Stetson University Department of Education Daily Lesson Plan

Name: Jasmine Santiago and Gabriella Gobbo Date: March 25th Time: 20 minutes

Big Idea/Topic: Making Inferences Grade/ Subject: Second Grade ELA

CPALMS/ Resource link: iReady Workbook
Lesson Structure: Small Group
Standards: (CCSS/NGSSS)
LAFS.2.RL.1.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or
moral.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will:
 Identify the central message, lesson or moral in a text.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)

Reading: Students will read “The Blue Coyote”

Writing: Students will underline and write about the important events in the story.

Listening: Students will listen to their partners during turn and talk and during discussions.

Speaking: Students will whisper read aloud and will discuss in small group.
Key Vocabulary (academic/content-defined in kid friendly terms) Instructional
Materials/Resources/Technology
Lesson- something that is learned through an experience (include hyperlinks to videos & websites)

Central Message- a lesson that is learned from a story or an experience  Workbook

 Pencil
Fable- a short story that usually involves an animal and that is used to teach  Expo marker and white board
a lesson

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

Knowledge
Write- Write and underline about the important events in the story such as https://www.dropbox.com/s/cvg4dbkk9boakyx/
the setting, characters, and plot. Story%20Grammar%20Chart.jpg?dl=0

Comprehension
Explain- Explain the important events in the story.

Application
Use- Use the knowledge of important events to conclude what the lesson
of the story is.

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
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Stetson University Department of Education Daily Lesson Plan

Introduction/Building Background: (Link to Prior
Knowledge)
Write the words central message, fable, and lesson on the
board and point to words as said.
Good afternoon! Today we are going to be reading a fable
from a Native American culture. Can everyone say the word
fable? Fables are stories that usually involve animals and
they always teach readers a lesson. Fables are created to
teach a lesson so that we learn something from what we are
reading. In order to learn from a text, we must practice how
to identify the central message, or lesson in a fable.
B: Give students a slip of paper with the
2 mins definitions of fable, central message, and
lesson.
I: Give students a slip of paper with the
definitions of fable, central message, and
lesson.
A: Give students a slip of paper with the
definitions of fable, central message, and
lesson.

Has everyone seen the movie Horton Hears A Who? In this

move, our main character, an elephant named Horton,
believes there are people living on a really small speck and
he wants to take care of them even though they are so tiny!
In this fable, Horton teaches us that “a person is a person
no matter how small.” This is the central message of the
story, or the lesson we learned from the story.

Instructional Steps: Leveled Questions:

Step 1: Introduce the story B: Point to the coyote in the picture.
Today we are going to read the fable, The Blue Coyote. 1 min I: What color is the coyote in the picture?
Look at the picture next to the story, what do you see in the A: N/A
picture? Based on the picture and the title what do you think
this fable will be about?
In many fables, the lesson, or the central message of the
story will not always be stated clearly in the story like
Horton Hears a Who is. Sometimes in fables, you will need
clues from the story to figure out what the central message
is.
As we read, remember to think carefully about the important
events in the fable to help you determine the lesson of the
story.
Step 2: Vocabulary B: Point to vocabulary words in the text.
3 mins Write defined vocabulary words on the
The beginning sentence of The Blue Coyote starts with the back of the slip of paper ELs were given at
phrase “long ago.” The phrase long ago tells us there isn’t the beginning of the lesson.
a specific time or place that this story happened. Phrases I: Point to vocabulary words in the text.
that are not very specific like long ago or once upon a time, Write defined vocabulary words on the
give the reader a hint that the story could be a fable. back of the slip of paper ELs were given at
the beginning of the lesson.
What do you think of when you think of a coyote? A: N/A
A coyote is a small wild animal that is related to dogs and
wolves. This is a picture of what a coyote looks like, but
today we are going to be reading about a coyote who
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Stetson University Department of Education Daily Lesson Plan

becomes blue!

Our next word to look out for is the word sneaky. What do
you think sneaky means?
When someone is being sneaky, they are being dishonest
and secretive.

Does anyone else see any other words that might seem
confusing or hard to understand?

Step 3: Read aloud “The Blue Coyote”

Now we are going to read the fable. Don’t forget, we are 4 mins
looking for the lesson the fable is teaching us, so pay
attention to the important events that could help lead us to
understanding the central message.

Step 4: Story Chart/Comprehension Check B: Provide ELs with modified worksheets

5-7 and point to each section as it is being
Remember, today we are focusing on finding the central mins worked on.
message or lesson in our story. In order to do that we are I: Provide ELs with modified worksheets
going to look at the important details and important events and point to each section as it is being
in our story to understand the central message! worked on.
Now I am going to pass out a story chart and we will start A: N/A
the worksheet together!
Leveled Questions:
The title of our story is the Blue Coyote, so we will write B: Point to the word in the text that tells us
that for the title. Where did the text say this story took where the story took place.
place? That’s right! The forest! Let’s write the forest on our Point to the main character in the text or
papers. illustration.
Who were the characters in our story? Exactly! The blue I: Point to the word in the text that tells us
coyote and the other coyotes who lived in the forest. Which where the story took place. Underline the
character was the main character in our story? sentence that tells you about the plan
Coyote thought of.
Okay, now that we know the important details of our story, A: N/A
let’s think about the important events.
The first event in the story was the coyote turning blue. Does
anyone remember how he becomes blue?
Yes! The coyote falls in a tub of blue ink!

Next, the other coyotes in the forest bring the blue coyote
food. Turn and talk to your partner and discuss and write
down why the animals brought the blue coyote food.
Would anyone like to share what you wrote?
That’s right! The blue coyote tricked the other coyotes into
thinking that the blue coyote was a king.

Step 5: Independent Practice B: Ask leveled questions to help the EL

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Stetson University Department of Education Daily Lesson Plan

Now we are going to work independently and complete the 3 mins with the last main event and outcome.
last main event and outcome. Look back at your text and try I: Underline or write about the important
to find the last event. Once you are done with that, try to events in the text.
decide what you think the central message is based on the A: Underline or write about the important
main events in the story. events in the text.
Step 6: Discussion
Would anyone like to share what they thought the central 2 mins
message of our story was today? How did you decide that
that was the central message of the story?
I think those are all great answers!

Closures Pacing ESOL Support

Content: Great job everyone! You guys did such a 1 min B: N/A
wonderful job practicing how to figure out the central I: N/A
message of a story using what you knew about the important A: N/A
events in the story. Can anyone remind me what the central
message of a story is? Excellent! Can someone tell me why
we read a fable today to help us find a central message?
Exactly, fables are stories that have central messages, or
lessons in them. We can use this in anything we read though,
not just fables. We could use another fable, a story, or an
informational text. Anytime we need to find the central
message, we will be able to use what we read to help us
figure it out just like we used the events in the fable to
understand the main idea of “The Blue Coyote”.

Procedural Closure: Now it is time to go back to

independent work time! Thank you!

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
Students who are struggling with reading
Independent: the text or answering the Important Events
questions, can be asked guided questions
Supported: or receive support with vocabulary that
interferes with comprehension.
Participatory:
Assessment of Student Learning: (congruent with instructional
objectives)

Objective 1: Check student’s central messages in graphic

organizer.

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Stetson University Department of Education Daily Lesson Plan

Objective 2: Verbal responses

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)
The next time I present this strategy lesson or any strategy lesson about inferences, I will ensure that I am modelling
everything thoroughly so that my students can understand what important events are and how they can help me
determine the central message. I also would like to plan for students to get done early and prepare a short activity
they can complete that is about determining the central message from a story or poem.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
Overall, I thought the lesson went better than expected! I was not aware of who was going to be in my small group
until the day of my lesson and I thought my students were extremely receptive of the lesson and asked questions
that were intuitive. I stayed mostly on track with what my lesson plan was, but I did spend more time on the story
chart than I planned for. I think this is okay since they needed more help understanding the cause and effect of
important events and how to determine what an important event is. Because some students needed more time than
others, I did let the ones who got done earlier underline the important events in the story, but I think having more
planned differentiation activities/strategies could have been useful.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving
your practice within those Domains. Include a statement on how your efforts impacted, or not, students’ learning
experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and
one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you
will implement next steps going forward. Explain how these next steps will impact students’ learning experiences.)

Content Summary: Detail the learning trajectory associated with this standard. A learning trajectory consists of set of
instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks are designed to help
students learn the ideas and skills needed to achieve that level of thinking by grade level. Include each standard for grade
levels below & one above from CPALMS, the VCS curriculum maps, or another resource.

LAFS.1.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

In first grade, students should be familiar with retelling and drawing key details in a story to understand the lesson of a story. It
is not particular of the kind of story they should be exposed to, but they are still practicing this skill.

LAFS.3.RL.1.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson,
or moral and explain how it is conveyed through key details in the text.

In third grade, students are incorporating the same concept of looking for lessons or morals in stories, but in third grade they
are introduced to myths and find lessons in fables, folktales, and myths.

Rev. Spring 2019