College of Education

Lesson Plan Template

Teacher Candidate: Teddi Uldrick
Lesson: 11-3-14
School: Springfield Elementary School
Reading/Writing 2nd Grade

Date and Time of

Subject/Grade Level:

Description of Lesson: Students will use an information text to ask

questions such as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Lesson Title or Essential Question that guides the lesson: Bend 1:
Write informational Books with Stamina, Volume, and Independence
Curriculum Standards Addressed:
CCSS: RI.2.1: Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of
key details in a text.
RI.2.10: By the end of the year, read and comprehend
informational texts, including history, social studies, science,
and technical texts, in grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the
range.
- Students will use the information gathered from the
independent reading text and read aloud to create an
informational text showcasing everything they have
learned.

Lesson Objective(s):

Assessment(s) of the
Objectives:

Students will read the text Polar Bears while

asking and answering questions like who, what,
where, when, why, and how to demonstrate
understanding of key details.

Pre-Assessment: Students will

point out the title of the book
investigate the picture on the
front cover and talk about what
the book may be about.
During-Assessment: I will
conference with students to see
if they are asking and answering
the questions modeled in the
mini lesson.
Post-Assessment: Students will

Revised 9.03.14

share their findings with their

reading partner.

Materials/Resources: Teacher direction booklet (Polar Bear Text) and student

note taking booklet.

Prerequisites (Prior Knowledge): Students should be able to listen and read

text and have some knowledge of taking notes.

Procedures:
1. We are going to spend the next two days learning about
different species, types, of animals. At the end of it all, youll
have a chance to teach others by making an information book
about the parts you know the best.
2. Today you will read one article on your own and I will read
one article aloud to you.
3. Students will listen to the teacher read aloud Polar Bears
(pages 7-10 in this booklet). Students will not need to take
notes at this time. (I will revisit this text later in the
assessment. The goal for now is to create excitement for the
upcoming work and to help students familiarize themselves
with some of the content they will be asked to study.)
4. Before the read aloud: I am going to read this great article
about a pretty interesting animal. While I am reading this, you
can be thinking about some things you already know about
this animal. This will get us ready for what we are going to
read later on.
5. Read aloud text
6. Immediately following the read aloud students will be given an
article to read independently.
7. Before independent reading: I am going to give you an article
called Panda Bears to read on your own. While you are
reading, think about the key details you are learning.
Remember the key details are the most important parts. Youll
want to think: Who or what is this about? Where are they?
What do they do? How do they do it? Why do they do it?
Afterward you are going to be jotting down some notes.
8. After students have a chance to read independently at their
desk, students will share their findings on the carpet with their
reading partner.

Activity Analysis:

Identify at least two activities you plan to use in this lesson and explain why you are
planning these specific activities.
In your explanation include the following prompts:
Revised 9.03.14

Throughout the lesson students are reading a text while asking and
answering questions to encourage thinking throughout. Each activity in this
lesson supports the learning objective because students are practicing asking
and answering questions.
This reading lesson is broken into different sections so that students are able
to stay focused and engaged on the lesson. Thats where there is a mini
lesson, a chance for students to practice the strategy, and a chance for
students to share.
No technology was incorporated in this lesson since it was a reading lesson. I
could have use the text on the smart board, but I prefer for students to see
the text on a paper back book.

Differentiation/Accommodations/Modifications/Increases in Rigor
Students are pushed at different levels throughout conferencing so
that each student is learning on their appropriate level. My one
student with who has a learning disability in reading is pulled out
for intervention during this time. The resource teacher assists him
in learning the same thing we are learning.
References: Lucy Calkins

Revised 9.03.14