UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:

Samantha Hunter

PSMT Name:

Lesson Plan Title:

Date:
Grade Level:

Stellaluna POV
2/1-2/12
2nd

Lesson Plan Topic:

Estimated Time:
School Site:

Sherry Trujillo/Bridget
Cimerman
Reading
40-50 mins each day
Roundy

1. State Standard(s):
Reading: RL 2.6 Acknowledge differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue aloud.
RL 2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Social Studies: H3.2.3 Explain why people and events are honored in
commemorative holidays.
2. Teaching Model(s): Direct and cooperative learning
3. Objective(s):
Week 1: The students will demonstrate their knowledge of point of view by creating a
class anchor chart. The students will also collaborate and demonstrate their understanding
of key details from the text.

Week 2: The students will focus on reading passages orally and demonstrating an
understanding of point of view by changing their voice as they see different characters
speaking.

4. Materials and Technology Resources

Pencils
Paper
Construction paper
Book Talk spinner and questions (attached)
Paper clip (for spinner)
Vocabulary cards and definitions (attached)
White board
Markers
Crayons

Anchor Chart paper

Anchor chart labels (attached)
POV worksheet (attached)
SMART board
Projector
Computer

5. Instructional Procedures:
a. Motivation/Engagement:
Week 1:
Monday Introduce vocabulary. Use Storyline Online to show the video and have
the book Stellaluna read by Pamela Reed. Introduce new spelling words. (Hard and
soft C pattern)
Once, scent, graceful, excited, city, clutch, crooned, rescue, crowded and climb
Tuesday Play vocabulary card matching game. Play Throwdown with new
spelling words (Hard and Soft C pattern)
Wednesday Play vocabulary card matching game. Play Throwdown with spelling
words (Hard and Soft C pattern)
Thursday Play vocabulary card matching game. Play Throwdown with spelling
words (Hard and Soft C pattern)
Friday We will be taking our spelling test, but then we will move into a social
studies lesson on Rosa Parks with Scholastic News. I will ask them, Have you heard
of Rosa Parks? and If so, what do you know about her? (DOK1)
Week 2:
Monday Introduce new spelling words (Hard and Soft G pattern). Play Book
Talk spinner game. (Use different questions on the cards, attached DOK1-3)
gate, goof, gown, garden, gold, rigid, page, cage, large, and magic
Tuesday Play Throwdown with spelling words. Play Book Talk spinner game.
(Use different questions on the cards, attached DOK1-3)
Wednesday Play Throwdown with spelling words. Play Story Comprehension
Scoot. (DOK 1-2)
Thursday Do a quick review of Point of View to prepare for assessment on Point of
View.
Friday Ask the students what kinds of animals they see at the zoo. Then ask them
what kinds of animals they might see at the Valentines Day Zoo. Show them all of
the different animals they can create for the classroom Valentines Day Zoo. (use the
SMART board and projector to show the different animals)
b .Developmental Activities or Learning Experiences:
Week 1:
Monday After watching the video we will have a class discussion about the story. I
will focus mostly on comprehension on Monday to ensure that they understood the
story, who the different characters are and what changed as the story went on. Ask
Can you explain how being attacked by an owl affected Stellaluna? Mother Bat?
(DOK2). Ask, What would happen if Stellaluna never found the other

bats?(DOK3). Then I would ask, Can you elaborate/explain why you think that?
(DOK3).
Tuesday This day we will spend time breaking the story up and looking at the
dialogue from the different characters. I have bookmarked conversations to discuss
with the class between the birds and Stellaluna and between the bats and Stellaluna. I
will read the dialogue in different voices. Then, I will ask, Why do you think I used
different voices? (DOK1). I will also have the students practice the different voices
with me as I read to show them that their voices should change too.
Wednesday Focus on the character feelings toward different things. As a class we
will create an anchor chart. We will focus on Mother Bat, Stellaluna, and Pip, Flitter
and Flap and their feelings towards different things in the book such as, how bugs
taste, how they sleep and flying at night. They will have a worksheet that they will fill
out as we create the anchor chart and they will be able to keep it in their reading
folders. I will ask them questions such as, What facts or lines from the story would
you use to help support your answer?(DOK3). I will have the story up on the
SMART board for them to reference. I will also ask How are bats and birds alike?
Different? (DOK2). We will use the Kagan structure Timed-Pair-Share and they will
discuss each of the characters and then we will write it on the anchor chart so they are
giving me the answers and not me giving them the answers.
Thursday Focus on illustrations. We will discuss how illustrations can help show
us who is speaking in a story and what their voice may sound like as we read. In
Stellaluna there are pencil drawings at the top of each page that show Mother Bats
point of view and I will be sure to point this out to the students. We will talk about the
bats and the birds expressions throughout the story and how that can also help us
determine how they are feeling and what their point of view on something may be. I
will ask. Can you elaborate/explain on why you think the character is feeling this
way? (DOK 3). We will also do a vocabulary worksheet together as a class
(attached).
Friday Students will complete the hard and soft c pattern, spelling test. Then, we
will do the Rosa Parks Scholastic News. We will read the article, go over the
vocabulary, complete the game, and watch the video that is accompanied with the
Scholastic News article. Ask the students Rosa Parks risked her life for an idea
the right to equal access to public transportation. Would you be willing to take a
similar risk for something that you believed in? If so, explain. And What would you
have been most worried about on the first day of the bus boycott? and What do you
think of using nonviolence to solve civil rights issues? Use specific examples of
nonviolence and reasons for your responses. (DOK3)

Week 2:
Monday Read a passage called A Scared Tiger and talk about the different points
of view in the story. Ask, Who are the characters? (DOK1) Ask the students How
do you know the characters are talking? (DOK1) Ask the students What kind of
voice do you think each character has? (DOK2) Have the students read with a
partner (shoulder or face) and use different voices when they get to the dialogue. Ask
the students What are the different ways a story can be told? (DOK2)(By a narrator

or by the character themselves). Ask the students What is Point of View? (DOK1)
(The perspective from which the story is being told).
Tuesday Read a passage called Princess Lily and talk about the different points of
view in the story. Ask, Who are the characters? (DOK1) Ask the students How do
you know the characters are talking? (DOK1) Ask the students What kind of voice
do you think each character has? (DOK2) Have the students read with a partner
(shoulder or face) and use different voices when they get to the dialogue. Ask the
students What are the different ways a story can be told? (DOK2)(By a narrator or
by the character themselves). Ask the students What is Point of View? (DOK1)
(The perspective from which the story is being told).
Wednesday Read a passage called Lion and the Ladder and talk about the
different points of view in the story. Ask, Who are the characters? (DOK1) Ask the
students How do you know the characters are talking? (DOK1) Ask the students
What kind of voice do you think each character has? (DOK2) Have the students
read with a partner (shoulder or face) and use different voices when they get to the
dialogue. Ask the students What are the different ways a story can be told? (DOK2)
(By a narrator or by the character themselves). Ask the students What is Point of
View? (DOK1) (The perspective from which the story is being told).
Thursday Assess the students knowledge of Point of View. They will read a
passage orally and change their voice as they see dialogue for different characters and
they will also have a few questions to answer about Point of View and what they have
learned. (Assessment attached).
Friday The students will complete the hard and soft g pattern, spelling test. Then,
the students will construct different animals made from hearts and as a class will
create the Valentines Day Zoo. All of the students animals will be displayed and they
will walk around the classroom to see each animal. Once they return to their desk
they will have to write about what they saw at the Valentines Day Zoo. They will
also have to include dialogue between at least two of the animals or themselves and
one of the animals to show their understanding of point of view.

c. Closure:
Monday Friday Each day we will review what we learned that day. We will
reread our spelling words on the board. We will look back at our anchor chart that we
created. Each day I will ask the students What is point of view? and How do you
know that someone is speaking? By the time the assessment comes on Thursday of
week two, they should be very familiar with point of view and successfully complete
the assessment.
d. Extension:
Monday Friday The students will have 30 minutes to complete their reading
tickets (centers).
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Week 1:

 Accommodations: Each day the students will have opportunities to move closer to the board
to see or closer to me if they have trouble hearing. Also, in our Throwdown game for our
spelling words, not only will they be writing the words, but we will be spelling them out loud
as a class as we write them.
Modifications: Each day I will ask different level DOK questions. If I see that some of the
students are struggling I will ask more level one and level two questions. If I see that they are
excelling, I will ask more level three questions. Also, on the assessment, there will be a
portion where they will have to read orally to me. I will read it to them first and then have
them read it back to me.
Differentiations: Each day there will be many differentiations. They will be working not
only individually, but with partners and in groups. Also, everything will not be done with
direct instruction. We will be playing games, they will watch videos and they will have time
for centers for the last 30 minutes of each class period.
Week 2:
Accommodations: Each day the students will have opportunities to move closer to the board
to see or closer to me if they have trouble hearing. Also, in our Throwdown game for our
spelling words, not only will they be writing the words, but we will be spelling them out loud
as a class as we write them.
Modifications: Each day I will ask different level DOK questions. If I see that some of the
students are struggling I will ask more level one and level two questions. If I see that they are
excelling, I will ask more level three questions. Also, on the assessment, there will be a
portion where they will have to read orally to me. I will read it to them first and then have
them read it back to me.
Differentiations: Each day there will be many differentiations. They will be working not
only individually, but with partners and in groups. Also, everything will not be done with
direct instruction. We will be playing games, they will watch videos and they will have time
for centers for the last 30 minutes of each class period.
7. Assessment and Evaluation of Learning:
a. Formative:
Each day I will be formatively assessing the students while playing Throwdown
and our review games during our engagement/motivation. Throwdown will allow
me to see if they are understanding the spelling pattern and the review games will
show if they are understanding not only the comprehension aspect of the story but if
they are picking up point of view.
b. Summative:
The summative assessment will be at the end of our two-week unit on Thursday. The
students will have to read a passage orally to me and show their understanding of
changing their voice when they are reading dialogue. There will also be portion of the
assessment where they will have to answer questions about point of view.
8. Homework Assignment:
Week 1:

Monday: Practice spelling words by using tic-tac-toe chart. Only one box each night.
(attached)
Tuesday: Practice spelling words by using tic-tac-toe chart (attached). Read a book of
their choosing out loud using different voices.
Wednesday: Practice spelling words by using tic-tac-toe chart (attached).
Thursday: Practice spelling words by using tic-tac-toe chart (attached). Bonus Square!
Draw an illustration from their favorite book and write a sentence about what is
happening in the illustration.

Week 2:
Monday: Practice spelling words by using tic-tac-toe chart. Only one box each night.
(attached). Practice using expression and different voices with a different book.
Tuesday: Practice spelling words by using tic-tac-toe chart (attached). Watch a show and
see how the characters voices change if they are happy, sad, angry and write a few
sentences about what show they watched and what they saw.
Wednesday: Practice spelling words by using tic-tac-toe chart (attached). Have someone
at home read to them with different voices.
Thursday: Practice spelling words by using tic-tac-toe chart (attached). Bonus Square!
9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: