Make participation norms explicit
You will be quiet during reading and viewing of video
Raise your hands if you want to answer a question

Academic, Social and/or

Linguistic Support during
each event for one target
student

Introduce the text

The class will discuss what stage their classroom
butterflies are currently in.
We will allow the students to share a fact they learned from
their research on their particular butterfly
DURING READING ( 20 minutes): Model how to engage with the text (e.g.,
use of reading strategies and analytic thinking process, inserting vocabulary
support, comments and questions to support and extend comprehension
and interpretation)
During Reading:
Students will be asked to look at the pictures, the title and
the glossary.
During the reading, when a vocabulary word is read, the
teacher will pause to review the word.
After each stage, the teacher will allow the students to do a
turn and talk to a partner to discuss anything that was not
mentioned in the book for that stage. A few will be asked to
share. (Target student gets a chance to verbalize her
thoughts)

Academic, Social and/or

Linguistic Support during
each event for one target
student

POST-READING ACTIVITIES AND DISCUSSION ( 15 minutes):

Generate ideas and provide scaffolding to facilitate a follow-up whole-class
discussion

Academic, Social and/or

Linguistic Support during
each event for one target
student

Brief After-Reading Activity Leading to Follow-up Discussion:

Students will watch a video that shows the butterfly cycle in
an accelerated fashion without narratives.
https://www.youtube.com/watch?v=kVm5k99PnBk)
The students will then transition to their seats and then the
worksheets will be passed out.
After Reading Follow-up Discussion:
The class will refer to their classroom mission statement to
remind them of expectations
Students will then look at the illustrations on the page
Students will have a general discussion on the butterfly
cycle by following the arrows and talking about that they
remember. Sample Ideas: During the butterfly to eggs
stage, they would talk about mating and where the butterfly
lays the eggs and why. Each stage will be discussed before
they are asked to write their summaries. (Target student
gets the information several times and hears it phrases
differently by peers.)
Bringing closure
We will flip through the pages of the book to see if we
missed any details and see if they remember anything not
in the book from what they have seen in the class, on the
video, during their research, or in their life.
POST-ASSESSMENT (10 minutes): gather evidence to evaluate the extent
to which your students met the stated objectives for the lesson
Each stage will be listed in the board. Each student will write
a detail of the life cycle on a post-it and will place it on the
board under the correct stage. Give a thumb up if you
agree will be used when each post-it is placed to make sure
they understand why each detail goes in a certain place. (The
targeted student once again gets several viewpoints of the
information that may make the connections clearer.)

Academic, Social, and/or

Linguistic Support during
assessment for your
target student

Lesson Plan
2 of 2
Your Name: Shontaire Butler Grade Level: _2nd________ Date: November 30, 2016_____
COOPERATING TEACHER: Alexis Wengler

School: Hilburn Academy

Target Area Addressed: Writing Development

Student Pseudonym _Jazzy Age __8_______ Gender: Female Ethnicity: African American
7. Overall lesson topic/title: Writing a summary about the Life Cycle of a Butterfly
8. Hypothesis about next steps for supporting focus students learning needs (based on what you
learned from working with your student(s) about what they CAN do):
Student A: I believe this student may struggle with articulating her thoughts because

along with her reading level, her writing contains some struggles as well. The
comprehension takes presentation of information several times.
Sources of information supporting hypothesis (based on information gathered from Assessment
Plan). Be sure to include both strengths and areas needing work:
Her vocabulary is limited as she scored a 32/86 on a Primary Spelling Inventory that was
given to the class. I think this student will need prompts to keep the flow of her writing
as well as visuals to keep the stages in order. Her prior writing samples are disorganized
and her written responses to text are often incorrect due to her reading challenges .
Brief Synopsis of the Instruction to address hypothesis:
Because content information has been presented several times, we will look at different
ways to say the same thing at the same time addressing sentence structure. For
example, the caterpillar lives under a leaf to have food and to stay safe from predators,
can be broken into 3 simple sentences that may be easier for Jazzy to write. We could
say Caterpillars eat leaves. Other animals eat caterpillars. They need to stay safe.
3. Common Core State Standard (CCSS) (see syllabus or visit http://bit.ly/ReadingCCSS):
CCSS.ELA-Literacy.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.
4. Develop one or two objectives that are specific to your interpretive discussion (for at least one
lesson). These may be written as one sentence (e.g., During [activity], students will be able to xxx as
evidenced by xxx), or as three separate sentences that address each criteria. Use the following color
coding for your objectives:
a.
b.
c.

Performance: Students will be able to write a brief summary of the stages of the butterfly life
cycle:
Conditions: Students will be able to independently recall the stages and complete a narrative
as an assessment.
Criterion: Using a Grading Rubric: Students must include all the stages and at least one detail
about the stage to receive a 3. If one stage is missing but the given steps have details, then the
grade will be a 2. If all stages are present but there are no details, then the grade is 2. If more
than one stage is missing then the grade is a 1.

5. Materials & supplies needed (technology must be used in one lesson):

Butterfly Life Cycle narrative sheet

Caterpillar to Butterfly Book

6. Briefly describe your target student and the learning and/or participation challenges s/he faces
that may require academic, social or linguistic support during the lesson..
The student should be able to recall details about the stages of development for a butterfly.
Jazzy can say the details and has a good memory but there is a disconnect between her vocal
word and her words on paper. I think her confidence level is low concerning her writing which
may require practice with different sentence structures and different subjects .
Procedures and approximate time allocated for Pre-Reading, During
Reading, Post-Reading, and Post-Assessment (Note: use bullet points
to outline your ideas)
PRE-READING (5 minutes): make participation norms explicit, elicit
background knowledge, develop interest, set purpose
Make participation norms explicit
Because this is an independent writing assignment, there
needs to be no talking.
Hands need to be raised when there is a question
Introduce the text .
Having discussed this subject matter for an entire unit, the
students will be given a narrative sheet that has a visual of the
life cycle of the butterfly.
The students will be asked to take notes on the Butterfly
narrative sheet to remember some of the facts during the
reading.
DURING READING ( 5 minutes):
During Reading:
In scanning the text, the teacher will highlight the details of the
book while talking about the pictures and the vocabulary
words.
During this time the students will take notes to prepare for
their writing.
POST-READING ACTIVITIES AND DISCUSSION (20 minutes): Generate
ideas and provide scaffolding to facilitate a follow-up whole-class discussion
Brief After-Reading Activity Leading to Follow-up Discussion:
Students will be divided into 4 groups, each representing a
stage.
They will be given 10 minutes to brainstorm as many facts
about the stage they were assigned.
After Reading Follow-up Discussion:
Once they brainstorm, a master list will be created on the
smartboard.
The students will discuss the variety of details given by
each group.
Bringing closure

Drawing from each encounter they had with information on

butterflies, the teacher will list each source to draw a
connection to the information. (In class butterflies,
research on specific butterfly, butterfly video, Caterpillar to
Butterfly Book, Notes taken on narrative sheet, Group
Brainstorming)

Academic, Social and/or

Linguistic Support during
each event for one target
student

Academic, Social and/or

Linguistic Support during
each event for one target
student

Academic, Social and/or

Linguistic Support during
each event for one target
student

POST-ASSESSMENT (30 minutes): Students will be asked to create a

narrative that details the stages of a butterfly life cycle.

Academic, Social, and/or

Linguistic Support during
assessment for your
target student

Butterfly Narrative Sheet

Resources
1. Butterfly: A Life | National Geographic [Video file]. (n.d.). Retrieved from
https://www.youtube.com/watch?v=kVm5k99PnBk
2. Heiligman, D., & Weissman, B. (1996). From caterpillar to butterfly. New York:
HarperCollins.
3. English Language Arts Standards Reading: Literature Grade 2 | Common Core State
Standards Initiative. (n.d.). Retrieved from http://www.corestandards.org/ELALiteracy/RL/2/
4. English Language Arts Standards Writing Grade 2 | Common Core State Standards
Initiative. (n.d.). Retrieved from http://www.corestandards.org/ELA-Literacy/W/2/