Instructional Lesson Plan

Interns Name
Alex Wyatt
Emily Beer
Shelby Burton
Subject
Language Arts

Grade

Class
Size

2rd

Date / Time
1/16/15

Whole
Class: Size
Varied
School
Franklin Elementary

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 (Use MD State Core Curriculum)
RL7 CCR Anchor Standard
Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
RL7
Use information gained from the illustrations and words in print or
digital text to demonstrate understanding of its characters, setting, or
plot.
Lesson Objective:
The students will be able to identify the characters and setting from
The Three Little Pigs and Creepy Carrots by Aaron Reynolds, in
order to demonstrate knowledge of story elements.
Formative Assessment (planned for use in this lesson)
Students will fill out a graphic organizer of their choice that identifies
the title, its characters, and setting.
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
Decisions based on

Instructional
this

knowledge

Knowledge of Age-Level
Characteristics
Physical:
Physical:
Children
will
be
given
Have developing/good large
opportunities to move when
and small muscle coordination.
building
their
house
and
coming up to the board to
Girls are ahead of boys at this
participate in the activity
stage of development.
The lesson is set up to provide
The children can work diligently
minimal delays and allow
for longer periods of time.
students to work on the
Can become impatient with
activities
delays or their own slowness.
Emotional:
This is the age of teasing,
nicknames, criticism, and
increased verbal skills to vent
anger.
Still a deep need for approval
from adults and peers.
Can have difficulties controlling
his/her behavior.

Emotional:
Teacher will reiterate the rules
of group work and monitor
students.
Students will continue to
develop their emotional skills
through opportunities to
express themselves and
providing opportunities where
all children have a chance to
participate. They will be
encouraged to learn in anyway
they feel comfortable and be
provided positive reinforcement
when working on activities and
participating.

Social:
Taking turns is improving.
Desire to have status within the
Social:
peer group becomes more
The teacher will facilitate the
intense.
participation with the
Decreasing dependence on
interactive white board and
adults.
reiterate the need to take turns
The students will work together
cooperatively to identify the
story elements.
Intellectual:
Child thinks very literally
Beginning to think there may
be other valid opinions and
realizing not everyone shares

Intellectual:
The students will be completing
an activity that works with their
literal frame of thought.
The students will be given the

his/her opinion.
Listening/speaking skills
developing
Beginning to reason and think
in terms of the whole
Creativity is developing
Knowledge of Academic
Readiness (based on preassessment)
It has been observed that 5 out of 24
students are reading above their
grade level and that 8 out of 24
students are reading below grade
level.

opportunity to think creatively

in the later part of the lesson
when they create their own
folktale.

Students will read a version of The

Three Little Pigs that is on their
instructional level. They will be
provided with models to follow as
they complete their work. The story
elements may be color-coded with
post-it notes in order to make
revisiting the text easier.

Knowledge of Subgroup or
Individual Needs (IEP
accommodations, ELLs, G/T,
other strengths/needs)
ML- severely autistic: has an aide and
is included in class for social skills
Amari- needs help with reading and
phonics, needs small group
instruction
Andrik and Heidy- ELL native Spanish
speaker and need small group
instruction
Thomas and Nagee- needs small
group instruction.

Max and his aide will join a group and

he will be able to participate in the
activity.
Amari will be paired with students
that are stronger and the teacher will
keep in close proximity in case he
needs assistance.
At this point I believe that this
activity both Andrik and Heidy should
be able to be successful because
they will be working in a group.
Thomas and Nagee will be included in
a small group and will have one-onone instruction when needed

Knowledge of Interests and other

Motivational Factors
Children love chances to talk and
enjoy a good read aloud. Combining
these two together will be a good

Having the children discuss whether

it would be better to build a small
house out of different materials will
motivate them to read the story to
see what the pigs do. Also reading

way to motivate and engage their

thinking to identify story elements.
Using a familiar folktale will make the
identification of the elements simpler
for learning and applying later to
different stories.

the story out loud to them will excite

and engage them as they listen and
read along with the teacher.

Multicultural Considerations / Equity Measures

Implications for this Lesson
The Three Little Pigs is a story that
deals with farm animals and wolf
that happens in the country and
woods. Not all students may be
familiar with these types of
animals and environments. The
second story we are learning
about is a folktale from Africa this
is something that students my not
be able to connect to or
understand some of the things
happening in the story.

When appropriate during

discussion have a talk about a
farm and why those animals are
raised there. If ELL students are
having trouble use the words for
the animals in their native
language. Have them share words
for pigs, houses and wolf in their
native language. Discuss that
there are woods and country
everywhere. Help students make
connections to the African folktale
by talking a little bit about Africa,
where it is, what kind of people
and animals live there and the
culture.

Academic Language Demands

Scaffolds to support language

development in this lesson

Folktale
Story Elements: Title,
Setting, Characters, Problem
and Solution

Before reading, build an

active interest by having the
children think about what
materials would build the
best house.
During reading, pause
periodically to discuss the
story elements as they
occur in the story.
If needed do a reread
together to identify how the
characters solve the
problem.

III. Instructional Procedures What instructional strategies and

sequence will I use to ensure that every child is a successful
learner?
Instructional Materials and Technologies
Copies of The Three Little Pigs and Anansi and the Turtle Share a Feast
Poster size story map and regular size for the students
Cards written to fill in story map if needed
Straw
Sticks
Legos
Markers
Post-its and post-it arrows
Management Considerations (Procedures, Transitions, Materials,
Behavior)
Scooby Dooby Do We have work to do or Hocus Pocus We got to
Focus
Attention grabbing strategies
Use marbles and tickets as positive reinforcement

***CHOOSE ONE OF THE FOLLOWING INSTRUCTIONAL

SEQUENCES AND DELETE THE OTHER TWO
Instructional
Sequence

Planned
Beginning

Approxi
mate
Time
15
minutes

Warm-up
Motivatio
n
Bridge

Procedure
Motivation:
1. The children will discuss what material
would be best to build a house and why.
Students will manipulate straw, sticks and
Legos to activate background knowledge
of The Three Little Pigs.
Bridge:
Does anyone remember this story from
their childhood? What do you remember about
it? Who was in the story? Where did they go?
What happened? Have a student read the
objective from the interactive whiteboard and
ask another student what that means to them.
Explain to students that next we are going to
explore this idea further by reading The Three
Little Pigs in-depth and focus on the character,
who was in story, and the setting, where the
story took place.

30
minutes

.
I Do:
1. Hand out the story The Three Little Pigs.
2. Read together. Model as I am reading how
to find two story elements, character and
setting. Put a post-it note where I identify
the characters and setting. After reading
ask the children:
Do we know the characters yet? Mark it
with a post-it note. As I read farther and
the wolf is introduced again ask if he
would be a character and why?
Ask continuously throughout the story if
the author had identified a setting? How
could we decide on a setting? Continue to
read and see if anyone can identify the
problem in the story
3. After reading the story, have the children

discuss the different elements.

Where would we find the characters?
Would the setting be at the beginning or
might we have to read farther?
4. Next we are going to fill out a unique
graphic organizer on the interactive white
board with the characters we identified
and using the information we marked in
our story.
We Do:
1. Going back into the story, together we
will complete this story map for The
Three Little Pigs.
2. Working with the group we will work
together to complete the flipchart
activity.
Ask the children who the characters
are?
Have one student at a time come and
drag one of the characters they
remember into the book, then discuss
when in the story they remember this
character.
Any characters that do not belong in
the story can be dragged to the bottom
of the page
Ask, where does the story take place?
Does the author come out and tell us?
Or do we have to figure it out?
Repeat the same process for setting by
having students drag setting pieces
they remember from the story onto the
book. Then discuss when in the story
they remember this setting piece.
Any setting pieces that do not belong
in the story can be discussed but
should be dragged to the bottom of the
page.
3. After the discussion the flipcharts
should be completed and explain that we
are going to read Creepy Carrots and they
will have the opportunity to create a
graphic organizer of their own.

You Do:
1. Read Creepy Carrots aloud with some
guidance to characters and setting.
Point out only one character and one
setting piece. Allow students to ask
questions whenever they feel
necessary.
2. After the reading explain to students
that they have they will choose how
they want to make their graphic
organizer, but their organizer must
include at least 2 characters and 2
pieces of setting.
3. Students will either use the worksheet
organizer provided to draw the
characters and setting or write down
the characters and setting, or they can
record a mp3 podcast explaining the
characters and setting they remember
from the story or they can use the pixie
software in the computer center to
create their own graphic organizer.
4. Teacher will provide supervision and
support while students complete their
graphic organizers.
Enrichment or
Remediation
(As
appropriate
to lesson)

Planned
Ending
(Closure)
Summary
Homewor
k

Remediation: I will have cards made for the

children to use instead of writing the
information. This will depend on ability and
time.
Enrichment: Have the children choose another
story from the classroom library to complete a
different kind of organizer.
After the children have finished review the
objective and ask if we accomplished our goal
today? Who can tell me the story elements we
discussed: characters, setting. Name one
character and one piece of setting. Great job,
done by all!
Homework will not be given.