Indiana Wesleyan University

Elementary Education Lesson Plan

Reading, Writing, and Oral Language
2007 ACEI Standards

Last Stop on Market Street, Matt De La Peña/Christian Robinson

Problem Confronted: Acknowledges socioeconomic status
(includes diverse characters, intergenerational relationship, indirectly references Rosa Parks’ impact)
Lizzie Streveler

READINESS
I. Goal/Objective/Standard
a. Goal:
i. From Last Stop on Market Street, the students will understand one message and how to
apply it in real life.
b. Objective:
i. After reviewing key details from Last Stop on Market Street in order, the students will
identify a central message from the story and apply it to a real life situation.
c. Standard:
i. 1.RL.2.2 Retell stories, fables, and fairy tales in sequence, including key details, and
demonstrating understanding of their central message or lesson.

II. Management of:

a. Time:
i. 13-15 minutes for story and discussion, 5-10 minutes for sequence chart, 5-10 minutes
for activity
b. Materials:
i. Photo
ii. Last Stop on Market Street by Matt De La Peña
iii. Paper chain links
c. Space:
i. Read aloud: The students will sit on the floor. I will give each student a piece of paper
colored blue, red, green, or purple. This will indicate the square each student sits in on
the rug.
ii. Students will transition to their seats for the flipbook and activity.
d. Behavior:
i. My cooperating teacher enforces a positive incentive behavior management system by
rewarding cooperative behavior with candy. When she spots students actively
participating, being good listeners, and following directions, she gives them one
M&M/skittle. For example, she will say, “I like how Jamir is sitting quietly with his hands
in his lap.” She will then walk over and hand him a piece of candy. I will enforce this
during my lesson since it is already in effect and proves effective.

III. Anticipatory Set:

a. I will pass around a photo of my sister and me. I will share with the students that we have three
brothers, and when I go home, I love getting to see my only sister. I’ll say, “We always have a lot of
fun together. I am very grateful for my sister.”
b. Then, I will define grateful i.e. “Grateful means the same as thankful. When you are grateful, you
are happy something has happened, happy you have something, or happy you have someone
important in your life. Think of some things you are grateful for in your life. I am grateful for Mrs.
Reep, because she is letting me work with her. I am also grateful for all of you, because you are
letting me teach you.”
 c. I will ask students to focus on what the characters were grateful for or should have been grateful
for having/seeing/hearing/experiencing.

IV. Purpose: “I am going to read to you the story Last Stop on Market Street by Matt De La Peña. I want
you to see if you can find an important message in the story.”

PLAN FOR INSTRUCTION

Foundational Theory
V. Adaptation to Diverse Students:
a. The story states how Nana and CJ sit in the front of the bus. Multiple students in the class are
African-American. I will acknowledge this important staple. I will tell students how there was a
time only certain people could sit in the front, but now Nana can sit wherever she wants and is
taking advantage of it.
b. One student potentially has LD/MID. The discussion questions include some at his level and will
allow him to actively participate. Additionally, the visual representation of the order of story will
help his recall.

VI. Lesson Presentation (Input/Output)

a. Read Aloud: I will read aloud Last Stop on Market Street in various voices helping the students
better visualize the characters.
i. Students will listen to the story and respond during whole-group discussion.
ii. Potential questions I will ask include the following, to guide the students to natural
responses.
1. How did you like the story? If you really liked it put up a 5, if it was okay put up a
3, if you did not like it put up a 1.
2. What did you like about it?
3. What didn’t you like about it?
4. What did CJ, the young boy, complain about in the story?
5. What did CJ’s grandma tell him after he complained?
6. At the end of the story, was CJ still sad? (No, he was happy) Why? (Because he
got to serve food and help people)
7. What important message do you think the story is trying to tell us?
iii. I will then guide students to a central message of being grateful for what you have. There
will always be people with more money or who have more things than you, but you
cannot always buy everything you want. Instead, we should be grateful for what we
already have. We should be grateful for the people in our lives and the experiences we
have that make us feel safe, loved, and bring a smile to our faces.
iv. When CJ learned to be grateful for what was around him, he changed his behavior and
helped other people.

VII. Check for understanding:

a. At their seats, students will have a sequence chart sequencing key details from the story.
b. The sequence chart will show 5 images from the story regarding CJ’s behavior. For each image, the
students can follow the arrow to see an image underneath. The below image will represent Nana’s
response to his behavior. The images include:
i. CJ sees his friend riding away in the car (Why don’t we have a car?) – Picture of friendly
bus driver doing a coin trick with CJ (We don’t need a car; we have friends on the bus)
 ii. Blind man gets on with a dog (Why can’t he see?) – Blind man being happy listening and
smelling (People can see with their ears and noses)
iii. Boys with iPhones (Why don’t I have an iPhone?) – Man playing a guitar (You don’t need
an iPhone; you have the real thing sitting across from you)
iv. Dirty city (How come it is always dirty?) – A rainbow (Sometimes being surrounded by
dirty things makes it easier to see what is beautiful)
v. CJ sees the face of the people in the soup kitchen – CJ smiles (he is glad he came to the
soup kitchen to serve others)
c. After sequencing and explaining key details from the story, I will ask the students what the images
had in common. I will guide them to the central message that we may not always have or get what
we want, but if we take the time to look, there is always something to be grateful for each day.

VIII. Review learning outcomes/ Closure

a. “Today we learned what it means to be thankful. Even though CJ wanted a car and iPhone, he
realized he needed to be grateful for what was around him. CJ was grateful for his friends on the
bus and a Nana that takes care of him. CJ was especially thankful when we got to the soup kitchen.
He was thankful he had a home to live in with food to eat. This is important because not everyone
has somewhere to live or food to eat. Today, I want you to try and think about one thing you are
grateful for.
IX. Formative assessment: I will observe students’ responses during our whole-group instruction to
determine if they are understanding the central message. This will allow me to go more into depth if
necessary.
X. Summative assessment: I will observe whether or not students are making the connection between the
flipbook images and the central message.
a. Additionally, students will complete a gratitude activity. Students’ responses to this activity will
show me if they understood what it means to be grateful for something.
b. Students will create a gratitude paper chain. I will have a paper chain link for each students saying,
“I am thankful for…” Students will try their best to write what they are thankful for and will be able
to draw a small picture beside it. I will later connect each link to make a chain.
i. I will hang up the chain in class to remind students to be grateful.
)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. How many students made the connection between the images in the flipbook?
8. How many students were able to grasp an understanding of the term grateful?