Instructional Lesson Plan

Interns Name
Lauren Bonanno
Rachel Fenlon
Amanda Moreira
Grade
2
Class Size
22
Date / Time

Subject
Reading (Read aloud)

School

Mentor Initials

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader
unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do
that will serve as evidence of learning?
Standard
RL3 CCR Anchor Standard Analyze how and why individuals, events, and ideas
develop and interact over the course of text.
RL3 Describe characters, settings, and major events in a story, using key details.
Retell the events in a story in a logical sequence.
Lesson Objective
After reading The Grouchy Ladybug the students will be able to sequence the story by
recalling events.

Formative Assessment (planned for use in this lesson)
Students will be instructed to create their own sequential story using at least 3 different
parts of a sequence. The teachers will then evaluate students new knowledge based on
the lesson and exit ticket responses to determine if the majority of the class
understands sequencing.


II. Instructional Decision-Making What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or
build on students strengths?

Knowledge of Learners Instructional Decisions based on this
Knowledge.

Knowledge of Age-Level
Characteristics

Physical: Small muscle coordination is
developing and improving. Girls are ahead
of boys at this stage of development.






Physical- Children will work on gluing and
drawing skills for part of this lesson.
Students will be instructed to come up to
the Promethium board for parts of the
lesson.
Several students will be asked to act out





Emotional: The child is experiencing new
and frequently intense feelings. There is a
deep need for approval from adults /peers.
Sometimes he finds it hard to control his
behavior.






Social: The child is concerned with
pleasing his teacher. He is struggling to
become socially acceptable to the peer
group. The Golden Rule is a tough
concept. Being first and winning are still
important.



Intellectual: There is an intense
eagerness to learn and they ask lots of
questions. The child likes to repeat
stories/activities. There is a limited concept
of timethinking is here and now rather
than past or future. Listening/speaking
skills are developing rapidly. Girls are
ahead of boys. The child thinks everyone
shares his view. He sees parts rather than
how the parts make up the whole. He
thinks very literally.
animals in the story. These students will
be asked to come to the front and place
themselves in the proper position in the
sequence.

Emotional- The students will be given
positive feedback throughout the lesson in
order to meet their approval needs. The
students will be reminded of good behavior
by praise given to students who
demonstrate good behavior.
The students will be given positive
reinforcements based on their behaviors
and actions while working with the
Promethium board.

Social- The students will be working with a
partner so there will be little to no
competition within groups. The students
will be told that finishing first does not
mean you have the best work. Its about
the quality of the work and not how fast it
is finished.


Intellectual- The students will discuss
their morning routines and the sequence in
which these activities take place. This will
give the students an opportunity to see
that everyone has their own routines. The
students will also see that their morning
activities take place in a sequence.

Knowledge of Academic Readiness
(based on pre-assessment)

A strength of the class is the ability to tell
some meaning of the story based solely on
pictures.

A difficulty of the class is that students
have difficulty recalling basic facts from the
text.



After reading the story, the students will be
paired together and be asked to recall and
draw the facts of the story
Working in pairs allows for the
students to assist each other.


Knowledge of Subgroup or Individual
Needs (IEP accommodations, ELLs,
G/T, other strengths/needs)


Several students have IEPs:
1. Annie has a hearing problem and must
have preferential seating.


2. Andrew has visual issues and must
have extra time to complete
assignments. He also must have
directions repeated.



3. Sean requires extra time to complete
his work, directions need to be
repeated, and he needs a checklist to
complete tasks.




Second Language Students:
1. Pablo needs visual cues and needs to
be sure he understands what is being
asked of him.

2. Sophia needs to be sure she
understands what is asked of her
when working independently. She
works best in groups.


3. Tatiana needs visuals to help her
understand. She needs small group
work or partner work to help her
understand.







1. During the read aloud Annie will be
seated in the front.


2. During the read aloud Andrew will be
seated in the front. He will be given extra
time on assignments if needed. The
directions will also be repeated as needed
throughout the lesson.


3. Sean will be given extra time on
assignments as need. He will also be
given a checklist on everything he is
expected to complete during the lesson.
The directions will also be repeated as
needed throughout the lesson.



1. Pablo will be able to see the vocabulary
words written the board.


2. Sophia will be assigned to a partner.
Sophia will also be given individual
instruction while creating her own story.



3. Tatiana will be assigned to a partner.
Tatiana will also be able to see the
vocabulary words written the board, the
animals in the book, and the
demonstration of the sample story.
Knowledge of Interests and other
Motivational Factors

Group activities popular. Learns best
through active participation. Keenly
competitive and boastful.



Students will be participating in partner
and whole group work. The students will
be asked to share their morning routines.
When it is time to put the characters in
order the class will work together to
sequence them. This will allow the
students to be slightly competitive by
seeing who knows what comes next.




Multicultural Considerations / Equity Measures Implications for this
Lesson

Each family may have unique routines
they follow each day.

Some of the students may not recognize
some of the animals mentioned in the text.



Students will each discuss their morning
routines with the class.

After doing a picture walk Teachers will
discuss the different animals and where
they are from.
Students will act out animals from the
story.

Academic Language Demands Scaffolds to support language
development in this lesson

Some words in the objective that may
be new to the students:
Sequencing
Recall







Some words in the story that may be
new to the students:
Aphids
Stag beetle
Flippers
Insist
Grouchy


Teachers will explain to the students what
sequencing is and what recall is. Teachers
will ask the students to think back about their
morning and what happened that day. As
they tell us the details of their morning in
order, Teachers will describe how thinking
about what their morning consisted of is
recalling and telling us the events in the
order they happened is called sequencing.

As a pre-reading activity, Teachers will
formulate a list of vocabulary words that
students will encounter in the text. Teachers
will have students come up to the
Promethium board and match vocabulary
words to their proper definitions.


III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner?
Instructional Materials and Technologies
Pencils
Promethium board with Active Inspire
The Grouchy Ladybug read aloud by Eric Carle
Elmo projector
Individual copies of the text The Grouchy Ladybug
Lined paper
Computer
Reflection sheets
Timer
Nametags for specific animals mentioned in story



Management Considerations (Procedures, Transitions, Materials, Behavior)

1. When students are asked to provide definitions for the vocabulary words, and
when they are invited to share their morning routine, they will be asked to raise
their hand.
2. Andrew, Pablo, and Tatiana will all be given visual cues to ensure their
understanding of the directions.
3. All students will be held accountable for their behavior during the entire lesson. If
students are not on their best behavior, they will be asked to move their clip
down from green to yellow, and if the misbehavior continues, they will be asked
to move to red. Red symbolizes a note home to their parents.
4. Students will be asked to raise their hand when sharing their stories that they
created.
5. Students displaying good behavior will be rewarded with points or chips.
6. Students will be asked to be respectful to those students who wish to share their
stories with the class.


Instructional
Sequence
Approximate
Time
Procedure
Planned
Beginning

Warm-up
Motivation
Bridge

5 minutes




















5 minutes

Pre-Assessment
1. First, teachers will review the academic
language words from the objective by
having students recall their morning routines
and then sequencing them as they share
the events. Teachers will explain that the
story is about the events of a day in the life
of a ladybug. Multiple volunteer students will
be asked to describe their morning routines
with the class.
2. The teacher will post an Active Inspire
activity in which students will use the
Promethium board to pull out images of their
morning routines, and place them in the
correct sequence. Teachers will relate
recalling to thinking back about the day and
then Teachers will relate sequencing to
sharing the events in order.
3. Teachers will generate the vocabulary list
and ask students to think about the
definitions of the terms. The teacher will
project another Active Inspire activity on the
Promethium board in which students will be
instructed to come up and match the term to
the correct definition. The teachers and
class will work together to correct any errors
the students make.

Motivation/Bridge
1. Once students have shared their daily
morning routine, the teachers will guide
students through a picture walk of the text.
2. Teachers will name each animal and tell
students where the animals are found.


Development of
the New
Learning
(Clearly explain
instructional
activities in
sequence.)












15 minutes

















10 minutes

















I Do
1. Teachers will explain that stories make
sense because they are told in a specific
order. Teachers will provide the example of
daily routines-students wouldnt eat
breakfast before going to bed or get dressed
before taking a shower.
2. The teacher will project the read aloud of
the story The Grouchy Ladybug by Eric
Carle on the ELMO screen. The students
will be encouraged to remain seated, sit
quietly, and follow along using their own
copy of the text.
Teacher will signal for Annie and
Andrew to join her towards the front
of the classroom. This will cover their
IEPs.
We Do
3. The teacher will pause the video throughout
the story to ask the class comprehension
questions.
4. Once the read aloud has ended the
teachers will assign some students animas
from the story. They will be given a nametag
that states their animal.
5. The students will be asked to act like their
animal and come to the front of the
classroom.
6. The class will work together to sequence the
animals in the proper order as they were
mentioned in the story.

They Do
1. Teachers will explain to the students that
they will create their own story using at


















15 minutes
least 3 parts of a sequence.
Some students who need visual
cues will benefit from the visual
example on the board. These
students include Pablo and Tatiana.
Teachers will assign partners taking
into account the needs of the ELL
and IEP students.
Tatiana works well with partners and
this will help meet her needs.
2. Teachers will create their own story to
model what their stories should look like.
3. Students will then use their knowledge of
sequencing to create their own sequential
story.
4. Once students have had sufficient time to
work on their stories the teacher will ask for
volunteers to come to the ELMO board,
project their stories, and read them aloud to
the class.
5. Students will be asked to complete
personal reflections based on how well they
feel they understand sequencing. They will
be asked to circle either a happy smiley
face, a straight face, or a frowny face.
Enrichment or
Remediation
(As appropriate
to lesson)



1. For the students who need more of a
challenge, they will be instructed to add an
additional 3 steps to their sequence in their
story.
2. For our lower-level students and students
who have more difficulty, Teachers will use
transition words to help guide them.
Teachers will list for them First, Second,
Third (and so on) as a guide to the order
their pictures should be placed.

Planned Ending
(Closure)
Summary
Homework



1. Teachers will refer back to the lesson
objective.
2. Teachers will ask the students what they
learned today.