William Paterson University

College of Education
LESSON PLANNING TEMPLATE
Teacher Candidate Name:
Grade: 2

Katelyn Sheridan

School: Florence M Burd

Topic: Readers Workshop

Concept: Understanding the Narrative Structure of Fiction
Essential Question: How can you use a fiction texts structure to retell a story?
Date of Lesson :11/12/15
Standard/s):
RL 2.1 Ask and answer
such questions as who,
what, where, when, why,
and how to demonstrate
understanding of key
details.

Learning objective(s):

RL.2.2 Recount stories

SWBAT identify
between fiction
stories

RL. 2.3 Describe how

characters in a story
respond to major events
and challenges.
RL.2.4 Determine the
meaning of words and
phrases in a text relevant
to a grade 2 topic or
subject area.
RL.2.7 Use information
gained from the
illustrations and words in a
print or digital text.
W.2.8 Recall information
from experiences or
gather information from
provided sources to
answer a question.

Assessment(s): ( attach assessment tools & rubrics)

SWBAT use context cues to

determine the meaning of new
vocabulary words. With guidance
from the teacher and phrases in
the text students will come up with
a definition for 4 words.
the
and

difference
nonfiction

SWBAT Name and identify key

characters.
SWBAT use context cues to
determine the meaning of new
vocabulary words. With guidance
from the teacher and phrases in
the text students will come up with
a definition for 4 words.
SWBAT identify and explain the
plot of a story.

Formative: Turn and Talk/anchor chart post its

Reading Notebook response entry (Story Structure graphic organizer)
Vocab cards that will be reviewed and graded at a later time

Planning:

Teacher Resources (Internet Sites, Technology / Visuals): Create an anchor chart as we read, Little Red Riding Hood The Newfangled
Prairie Tale, Different types of Fiction sheet in the appendix of their notebook, whiteboard.
Academic Vocabulary: fortunate, persuade, snarled and prairie
Materials (e.g. Props/Manipulatives/Picture Book or Information Text): Little Red Riding Hood The Newfangled Prairie Tale by: Lisa
Campbell Ernst
Groupings: Students will sit on the carpet for the Read Aloud of the story, Then they will come back to their seats (two groups: red
and blue) for the guided practice portion of the lesson.
Family Engagement: A reading log is sent home at the beginning of the month so parents, students and teachers can monitor reading
progress.
Cite Sources (e.g. textbook page # or pinterest website) Page 39-40 of the Schoolwide reading program manual, Schoolwide student
reading notebook page Story Structure
Student prior knowledge needed: What is a fiction story?, Characters, setting
Co-Teaching Strategy: Read Aloud: One teach one assist. I will read the story and take control of this portion of the lesson. When we
break into the two groups for guided practice it will be more of a station-teaching model.

Teaching and Learning

Process:

ENGAGE

Teacher
What questions will you ask?
What will you do, say, and/or
write? What tools will you use?
Today we will be learning about
story structure. Does anyone
know what structure is? Can
you describe what structure is?
Great structure is the outline; it
is what something is made up
of. Lets think of a skeleton
without our bones we wouldnt
be able to stand up. Our
skeleton or our bones is what
gives us structure and shape.
Turn and talk to your partner,
What do you think makes up
the structure of a story?
Just like a skeleton a story also
has a structure and it is made
up of certain features like
characters, setting, plot and
they typically have a beginning
middle and an end.
Create an anchor chart for

Students
What will students do? What tools will students use? Where in the classroom
are the students? How will students be grouped?
Students are seated on the carpet and are ready for the read aloud.
Possible responses: Structure is what something is made up of. It holds
something together. They might mention buildings or statues.
Differentiation: Multiple means of representation. By comparing it to
buildings and skeletons it can help deepen the connection to story structure.

Students will turn to someone next to them to discuss the question.

Differentiation: Students can hear the opinions and answers of their peers to
help generate their own ideas. Working one on one also frees me up to listen
in and speak with students that are struggling with the concept.

Students will help in the creation of the anchor chart by raising their hands
and offering up definitions in their own words.

EXPLORE

future use. Title: Story

Structure
List: Characters, Setting,
Problem, Plot, Resolution, and
Conclusion.
Has anyone heard the story of
Little Red Riding Hood before?
Can you retell some important
parts that you may remember?

Students are seated on the carpet and will raise their hands to volunteer.
They might know that in the original version of Little Red Riding Hood, Little
Red goes through the forest to see her grandmother.

Review what a traditional

fiction is.

EXPLAIN

This story is a little different

than the original version. This
author made some of her own
changes to this Traditional
fiction story.
Students will return to their
seats. Please take out your
reading notebook and turn to
the page that says story
structure.
As a class we will review the
Story Elements Column of their
notebook practice pg.42.

EXTEND
This is the
portion of the
lesson that
would involve
more of a
stationteaching
format. If we
may run out of
time and need
to complete
this portion as

If time permits the students will

work in 2-3 groups. Each group
will be assigned a story we
already read in class. Students
will complete a story structure
graphic organizer as a group
for their assigned story. The
stories the children can choose
from are A Sick Day For Amos
McGee or The Ugly Duckling.
Hand a checklist out to each
student. The checklist is titled

Students will now be seated at their desks (2 groups) They will complete a
graphic organizer from their reading notebook. Included on the organizer is
Who are the characters?, Where and when does the story happen?,
Presentation of the problem: What is wrong?, What do the characters do to
try and resolve the problem?, How is the problem worked out?, What
happens at the end?
Differentiation: Students that are classified will receive the same graphic
organizer but with more space and lines to write on. It will also have less
wording and more concise questions. This will keep them more organized
and make it easier for them to write down their thoughts.
Students will remain in their assigned seats (groups). I am not switching up
the groups because we read these stories as a class. Comprehension of the
story should be better than if the students read the books independently.
By now the students should be familiar with sitting on the carpet.
Students will have time to share the ideas they wrote down while doing
group work.

Students will work in groups of 5-6 children.

As students work they will be given the checklist to ensure they are using
appropriate behavior.

an extension
the next day.
Mrs.Anello will
have a group
of students
and I will have
a group of
students. If
Miss
Passanante
would like she
may take a
smaller 3rd
group to work
with using a
lower level
book.
EVALUATE

How I should work with my

group
1. Use inside voices
2. Sitting at our assigned seat
3. No wandering around the
room
4. Try to spell the best you can
5. Peanut butter fingers and
listening up front for further
instructions.

Vocabulary: On the board I will

write 4 vocabulary words from
the story. As a class we will
discuss and formulate
definitions.
I will collect both graphic
organizers for grading.
1st graphic organizer was a
guided practice done together
as a class
2nd graphic organizer was done
within a small group using a
story we have already read as
a class.
In the future the students will
do a third organizer
independently using one of
their independent reading
books. I would also like to
include this lesson as a future
writing lesson, where the
students re-write their own
traditional fairytale or fiction
story.

Students will be seated in their assigned seats. Each student will be given 4
index cards to write their definitions on. Their vocabulary cards go in their
vocabulary boxes for them to practice
Studnents will open up their reader but the city li

1st: Completed as a class, each student will hand in an individual organizer

2nd: Completed within a group. Each student will hand in their own copy.
Vocab cards are put in their box and are graded mid-month and at the end of
the month.

Differentiated Instruction:
Communication disorder: I will read the story to them during the read aloud. This alleviates frustration of decoding words and
figuring out tough vocabulary. By eliminating the probability that the students may not understand difficult vocabulary it will
hopefully increase comprehension of the story. Students are always working in pairs or groups so they may ask questions, build
off others ideas and help each other as we progress through the lesson.
Modifications: 2 students will receive a revised organizer for the 1 st organizer that is in their reading notebook. I will make it a
little more user friendly for these students so that they have more room to write. I will also provide lines for the students to
write on so they can practice good handwriting. The questions listed on the organizer will also be more concise easier
vocabulary for them.
How will you differentiate for content, process, and product in the above process areas? List modifications, as per the childs
IEP. (Use initials only).