Rochester College

Lesson Plan Template

11/30/2016
Lesson Title Teacher Candidate Name Date
Tops and Bottoms Hannah Dadles 11/30/16

Lesson Summary
The students will be learning with a new strategy Reading for Meaning. I will read the book Tops and
Bottoms. We will have a pre reading discussion, a discussion during the reading and a post reading
discussion. The students will get a better understanding of why we read when it comes to going into
depth with reading rather than just reading for fun.
Subject Area
Reading

Grade Level
Second Grade

Higher Order Thinking Skills (Revised Blooms)

Students will learn new knowledge that will assist them in later learning. Students will have to
comprehend this knowledge and apply it to work that is handed out. The work will them be turned in for
further evaluation. During the lesson students will have to connect the story to their life and think of a time
when they can find this information useful.
Approximate Time Needed for Lesson
One class period

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs

English Language Arts Standards, Speaking and Listening
Grade 2
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening
to others with care, speaking one at a time about the topics and texts under discussion).

Student Objectives/Learning Outcomes

Learning Target: Students will be able to make connections, Think of a time, and answer questions before
and after reading the story Tops and Bottoms.
Curriculum-Framing Questions
Essential Question How can we relate to the story Tops and Bottoms? Students will be
asked to think of a time when they had to do certain things that
happened throughout the story.
Students will be asked to answer questions whether they agree or
disagree using supporting evidence. This will take place after listening
to the story.

Unit Questions How to Read for Meaning

What is the story about?
What important information do we need to know from the story?
What did we learn from the story?

How can we relate this story to our lives

When have you shown responsibility?
Has there been a time in your life that you have had to deal with?
Can you relate to any of the characters in the story?

Content Questions Why is it important to relate to a story?

Why is it important to make predictions before you begin reading?
Assessment Summary
To check students for understanding I will have them do an activity during class with a partner. This
worksheet is for after reading. The students will have to agree or disagree with a statement and use
evidence to support their answer. This will guide them though the worksheet with the help of another
student, so they can discuss the possible answer. For homework I will assign a worksheet that is to be
taken home and completed on their own. This will show me if what we learned in class stuck with the
students, or if I need to go back over information.

Lesson Timeline

Start of the Lesson Mid-Lesson Activities End of Lesson Activities

I will begin the class by telling the
students what we are going to
learn today. I will tell them that
they may already have read the
story but to respect their
classmates learning time and
dont spoil it. I will then pass out
a Think of a Time workout
where the students will reflect on
their personal life. We will then
do a pre reading prediction
writing to guess what the story
may be about.
I will then start reading the story.
During the story I will stop to ask
questions regarding what we just
read. After the story is finished I
will pass out a worksheet that is
to be completed with a partner.
This worksheet will have the
students read a statement and
say whether they agree or
disagree with it by using
supporting evidence.
I will then finish by telling the
class that we are going to be
reading more trickster stories
and I will hand out a chart. This
chart is to be taken home and
the first column needs to be
completed. As we go through the
lesson we will continue to fill out
the chart.

Prerequisite Skills
Students will need to know what responsibility is and what it feels like to be responsible. They will also need to know how to make
predictions before they read and use supportive evidence to answer questions.
Instructional Procedures
I will start by explaining what we are going to learn about. I will tell my students that this material may be
known to some, so that they may not blurt out the answers to protect their learning time, and give other
students the chance to learn. We will start by working on a worksheet that has the students Think of a
Time. This will help the students relate to their own life to connect better with the story. We will then
observe the front and back cover of the book to make predictions of what the story may be about. I will
then have the students do a writing exercise with key terms to make predictions.

During my Reading for Meaning lesson, I will start to read the book. I will pause and ask questions for
discussion. This will help the students get a better understanding of the story while we are reading it. The
students can ask questions and answer to their best ability what they think they know the answer they
can raise their hand.

I will end my lesson by telling the students that we are going to be reading more Trickster stories. I will
pass out a chart that will be completed over a long period of time. For homework I will have the students
just work on the first Colum and answer the questions.
Accommodations for Differentiated Instruction
The students with special needs will have an opportunity to work with a
Para-pro during the lesson if they have any questions during the lesson.
They will also complete their homework with the help of a Para-pro and if
Special Needs Student
not finished have extended work time.

Gifted/ Talented students will learn the same material as the rest of the
students, but will be given a different homework assignment that gives
Gifted/Talented Student them the chance to expand their knowledge. The finished work will be
returned and graded in the same way as the rest of the students.

Technology Hardware (Check off all equipment needed)

 Camera Laser Disk VCR
Computer (s) X Printer X Video Camera
Digital Camera Projection System Video Conferencing Equipment
DVD Player Scanner Interactive Responders
Internet Connection X Television Other - Click here to enter text.
Technology Software (Check off all software needed)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
X
E-mail Software Multimedia Smart notebook software
Encyclopedia on CD-ROM Other - Click here to enter text.

Printed Materials Story book, Worksheet

Supplies Pencils and paper
Internet Resources PowerPoint
Other Resources

Additional Information Click here to enter text.

required by individual course
instructor