Submitted by: Lyanne Galvez

CWID_50129019

Grade Level: 2nd

Mentor Teacher: Mrs. Cardona

Subject/Topic: ELAR/Writing
(Lesson Plan Title (delete this and type the title here))
Rationale:
The purpose for this lesson is for
students to develop comprehension,
analyze the story structure and plot.

Materials/Equipment:
Student Book: Mr
Putter & Tabby Pour the Tea,
pp.38-59
Un Nuevo Final Para
el Cuento for writing
Story Map (Principio,
Desarrollo, Final)
Projector
Computer
Pencil
Practica de
Ortografa
Station Check List

TEKS Achieved:
2.3 (A) Use ideas to make and confirm
predictions.
2.3(C) Establish purpose for reading.
Monitor comprehension, making
adjustments and corrections
2.4 Read aloud grade-level appropriate
text with fluency and comprehension.
2.5 (B) Use content to determine the
meaning of unfamiliar words or multiplemeaning words.

Accommodations:

ELPS Achieved:
(c) 2.C Learn new expressions heard
during classroom instruction and
interactions.
(c) 2.G Understand the main points of
spoken language.
(c) 4.F Use visual and contextual support

Students will be able

to respond in their native
language.
2. The story will read
aloud to students.
3. If student get
frustrated or emotional, the
student will be able to go to the
calming box and calm down.
4. Students will be able
to write in their native language.
1.

5. The teacher will use

visual cues.
6. Emotionally and
frustrated students will use the
calming box.
7. The teacher will give
student extra time to finish

and support from peers and teachers to

develop vocabulary.
(c) 4.G Demonstrate comprehension by
taking notes commensurate with content
and grade level needs.
(c) 4.K Employ analytical skills such as
performing critical analyses.

assignments.
8. There will be a student
that will have an Special Ed aide at
all times.
9. Consistent positive
reinforcement

For the four categories below, delete any criteria which do NOT apply to your
lesson
Blooms
Differentiated
Classroom
Curriculum
Taxonomy:
Learning:
Strategies:
Integration:
Knowledge/Remem Auditory
Cooperative Groups Music
ber
Visual/Spatial
Hands-On
Math
Comprehension/Un Kinesthetic
Technology
PE
derstand
Logical/Math
Centers
Social Studies
Application
Verbal/Linguistic
Independent
Reading
Analysis
Musical
Activities
Health
Create / Synthesis Intrapersonal
Simulation
Science
Evaluation
Interpersonal
Charts/Graphs/Ma Theatre
ps Lecture
Writing
Problem Solving
Art
Whole-group
Peer tutoring
Pairing
Student
Presentations
Objectives:

TSW analyze story structure and plot

TSW use a graphic organizer to tell the plot of the story
TSW use academic language: story structure, plot

Lesson Plan:

Elicit
2

The students have been doing social and emotional community circles before they
start the day. Each day the students have expressed their thoughts after stating
a statement such as I feel sad when I feel happy when. The teacher will ask
the students How do you feel when you are lonely? The teacher will choose 3
students to answer. The teacher will then ask, When you are feeling lonely, what
makes you happy? The teacher will choose 3 students to answer.

Engage:
The students haven been doing social and emotional community circles before they
start the day. Each day the students have expressed their thoughts after stating
a statement such as I feel sad when I feel happy when. They teacher will ask
the students How do you feel when you are lonely? The teacher will choose pass
the talking stick around and listen to students responses. The students will be
able to respond in complete sentences in their native language if needed.

Explore:
The teacher will ask the students to take their Student Book and turn to pp 39.
The students will explore the title, the illustration and the three chapters that will
be read aloud on the projector. What do you see? By observing the title,
illustrations and chapter titles, the students will make predictions about what will
happen in the story. What kind of predictions can we make by just seeing the title
and illustration?
Explain:
While reading the story, the teacher will have the Story Map on the board. The
teacher will begin with reading the story aloud. The teacher will say Think about
the plot. What happens in the beginning of the story? Describe the problem Mr.
Putter must solve. What can we add what happens in the beginning of the plot to
our Story Map? The teacher will tell students to Think/Pair/Share with a partner
the beginning of the plot. The teacher will write on the section of Beginning: Mr.
Putter is an older man who is lonely because he lives alone. The teacher will
continue to reading Chapter 2: Tabby. Before the teacher starts reading, the
students will predict what will come next in the story. Will the plot change? How
could Mr Putter solve his problem? The teacher will continue reading pp. 44-45.
What have we learned so far about Mr. Putter and the plot of the story? What
does Mr. Putter want and why? The teacher will continue reading pp. 46-49. The
teacher will stop on page 49 and will ask students When Mr.Putter did not find a
3

cat at the pet store, what did he do next? What could we write in the Middle box
of our Story Map? The teacher will write on the section of Middle: Mr. Putter goes
to the pet store and the shelter to find a cat. The teacher will continue reading
50-51. The teacher will then ask the students if they think that Mr. Putter has
solved his problem. The teacher will continue to Chapter 3: Mr. Putter and Tabby.
The teacher will have students think about the plot of the chapter and discuss the
ending. Has Mr. Putter solved his problem? How can you tell? The teacher will write
in the section of End: Mr. Putter brings Tabby home. He and Tabby share things so
he is not lonely anymore. By asking these higher order thinking questions, the
teacher will be able to check for understanding and see who is all participating.
Elaborate:
After discussing the story plot of Mr. Putter & Tabby Pour the Tea , the students
will then create a new ending for the story in Spanish. They will have to write a
story with complete sentences and they will draw an illustration that will go with
their ending of the story. The teacher will encourage students to use this week's
Vocabulary words: share (compartir), company (compania), wonderful (maravilloso),
enjoyed (disfrutar), thinning (ralear) and Mr. (Sr.). The teacher will walk around to
assist students with question over the story, vocabulary and grammar. If time
permits, students will present their illustrations and read aloud their new ending of
the story to the class.

Evaluate/ Assessment: After students have written and illustrated their ending
to Mr. Putter & Tabby Pour the Tea. The students will be able to verbally in English
or their native language and present their story to their classmates.
Extend/ Enrichment:
The students will continue their Station Check List that was assign in the beginning
of each week. The students will continue working on their Vocabulary foldable,
Phonics (words with s, ce, ci, & z), Re-read their book El Parque Jardin and
highlight with a highlighter words with s, ce, ci, & z and complete the Story Map
for the story Mr. Putter & Tabby Pour the Tea. The students will have till Friday
to complete their stations. After each station is completed, the student initial
stating they have finished the station and will hand their checklist to their
teacher, the teacher will initial it and will turn it in on Friday. The teacher will
check for understanding and assess the students work as the teacher check over
the students work.
4

Closure / Culminating Activity:

For their exit ticket, the teacher will give each student an index card. Each
student writes a complete sentence in either language using one of the vocabulary
words from the story. The teacher will assess the students vocabulary word and
look to see if they understood the meaning of the word and it they used it in the
correct context.