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VERSION B

Lesson Plan

KR 2011

Grade/Subject: Grade 2 Language Arts Unit: Poetry Lesson Duration: 46 minutes

OUTCOMES FROM ALBERTA PROGRAM OF
STUDIES

LEARNING
OBJECTIVES

Demonstrate interest in the sounds of words

and word combinations in pattern books,
poems, songs, and oral and visual
presentations
Identify main characters, places and events in
a variety of oral, print and other media texts
Discuss, represent or write about interesting
or important aspects of oral, print and other
media texts
Engage in a variety of shared and
independent listening, reading and viewing
experiences, using oral, print and other media
texts from a variety of cultural traditions and
genres, such as, legends video programs,
puppet plays, songs, riddles and
informational texts
Apply phonics rules and generalizations to
read unfamiliar words in context
Read aloud with fluency, accuracy and
expression
Share, with familiar audiences, ideas and
information on topics
Ask questions to determine the main idea of
oral, print and other media texts
Ask relevant questions to clarify
understanding and to have information
explained
Speak in a clear voice, with appropriate
volume at an understandable pace with
expression
Identify commas and apostrophes when
reading, and use them to assist
comprehension
Identify adjectives and adverbs that add
interest and detail to stories
Stay on topic during class and group
discussions
Contribute relevant information and questions
to extend group understanding of topics and
tasks

Students will
demonstrate
concentration when
following along
with the story.
Students will
identify adjectives
in the reading.
Students will list
adjectives based on
reading.

ASSESSMENTS
(Observations, Key
Questions,
Products/Performan
ces)
Is the student
following along in the
story while the story
is read aloud?
Is the student trying
to sound out each
word independently?
Does the student
need help
pronouncing a word
or understanding
what they are
reading?

Students will read

assigned portion of
story to themselves
and others.

What information can

you share with your
partner? Do you have
any questions?
Can everyone hear
you?
Are you pausing at
the commas and
periods?
Are you emphasizing
words that must be
emphasized?

Are the students on

task?
Are they sitting in
their desk?
Are they raising their

ED 3601

VERSION B

KR 2011

Identify ways that class members can help

each other
Work in a variety of partnerships and group
structures
Discuss similarities and differences in
settings, characters and events in oral, print
and other media texts from various
communities
LEARNING RESOURCES CONSULTED
Resource #1: How the Grinch Stole Christmas by Dr. Seuss
Resource #2:
Resource #3:
MATERIALS AND EQUIPMENT
poem for each student
Youtube clip- without picture
*
*
PROCEDURE

hand when they have

a question?
Are they
cooperatively
working with their
partner?

Introduction (5 min.):
Attention Grabber: I will hand out the poems to each student.
Assessment of Prior Knowledge: I will ask what the poem is and some of the things they remember from prior classes.
Expectations for Learning and Behaviour: Students will write their name on the front page where it says name. They
are expected to not lose this poem as we will be referring to it regularly in class and I will be asking them to bring it
home to rehearse their parts.
Advance Organizer/Agenda: listen and follow along to story, ask for adjectives on the first page, identify any bump
words on the first page, assign section to each student.
Transition to Body: Students will be asked to turn to the first page of the poem and listen as they read along.
Body (30 min.):
Learning Activity #1: Read-a-long. Students will read the story as the Youtube clip reads the story out loud.
Students are to pay particular attention to the rhythm of the story and how it is read.
Assessments/Differentiation: Students are to have their storys open and following along with the words as they are
read to the students. Students are to sit in their desks and be silent during this time. Students will be following along
and I will walk around making sure everyone is on the same page.
Learning Activity #2: Identifying adjectives in the story in a class discussion. I will divide the story into chunks
(each page is one chunk). I will ask students to tell me what some adjectives are within the first chunk. Depending
how long this takes, we will move to the next page/chunk. IF they are unable to do this, I will ask how they may
describe the Grinch at the beginning of the poem vs. the end of the poem.
Assessments/Differentiation: Students are to raise their hand when they have a question or suggestion. They are to
remain seated at all times. Students will be able to identify adjectives then describe the character, the Grinch.
Learning Activity #3: I will assign each student a portion of the story to read. They must read their part to
themselves multiple times just like a skinny book. They must read their part to their partner. Once this is complete
and if there is more time, I will ask students to draw out a scene connected to their part in the reading.
Assessments/Differentiation: Image must be connected and show in specific relationship to the text.
Closure (11 min.):
Consolidation/Assessment of Learning: I will ask students to identify BUMP words in their reading. If they have none,
I will ask students to read the poem to the proper rhythm if they can pronounce each word correctly.
Feedback From Students: Their reading from the story
Feedback To Students: Correcting pronunciation or understanding of the words or phrases.
Transition To Next Lesson: Students will be asked to take this home and rehearse it as much as possible before next
class.