Teaching Date: Either Nov.

28 or 30
Elementary Education Lesson Plan Template
Hannah Kocher

READINESS
Big Idea:
Change It Up: Change occurs over time with the influence of new information or ideas
Rationale:
This lesson is important for my students because they need to make predictions of what will happen during a
story to practice the skill of activating background knowledge. Throughout a story, a good reader is able to use
new information to modify and change their predictions. Additionally, the workstations are able to provide
remediation and enrichment for students by working with contractions and verb tense. Students will be engaged
in reading from a variety of books while also discussing how their opinions change over the course of reading.
I. Goals/Objectives/Standard(s)
a. Goal(s)Unit
- Students will understand how changing variables influence outcomes. (In this case, the changing plot
influences what happens in the story)
b. Objective(s)(specific terms)
- During the guided reading lesson, students will be able to make an initial prediction about what will happen
and then modify their prediction throughout the story in response to new information.
- At the workstations, students will be able to write using proper contractions and verb tense after doing the
corresponding sort or matching activity.
c. Standard(s): Professional Society/State/District
2.RF.4.6 Read multi-syllabic words composed of roots, prefixes, and suffixes; read contractions, possessives (e.g.,
kittens, sisters), and compound words.
2.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes
comprehension at the independent level.
2.RL.2.4 Make predictions about the content of text using prior knowledge of text features, explaining whether they
were confirmed or not confirmed and why.
II. Management
a. Time 55 minutes
- Anticipatory Set: 5 minutes
- Minilesson: 5 minutes
- Introduction of stations: 3 minutes
- 1st rotation: 15 minutes
- Transition: 2 minutes
- 2nd rotation 15-20 minutes
- Closure: 5 minutes
b. Materials
- 6 Copies of Tops and Bottoms
- 4 Copies of Enemy Pie
- 3 Sets of Verb Tense Sort Cards
- 2 Sets of Contraction Matching Activities
- 6 Tops and Bottoms Response Sheets
- Change-Themed Books (Outlined in workstation)
- Paper
- Cards with each persons name and the colors of stations they will be going to
c. Space
- Students will start at their seats for the anticipatory set and mini lesson
 - Students will have at their seats a card with their name on it and the color of the two stations that they will
be visiting during the rotations.
- The guided reading groups will be with me in the corner at the U-Shaped table. From this corner of the
classroom, I will have view of all students at every workstation.
- The contraction station will be next to me at the yellow table.
- The change-themed books will be in the family room so students can sit on the couches and rocking chairs
with their partner while reading.
- The first guided reading group will transition from the U-shaped table to the table group in the other corner
of the classroom so they can continue reading and writing without being disturbed by the partner reading
or the other workstations.
- The Verb Tense station will be at another table group close to the guided reading station so they can be
closely monitored while I am doing my lesson.
- The students will transition back to their original seats after the second rotation for closure.
d. Students
- During the guided readings, I plan to be with my group for the entire lesson. In order to ensure that the
other groups remain on task, I will give explicit instructions to all groups before the first rotation and then
again after the students transition. This will give me an opportunity to make sure that they know what they
are doing while I am working with the guided reading group. I will pair up students at each group so there is
no argument about who is working with who. I have intentionally put the contraction group right next to me
to use proximity to manage behavior. This group is the most likely to wander off task without close
supervision. I have also planned to keep the other stations close to me to use nonverbal communication if
students are being loud or getting off task.
- After the end of the first group, I will use a timer to alert students that it is time to rotate. I will then instruct
students to look at their individual card that has their next group on it and move to the station labeled with
that color. Once the students have rotated, I will briefly restate each groups purpose, remind them to
speak at a low level so the people reading can engage in their text, and then return to my guided reading
station.
III. Anticipatory Set
I have changed something about the classroom while you were out at recess, can anyone tell me what is different about the
classroom?
When students figure out or I direct them in the right area:
Yes, you found it! Sometimes when something changes it is big and obvious, like when I hung this poster on the wall
above the doorway. But, there could also be changes that are less obvious that also happen. I actually also changed all the
books on the bookshelf in the back.

IV. Purpose: must be stated to the students. Why do they need to learn this?
Today we are going to continue to look for change in different contexts so we can learn how we we think changes
with new information.
PLAN FOR INSTRUCTION
Use major concepts, principles, theories, and research to construct learning opportunities that support students development,
acquisition of knowledge, and motivation.
(ACEI 1.0)
V. Adaptation to Diverse Students--
Contractions were a major part of last weeks spelling list. I noticed that there were a lot of students that were struggling with
combining the words correctly and relating the contraction with its corresponding words. Because of this, I planned a
workstation that matches contractions with the words that make it up. This will be a good refresher and skill builder for
students who were struggling last week by reinforcing the use of contractions, what contractions are made of, and the use of
apostrophes in contractions.
The verb tense station is meant to challenge students to recognize different verb forms and work toward knowing when to use
them. They will be able to see patterns in the verb endings for the present and past tense and then categorize them based on
their properties. Their writing will allow me to assess not only if they can categorize verbs, but also if they know how to
properly use them in a sentence. This station is meant as enrichment for students who are writing well and can begin to think
critically about how words function within sentences.
As an aid in the reading of selected books, I am going to have my students partner read. This will help students read out loud
with fluency and expression. Additionally, they will engage in discussions about the theme of change within the books they read
which will also promote critical thinking and connections to my big idea.
Each workstation will be labeled with pictorial directions of what to do.
I picked both my highest and my lowest students to meet with for guided reading. I wanted to be able to meet the needs of
both extremes by choosing books that would be engaging and challenging. I allowed extra time for my second group so they
would be able to finish more of the text and provide extra support by reading the some of the pages that introduce characters
and the plot of the story. I also adapted my guided reading instruction by using differently leveled questions for each group.
(ACEI 3.2)
VI. Lesson Presentation (Input/Output)
(ACEI 2.1)
o Minilesson:
- Who can remember the science lesson that we did the last time that I taught? We used
catapults see how different characteristics changed how far objects could be launched. What
about the time that I taught you the math lesson where we did stations and started talking
about using regrouping in addition? Does anyone remember what I said all my lessons had in
common?
- I said that we were going to discuss the idea of change in all of my lessons that I did with you
this year. Today we are going to talk about how we can see change in Reading. Sometimes as
we read stories, our ideas of what is going to happen changes throughout the story. It could be
the character that changes or maybe the mood of the story changes. Just like the changes I
made to the classroom, the way we think changes as we learn, in both obvious and subtle
ways.
- Introduce stations and connect them to the idea of change
o Workstations:
Reading from selected books:
Students will read books from my selection with a partner and then discuss the question: How did you see
change in this story?
Book List:
- Because of an Acorn
- Dont Let the Pigeon Drive the Bus
- Creepy Carrots
- Arlene the Sardine
- Martins Big Words
- Girls Think of Everything, Ingenious Inventions by Women
- Should I share My Ice Cream? (Elephant and Piggie)
- If you give a Mouse a Cookie..
- Swimmy

Verb Tense:
Students will be given a bag of verbs which students will organize into tenses. In one column will be the base
verb in infinitive form. Another column will include the verbs in the present tense with the -ing on the end. The
third column will include verbs written in the past tense. Students will organize these verbs by tense and then if
there is time left over, students will free-write a story that uses as many of the verbs as possible. I will also
include an answer key so students can check their work once they are done.

Contractions:
At this station, students are working on matching contractions with their corresponding word pair. Students will
be working with a partner to match the different words with their contraction. After they have finished matching
all their words, the students will write a collection of sentences or a story that incorporates the different
contractions.

Guided Reading Group 1: Tops and Bottoms by Janet Stevens

1. Prereading
- Who can tell me about a time when you had a problem and how you were able to fix it?
- Might include a brief example if students cant think of anything on their own
- Today were going to start reading the story Tops and Bottoms by Janet Stevens. This is a story about
a bear and a hare. Does anyone know what a hare is (introduce vocabulary)? A hare is another name
for this rabbit that we can see on the cover. Lets look at the illustrations on the cover and predict what
we think might happen during the story. What do you think the problem might be, and how might the
bear and the hare fix the problem? Do you know anything about rabbits or bears that you think might
be important?
2. Reading (model, guide, monitor, adjust)
I will read the first two pages where the problem is introduced and then stop to make a formal prediction.
- I am going to read the first two pages, and I want you to follow along and think about what the
problem might be in the story. After I finish reading: Who can tell me what we know in the story?
(Characters, brief idea about plot, setting, etc.). Now, we are going to make a prediction. When we
make a prediction, we use what we already know as reasoning for what we think is going to happen
next. Predictions are guesses that we make based on our experiences and what we know is happening
in the story.
- So, based on what you already know about the story, I want you to make a prediction about what you
think is going to happen.. Who can tell me what their prediction is? (Let everyone tell what their
prediction is and why they think that. Now, we are going to read the next five pages, and I want you to
stop here (show the last page of the next chunk of reading).
Have children read the next five pages independently and then stop again.

3. Responding
 - Who can tell me what we just learned in the story?
- Were your predictions you made about the hares plan correct? Why or why not?
- Do you think that the hares plan was clever?
- Based on your experiences, how do you think bear feels right now? Hare?
Emphasize the teaching point.
Include questions to allow for student response.
Implement T-T, T-S, and T-W connections while supporting the strategy/teaching point.

4. Exploring
- What do you think is going to happen next if you were to make another prediction? Why is your
opinion changing? What evidence do you have now to make your prediction that you didnt have
before? Can anyone find something that has happened in the book that might help us make our
prediction?
5. Applying
- Now that you have made a new prediction, I want you to go to Table 4 and finish reading this book.
Once you are done reading all of it, I want you to write down your thoughts about the book. There is
some paper on that table that you can write on. At the top of the paper are possible beginnings of
sentences that you could use in your writing about this book. Your goal should be to write at least 5
sentences about the book.

Guided Reading Group 2:

1. Prereading
How many of you like pie? What is your favorite kind of pie? My favorite kind is either a chocolate pie or
a piece of pumpkin pie. Did any of you have pumpkin pie last week for thanksgiving? What are some
other kinds of pie that you know of? Have you ever heard of Enemy Pie? I hadnt before I read this book
either. Who can tell me what they think enemy pie might be based on the cover of this book? Lets read
some of the book to see if we were right.

2. Reading (model, guide, monitor, adjust)

To begin, I will read the students the first 4 pages of the book that introduce the characters and the
conflict. I will then introduce the teaching point of making predictions.
- Who can tell me what we know so far in the story?
- What is the problem that the main character is facing?
- How does his dad plan to help?
- What do you think is going to be in enemy pie?
Now, based on what we know about the story, what do we think is going to happen next? This is called
making a prediction when we use what we already know to guess what is going to happen next. Who
else has a prediction about what will happen?
Lets continue reading the book. I want you to read the next 3 pages silently to yourselves. As you are
reading think about how your opinions of what is in enemy pie are changing based on what you are
reading.

3. Responding
- What did we learn in this part of the story?
- Were our predictions of what was in enemy pie right or wrong?
- What do you think is going to happen next? Lets make another prediction.
It is important that we change our thinking based on what is happening in the story. Since we know enemy pie
isnt made of gross ingredients, what do you think its made of now. As we learn new information, we can change
our thinking of what we think will happen.
4. Exploring
- Who can find something in the text that lets us know that enemy pie isnt made of gross
ingredients?
- If no one can find a specific text reference, I will refer to the scene where the dad is
telling the son that he doesnt need any dirt from the garden or his used gum. Then I
will ask if anyone found a similar passage in the text that tells us the ingredients are
not bad.
- What do you think will happen next and what in the text made you think that way?
5. Applying
Since you now know how to think about what is going to happen in a text while you are reading it, go and make
predictions for other stories that you are reading.

(ACEI 3.3)
VII. Check for understanding.
- During guided reading, I will make sure my students are reading by watching their finger follow along on the page as
well as where they are looking. If they get stuck on a word or need assistance, I will assist them.
- For the students at the workstation, I will monitor from my seat (getting up while the students are reading if
necessary) to make sure they are working on the sort and then writing using either the verbs or the contractions.
- I will check for understanding at the end of the lesson during my closure questions and through reading their writing
from the work stations.
VIII. Review learning outcomes / Closure
What was your favorite station that you visited?
What was my Big Idea that we were focussing on during todays lesson?
How do you think the activities you did connected to my big idea of change?
Who can tell me something you learned today?

PLAN FOR ASSESSMENT

- For an informal assessment of student work, I will check that they are on topic throughout the entire lesson and
working well in their small groups and with their partners.
- All students will visit a station where they are producing a written piece, so that will be my formal assessment of
learning at the workstations.
- During the guided reading group, I will assess my students understanding of the teaching point through their ability to
articulate a prediction and then change it throughout the story as they gain new information. I will keep anecdotal
notes to assess this and monitor their reading during the group.
- As a summative assessment, I would ask students to make predictions and change them while reading a different
story.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. How would I change the groupings in order to be more effective?
8. Were the students on task in their independent workstations? How could I better hold them accountable
for learning in those times?
Revision Date: 8/31/2017
RAIN RUN
MAKE PACK
BAKE DO
EAT HELP
HAVE PLAY
RAINING RUNNING
MAKING PACKING
BAKING DOING
EATING HELPING
HAVING PLAYING
RAINED RAN
MADE PACKED
BAKED DID
ATE HELPED
HAD PLAYED
 VERB
PRESENT
(-ING VERBS, HAPPENING NOW}

PAST
(-ED VERBS, ALREADY HAPPENED}
Tops and Bottoms
Write at least 5 sentences about Tops and Bottoms. Some sentences you may want to include:
My favorite part of the book was_____________________.
First I thought _____________________ was going to happen.
Then, after I read more of the book, I thought ____________________ would happen.
I think________________.
This story was about_________________.

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