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LESSON PLAN 2

Name: Joseph Patrick

Date: March 17, 2016

Lesson Title: Collaborative lesson:


Identifying characters and major
events/challenges in a story
Estimated Duration: 45 minutes
Where in the Unit does this lesson occur?

Grade/Level: 2nd
Number of Students:
Structure(s) of grouping for the lesson:

Curriculum Standards

Central Focus Question/Big Idea/Goal

(Check One) Beginning X Middle End

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major
events and challenges.

Lesson Objective(s)
1.
2.

(Check any that apply)


Whole Class
X
Small Group
One-to-one
Other (specify) ______(Individual)

Goal: The students will be able to identify the main character and events and
challenges he/she faces
Big Idea: The students will consider characters and events and how they interact and
develop over the course of a text.
Central Focus Questions:
1. Who is the main character(s)?
2. What are the major events or challenges?
3. How does the character respond or contribute to the events or challenges?

Students will be able to identify the major events or challenges in a story.


Students will be able to explain how the main character responds or contributes to the events or challenges.

Language Function

The language function is analyzing and describing the details which influence the major events in the story. The Form used to help identify the
language function is a graphic organizer that helps separate the major events or challenges in the story. The graphic organizer also separates
how the main character responds or contributes to the events or challenges. Printed and auditory directions, visuals, and examples will be
available as a resource to help all students complete the assignment.

Assessment/Evaluation

Formative (Informal): While students are working in small groups, I will hold conferences with them to assess their understanding of the key
ideas needed to identify the major events/challenges and the main characters response. I will also review their group graphic organizer at the
end of the lesson.
Summative (Formal): Students will complete independently, an exit ticket where they will state a minimum of one event/challenge and main
character response.

Instruction

Set/Motivator: First I will recap what we learned from our first lesson from the book Thunder Cake by Patricia Polacco
-I will ask for a volunteer to explain what it means to explore or learn about a story.
-Then I will ask for volunteers to tell us who were the main characters in Thunder Cake by Patricia Polacco
-Then I ask what were the events or challenges the characters faced and how did they respond or contribute to the events or challenges.
After we have established a connection from lesson one, I will move on.
Instructional Procedures/Learning Tasks: Next I will introduce a new story; The Other Side by Jacqueline Woodson
-I will tell our students that we are going to look at this story the same way.
-I will then mention that today they will be working with a partner to complete a graphic organizer and that I will read the story out loud while
they read their own copy silently
-I will first separate my students into partners by our established reading partners (these partnerships are scaffolded to provide support for
students who are in need).
-After they have settled into pairs, I will pass out the story and begin reading; I will encourage the students to make notations on their copies.
-I will then read the story. After reading I will encourage the pairs to silently read one more time and then begin to fill in graphic organizer as a
team.
- While students are working in small pairs, I will hold conferences with a couple at a time to assess their understanding of the key ideas needed
to identify the major events/challenges and the main characters response.
Questions and/or activities for higher order thinking:
1. What does this character want to do, and why?
2. How does this character develop and change over time?
Closure: Before the end of class, I will call everyones attention.
-I will ask for volunteers to share what their group chose for their graphic organizer
-I will ask if there are any questions
-I will then collect the group work and then had out the exit tickets
-Students will complete independently, an exit ticket where they will state a minimum of one event/challenge and main character response.
Material/Resources:

Smartboard

Individual story copy

Blown up graphic organizer

Pencils, crayons and colored pencils


Exit Ticket

Adaptations to Meet Individual Needs: Students (three) have the option to draw or write events/challenges from the story. Also I will

provide feedback and answer questions by monitoring students progress. I will provide one-to-one assistance to students who are struggling with
the worksheets. Also, I will read the story aloud to struggling students as needed.

Following Lesson: The next lesson will continue with the same lesson objectives, however this lesson will have them focus mostly on the
main character and how his/her feelings change throughout the story.

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