USF Elementary Education Lesson Plan Template: Supervisor Lesson #2

Grade Level Being Taught: Subject/Content: Reading Group

2
Size:22

Name: Kelly Nunno

Date of Lesson: March 1,
2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.2.RL.1.3
Describe how characters in a story respond to major events and challenges.
LAFS.K12.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
LAFS.2.RI.3.9
Compare and contrast the most important points presented by two texts on the
same topic.
LAFS.2.RL.1.2
Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

The students will understand how to compare and contrast 2 stories that have similar
and different central messages and important points. They will also be able to describe
how characters in a story react to major events.

Objectives- What are you

teaching?

The student will be able to compare and contrast two storys central messages and
describe how characters react to major events, given 2 stories, with minimal help from
the teacher. The students will also be able to use context clues to find the meaning if
unknown words.

USF Elementary Education Lesson Plan Template: Supervisor Lesson #2

Grade Level Being Taught: Subject/Content: Reading Group
2
Size:22

Name: Kelly Nunno

Date of Lesson: March 1,
2016

Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

I am teaching this objective so the students can understand the three standards of
comparing stories, determining central message, and describing character reactions to
major events. These are 3 standards that my class is learning during this unit over a few
weeks. I am teaching the students from 2 short stories to scaffold them to understanding
the central message of a longer book that the students will begin in the following week. It
is important for the students to learn these concepts because it is important to know how
to determine the central message or lesson in life.

Evaluation Plan- How will

you know students have
mastered your objectives?

I know the students have mastered the objectives by taking mental notes of which
students are understanding the lesson during the whole group and by reviewing the
sticky notes..if time at end of 90 min reading block: collecting the Major events sheet
that the students will complete with their partner

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

The teacher needs to know how the characters react to the major events and what the
central message is.

What background
knowledge is necessary for

Students need to know what it means to determine the central message. I taught a mini
lesson of what the central message multiple times before this lesson was taught.

USF Elementary Education Lesson Plan Template: Supervisor Lesson #2

Grade Level Being Taught: Subject/Content: Reading Group
2
Size:22
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed

Name: Kelly Nunno

Date of Lesson: March 1,
2016

The students read the story written by my CT the day before (tba what it is called).
I will know my students have this previous knowledge by incorporating a review mini
discussion in the beginning of this lesson, asking the student if they can summarize
yesterdays story and if they could tell me the central message of that story and what a
central message is.
The student have also had a lesson on how to use context clues, but we are always
working on expanding vocabulary during reading.
I believe that my students are ready to find the central message and compare and
contrast 2 stories based upon their abilities to make text to text and text to self
connections on a regular basis
I think that the central message of a story can vary from student to student, if it is not
mentioned in the actual text, depending on how to the student interprets the story. So, a
misconception might be that there is more than one or two central messages in every
story. Some students use minor events/details in a story to create the central message
and not by looking at the story as a whole.
Lesson Implementation
In this lesson I will read aloud, demonstrate, model, think-pair-share, and use direct
instruction

Time
30
min
of 90

Who is
responsibl
e (Teacher
or

1. Have students come to the rug with their whiteboard, marker,

and pencil.
2. Explain that it is an important reading strategy to use context
clues.

USF Elementary Education Lesson Plan Template: Supervisor Lesson #2

Grade Level Being Taught: Subject/Content: Reading Group
2
Size:22
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

min
readi
ng
block

Students)?
Students

Name: Kelly Nunno

Date of Lesson: March 1,
2016

3. Ask students what context clues are and how you use that
strategy
4. Expand Vocabulary: Project blanked out word context clues
paper. Have students work with their carpet partner to fill in
the blanks with the correct word on their whiteboard. (some
student will receive a paper copy as an accommodation).
5. Yup in the cup to answer the word blanks.
6. Review what major and minor events are, what it means
when characters respond to them, and what a central
message is.
7. Review the learning goals by having the students repeat:
I can compare and contrast two texts. I can find the
central message AND I can describe how characters
respond to challenges in a story.
8. Quickly ask students to recall what the previous days
passage was about. Discuss the major events and the central
message (Lexis 5k- written by my CT). Have the passages
available to pass out again if needed.
9. Explain that today we will read another story that I wrote to
compare to yesterdays story. We will talk about how the
character responds to the major events and compare their
central messages, events, and character responses.
10.Pass out passages to students for them to read them with
their partners.
11.Have students underline major events as they read with their
pencil.
12.What is the central message in the story? TURN AND TEACH.
13.Yupp in the Cup for a student to share and another to revoice
or restate what that student answered.
14.What are some major events in the story? TURN AND TEACH
15.Yupp in the Cup for a student to share and another to revoice
or restate what that student answered.
16.What did the character do after the major events happened?
Call on students.
17.Draw Venn diagram on board with Lexis story and Ms.

USF Elementary Education Lesson Plan Template: Supervisor Lesson #2

Grade Level Being Taught: Subject/Content: Reading Group
2
Size:22

Name: Kelly Nunno

Date of Lesson: March 1,
2016

Nunnos story. Have students help fill in Venn diagram with

colored sticky notes. There will be a different color sticky note
for each learning goal.
Green: Compare and contrast central messages.
Yellow: Compare and contrast major events.
Pink: Characters and how they responded
18.Give each student one color at a time then have them place
them on the white board. Explain that they can write about
either story on their sticky note. Ex: if they have green, they
can write that both stories are about never giving up..they
will place that in the similarities section.
19.Discuss the full venn diagram. Similarities and differences!
20.If time: (may not be seen in lesson) have students complete
major events sheet independently at their seats.
21.Summarize by reviewing the learning goals again.

What will you do if

a student struggles with the content?

I will help these students by comparing and contrasting with the stories
illustrations. I will ask them about their favorite movie and the lesson they
learned from it to see if they can make a connection about what a central
message is. If the students are really struggling, I will open the guided reading
table for students who I think need vernal encouragement and assistance
rereading the stories and completing the sheet in small group.

What will you do if

a student masters the content quickly?

If they master the content quickly, I want them to create another venn-diagram
comparing and contrasting 2 books they have read on their own. Central
message, major events, character responses.

USF Elementary Education Lesson Plan Template: Supervisor Lesson #2

Grade Level Being Taught: Subject/Content: Reading Group
2
Size:22
Meeting your students
needs as people and as
learners

Name: Kelly Nunno

Date of Lesson: March 1,
2016

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
A lot of the students in my class love to play sports. So, the story about a
baseball team is very interesting to them. The students also really enjoy
learning about their teacher (what my story is about).

If applicable, how does this lesson connect to/reflect the local community?
Students need to know how to determine the lesson or central message in a
story and in life in order to learn from experiences.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For the students that need enrichment, I will have them explain how the characters
would react if they switched stories. How would they react to the major events when
placed in the other story?
How will you differentiate instruction for students who need additional
language support?
There currently are no students in my class who receive additional language
support.
Accommodations (If
needed)
(What students need specific
accommodation? List

One student, GH, received the accommodation of having prompts and passages read to
him if they are above his reading level. So, if he needs to look back into the book/story I
could assist him as needed.

USF Elementary Education Lesson Plan Template: Supervisor Lesson #2

Grade Level Being Taught: Subject/Content: Reading Group
2
Size:22

Name: Kelly Nunno

Date of Lesson: March 1,
2016

individual students (initials),

and then explain the
accommodation(s) you will
implement for these unique
learners.)

Select students will also receive the context clues fill in the blank sheet as a hard copy in
front of them. Some students have a hard time reading the board and writing anwers on
their white board. Especially if it involves reading a lot. It helps them to have it in front of
them.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Copies of both passages for all students (22).

Fill in the black context clues sheet
Sticky notes
Whiteboards/markers
Major events/character responses sheet.

USF Elementary Education Lesson Plan Template: Supervisor Lesson #2

Grade Level Being Taught: Subject/Content: Reading Group
2
Size:22
How does the character deal
with challenges?
Selectio:
Major Event or Challenge

What does the character do?

Major Event or Challenge

What does the character do?

Major Event or Challenge

What does the character do?

Name: Kelly Nunno

Date of Lesson: March 1,
2016