ESE 450 LESSON PLAN

Name: Chelsie Wollschlager

Grade Level: 2nd
Date(s)/Total Time (Min): 45 minutes
March 3rd, 2015

Lesson Plan Component

Arizonas College and Career Ready Standard(s) (AZCCRS):

(2.SL.2) Recount or describe key ideas or details from a text read aloud or information presented orally
or through other media.

Prior Learning Assessment:

Students were assessed using the Dynamic Indicators of Basic Early Literacy Skills 6th Edition
(DIBELS-6) to determine students reading skills in the following areas; reading comprehension, decoding,
letter knowledge, and phonological awareness. Informal writing assessments were used to determine writing
ability. English Language Proficiency was based upon ELL service qualifications and testing results.
Student

Writing Ability

Disability
Category

Trey

Can write a simple sentence with

no assistance.
Can write a simple sentence with
assistance.

SLD

Can write a simple sentence with

assistance.
Can write a complex sentence
without assistance.
Can write a simple sentence with
assistance.

SLD

Lacie

Rachel
Kyle
Aiden

SLD

N/A
N/A

DIBELS
Composite Score /
Grade Equivalent
130
1.4
109
K.5

English
Proficiency

109
K.5
140
1.6
130
1.4

N/A

N/A
N/A

Level 4
N/A

This lesson was taught a group of students enrolled in a Reading Intervention class with the Special
Education teacher, based upon their classroom achievement. During their class time with the resource teacher,
students receive explicit phonics instruction to increase their early literacy skills and bring their academic
achievement to grade level. Each day these students are given lessons from the Wilson Fundations program
which focuses on the specific spelling and pronunciation rules of the English language. Through observations it
was determined by the pre-service teacher that these students, over the course of the school year had obtained a
high level of accuracy in the writing and marking of selected words presented in the Wilson Fundations
program format. The writing ability, disability category, DIBELS/grade equivalent scores, and English
proficiency levels were provided by the students Special Education teacher. The Special Education teacher also
disclosed that she believed many of the students did not need this reading intervention class, but were sent by
their general education teachers because of behavior problems with the classroom.
Kyle is the only student not born in the Gilbert area and who qualifies for English Language Learner
instruction. While his native language is French, he has been enrolled in public school in the United States
since kindergarten. According to the Special Education teacher, he is advancing much more quickly than the
other students in the reading intervention.
Revised by Rodas
Adapted from: D. Fullo

Trey is a student who qualifies for Special Education services with a Specific Learning Disability in decoding.
He currently qualifies for free or reduced lunch and lives with his single mother.
Lacie is a student who qualifies for Special Education services with a Specific Learning Disability in math
computation but has had low scores in reading this school year. She lives with her mother, father, and older
sister.
Rachel a student who qualifies for Special Education services with a Specific Learning Disability in decoding.
She lives with her mother, father, and older brother.
Aiden does not currently qualify for Special Education services but was referred to the reading intervention due
to low DIBLES/grade equivalent testing results.
** Names have been changed to protect student privacy. **
Objective(s):
Standard - (2.SL.2) Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
Objective One: Students will summarize the story Room on the Broom orally in a class discussion in one
sentence, after the teacher read aloud.
Objective Two: Students will list the events from the beginning (1 detail), middle (3 details), and end (1 detail)
of the story in a summary timeline using pictures.
Objective Three: The students will list three events (beginning, middle, and end) from the story on a teacher
made assessment (foldable) using pictures and written descriptions.
Objective Four: Students will state one key idea from this story that applies to the classroom environment
friendship, sharing, etc., and write a complete sentence about their chosen idea on the back of their foldable.
Student Friendly Objective; We will read the story Room on the Broom, and then summarize the story using
pictures and complete sentences.
Differentiation:
Accommodations/Modifications:
Because this lesson was written in accordance with the UDL principles, each student should be able to complete
the assignments as they are designed. However, if any of the students do continue to struggle with the
assignment completed, the following accommodations/modifications may be included; provide a copy of the
book for students to read along, provide students with sentence starters such as The story began with, or
The idea of ___________ relates to the classroom rules because or provide students with additional time to
complete the assignment components. If students are unable to complete all of the activities outlined, have
them only complete those outline in objectives one and three that still ensure the standard is being met and
provides evidence of student learning.
Enrichment/Extension:
After the students have completed each activity in the lesson, they may move on by choosing another book to
summarize independently. The teacher will have a ready-made list of books on tapes or videos the students can
watch. The student will need to provide 3 key details or ideas from the audio presentation and create a
presentation of their choice (write on paper, create a word document, draw a picture, create a book cover, etc.,)
Multiculturalism and Diversity:
Kyle is the only student receiving English Language Learning services at this time and is currently performing
Revised by Rodas
Adapted from: D. Fullo

higher than his native-English Language peers. By having the option to describe verbally or pictorially the
concepts throughout the lesson, he should be able to accurately communicate the requirements of the
assignment. If not, the teacher can allow him to only complete objectives 1 and 3 if necessary.
For the students who are unfamiliar with the certain animals or concepts in the story, the teacher will want to
define these terms and provide pictures to help explain. The teacher should check for understanding throughout
the story and ask students at the end if there was anything within the story they were unfamiliar with.

Procedures (Step-by-step plan for the lesson)

Anticipatory Set:
Students will preview the book Room on the Broom by Julia Donaldson and Axel Scheffler. Students will
provide guesses to what the book may be about.
Have students share their thoughts on what the book may be about and ask them to share their background
knowledge on the book. The teacher will explain to students the student friendly objective and the desired
learning outcome for students to be able to recount key details from the read aloud.
Direct Teaching/Input:
What: Students will summarize the story Room on the Broom in multiple ways including aloud as a group,
through pictures, and through a foldable activity.
How: Students will have multiple opportunities to recount and provide key details and ideas about the story
though drawing pictures, creating a foldable, and writing descriptive sentences.
Why: Recounting key details is an important aspect of literacy instruction because it allows students to
demonstrate their comprehension skills. Demonstrating their grade level phonics skills is important for this
group of students in their reading intervention class so that they may show proficiency in developing their early
literacy skills.
Objective One: Students will summarize the story Room on the Broom orally in a class discussion in
one sentence, after the teacher read aloud.
I DO - After completing the read aloud, the teacher will use questioning strategies to have students describe
what a summary is. If students do not mention each component, teacher should remind them that a quality
summary includes the introduction, supporting details, and a description of the end of the story. A summary
also includes descriptions of some of the important main characters and setting of the story. The teacher can ask
the students, If you could only use one sentence to describe this book, what would it be? The teacher will
demonstrate a simple summary by writing down a one sentence summary on the SmartBoard on the classroom
for students to see.
WE DO After providing the one sentence summary of the story and allowing the students to discuss the
sentence with their table groups, the teacher will call upon all 2 students to continue summarizing the main
events of the story, each providing one complete sentence.
YOU DO Teacher will instruct students to think of how they would summarize the story, telling the most
important details in one sentence. After 30 seconds, students will discuss with their shoulder partners their
sentence. The teacher will listen to each partner group and write down three more student provided sentences
on the board.
CFU: The teacher will have students give a hand signal (thumbs up/thumbs down) to indicate if they understand
Revised by Rodas
Adapted from: D. Fullo

what a summary is. Teacher will have the students repeat the hand signal after each student shares their
summary statement , making sure that all students give the hand signal and to discuss the statement further if
any students provide a thumbs down. The teacher should also consistently praise students for effort and point
out any examples of exceptional work. The teacher should highlight the strengths of each student by thanking
them throughout the lesson for being on task, participating, raising hand, etc.,
Objective Two: Students will list the events from the beginning (1 detail), middle (3 details), and end (1
detail) of the story in a summary timeline using pictures.
I DO - After completing the broad summary statements, the teacher will use questioning strategies to have
students describe portions of the beginning, middle and end of the story. The teacher will draw five boxes in a
horizontal line on the SmartBoard and draw a quick picture to represent the beginning of the story. This will be
called the summary timeline.
WE DO After providing the picture that describes the beginning of the book (witch on broom by herself), the
teacher will have three students come up and fill in the middle boxes with pictures to describe three events that
happened in the middle of the story. The teacher should allow students to use the book for inspiration and make
sure that the events are in the correct order before the students begin drawing. The class will discuss the events
the students drew.
YOU DO Teacher will instruct students to then draw a picture to summarize the end of the story on their
white boards at their desks. The teacher will go to each student and have them verbally explain what they have
drawn for their ending summary.
CFU: The teacher will check for understanding by having students again provide the thumbs up/ thumbs down
signal after each picture is filled in on the summary timeline.

Objective Three: The students will list three events (beginning, middle, and end) from the story on a
teacher made assessment (foldable) using pictures and written descriptions.
I DO After the students have completed their summary pictures, the teacher will pass out the pre-folded
trifold foldable sheet. The teacher will tell students to write their names on the foldable and project her copy of
the foldable on the document camera. The foldables will already have the headings Beginning, Middle, and
End written at the top of each section. The teacher will instruct students to fill out the foldable to remember
the details of the story. The teacher will demonstrate by quickly drawing pictures in each column to describe
the story.
WE DO Students will fill out the foldable based upon the teacher example, discussing each box with their
table groups.
YOU DO The teacher will instruct students to write a one sentence description at the bottom of each column
to describe the picture they drew representing that part of the story. The teacher will remind students to use
correct spelling, neat handwriting, and punctuation. The students will have 5 minutes to work independently on
their foldable.
CFU: The teacher will circulate around the classroom as students work on their foldable, discussing each
column with the students. Hopefully at this point after thorough discussion on the subject, the students can
confidently complete the foldable independently. If not, the teacher can provide additional explanations as
Revised by Rodas
Adapted from: D. Fullo

necessary.

Objective Four: Students will state one key idea from this story that applies to the classroom rules
friendship, sharing, etc., and write a complete sentence about their chosen idea on the back of their
foldable.
I DO After students complete the foldable activity, the teacher will have them flip their papers over. The
teacher will then discuss what the moral of the story was in the book Room on the Broom. The teacher will
first begin by using questioning to see if any students know what a moral of a story is. If students are unsure or
provide an incorrect answer, the teacher should tell them that it is the lesson they should learn from the story.
The teacher can state for example, in the story Room on the Broom, the witch and her animal friends learn that
through cooperation, they can overcome challenging obstacles. The teacher can then ask the students, can
anyone explain what that means? Students will elaborate that through team work, the characters in the book
defeated the dragon. The teacher will then discuss with students how these concepts relate to the classroom
rules such how cooperation relates to as Respect Each Person. The teacher can prompt students to relate the
morals of the story to the classroom rules through questioning. Teacher may provide students with the sentence
starter The idea of ___________ relates to the classroom rules because
WE DO The teacher can have other students list other important ideas they learned from the book and write
them on the smart board. Examples to include if the students do not mention them; friendship, cooperation,
sharing, accepting others, and helping friends.
YOU DO The teacher can instruct students to write one moral of the story they liked best from the story and
write it on the back of their foldable. Students can draw a picture and write a sentence to explain their word.
Students will work independently to write the word they have chosen. Students can use the provided sentence
starter if desired The idea of ___________ relates to the classroom rules because
CFU: To ensure that students understand the concept of the moral of the story, the teacher will have students
give thumbs up/thumbs down to demonstrate if they understand the teachers explanation. The teacher can
circulate as the students write their one key idea from the story on the back of their foldable and have students
explain if the teacher feels they do not comprehend the concept.

Closure

After students have written their one main idea from the story that relates to the classroom rules, the
students can share what they have written with the class. The teacher will then review each lesson
component; the one sentence summary, the summary timelines, the foldable, and the one key idea that
relates to classroom rules.

Assessment Summative

Students will turn in their foldable assignments and will be graded using an attached rubric. The teacher
will also use the attached discussion checklist to ensure student understanding during the classroom
discussion. An 80% will be considered proficient for mastery. If any of the students score below 80%
the teacher should readdress the standard and provide for additional opportunities to recount details or
Revised by Rodas
Adapted from: D. Fullo

key events from a teacher read aloud or other media presentation.

Discussion Checklist
One Sentence Summary; complete sentence, accurately describes story
Circle One
Trey

Yes No

Lacie

Yes No

Rachel

Yes No

Kyle

Yes No

Aiden

Yes No

Summary Timeline; individual picture describes ending of story, student can explainCircle One
Trey

Yes No

Lacie

Yes No

Rachel

Yes No

Kyle

Yes No

Aiden

Yes No
Foldable Rubric

0 Points
The student did not complete any
column of the foldable.
None of the columns have an image
describing the beginning, middle,
or end of the story.
None of the images have captions,
or they have used incorrect
punctuation, spelling, or messing
handwriting.

1 Point
The student filled out 2 of the 3
columns of the foldable.
2 of the 3 columns have images.

2 of the 3 images have captions

using correct punctuation, spelling,
and neat handwriting.

2 Points
Students filled out each column of
the foldable.
Each column has an image
describing the beginning, middle,
or end of the story.
Each image has a one sentence or
more caption that uses correct
punctuation, spelling, and neat
handwriting.
Revised by Rodas
Adapted from: D. Fullo

The student did not list an idea or

write a complete sentence how it
relates to the classroom rules.

The student has listed the idea but

did not write a complete sentence
how the idea related to the
classroom rules.

The student has listed an idea from

the story on the back of their
foldable and wrote a complete
sentence about how it relates to the
classroom rules.

Lesson Reflection:

This lesson has multiple strengths in regards to its effectiveness to ensure student mastery of the
standard and lesson objectives. The lesson has a high interest fictional story that incorporates humor and models
creative writing. The lesson was written with extensive knowledge and background information on the
students, using activities they have enjoyed in the classroom environment on other occasions. Some
improvements that the lesson could have are the addition of other cross-curriculum standards to integrate this
lesson with other concept areas such as writing or science. Because of the small class size and the emphasis on
discussion throughout the lesson, social interactions play a key role in the success of this lesson. The teacher
comments and encouragements should create a safe learning environment where students feel comfortable
following the teachers example. While teaching this lesson, I was very mindful of the students reactions and
responses and had to adjust some components accordingly. For example, some of the students revealed they
were unfamiliar with what a summary was and so I had to further explain the concept until they stated that they
understood. I also had to remind students of the classroom rules when completing the final component of the
lesson so that they could connect a key idea from the story to real world situations. I feel that it is very
important to be responsive to the student reactions to situations because there will be times when students react
in totally unexpected ways. Luckily I had a sufficient amount of time over the course of the semester to get to
know my students and felt confident that they could handle the material presented. They all behaved
exceptionally and my practicum mentor made comments that I did an excellent job guiding my students in their
target behavior.

Revised by Rodas
Adapted from: D. Fullo

Summary Timeline
Beginning

Middle

Middle

Middle

End

Revised by Rodas
Adapted from: D. Fullo

Name: _______________________________________
Room on the Broom Foldable
Directions: For each column, draw a picture to describe what happened in the book Room on the Broom for
each part of the story. Write a caption for each picture using a complete sentence.
Beginning
Middle
End

Revised by Rodas
Adapted from: D. Fullo