Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate:

Subject:

Grade level(s):

Date:

Jessica Alvarado
Literacy
2nd grade
May 5th, 2016
Standard:
RL 2.5: Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Overall structure of a story.
II. LEARNING OUTCOME (Objective):
Given a blank BME dog bowl book, students will understand (level of cognition) story structure__
(content) by writing a phrase or sentence describing the beginning, middle, and end of a story
(proving behavior or activity)
DOK Level: 1 because learners are going to list the story from beginning, middle, and end, which falls
under the recall level.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Preceding lesson: Important details of a story
Following lesson: Favorite activity with pet, or if they dont have a pet what kind of activity they
would like to do with their pet if they had one.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Will show pictures of different pets (dog, cat, fish, hamster, et). Ask students How many of you
have pets? What kind of pets do you have? Now we are going to read a story about a boy and
his dog (Henry and Mudge). After we read the story we are going to make our own Henry and
Mudge books by going over what happened in the beginning, middle, and end of the story.
By the end of our lesson you should understand story structure by writing a sentence describing the
beginning, middle, and end of the story.
Purpose: You will be able to retell the story with the book you have created by using the sentence
structure:
In the (beginning, middle, end) of the storybecause.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
1. Define pet
T: Provide definition of pet.
T: Pet: an animal that live with you and you take care of.
S: Student will tell their partner what the definition of a pet is in their own words.
2. Exceptions to the definition.
T: Teacher will tell students that sometimes there are exceptions to the rule and will give examples.

T: Not everyone has a pet that lives with them. I would tell students about my friend who has a pet
horse and lives in a barn and not in her house.
S: Students will share with the class if their pet is an exception to the rule.
3. Examples of pet.
T: Teacher will give examples of pet and provide pictues.
T: Natural pets: dog, cat, fish, parrot, etc Other pets: horse, pig, chicken, etc
S: Students will share with a partner what type of pet they have.
4. Read Henry and Mudge"
T: Teacher will introduce the book Henry and Mudge.
T: Now we are going to read a story about a boy and his dog. I will read the story to the class.
S: Students will sit on their desk with their own copy of the book and follow along as they listen to
the story.
5. Beginning of the story.
T: Teacher will pass out blank BME dog bowl book to students once back on their desk.
T: Together we are going to write a sentence that describes what happened at the beginning of the
story.
S: Students will raise their hand to give an example of what happened at the beginning of the story
for the teacher to write on the projector for all to see, and for students to write on their book on the
page marked beginning.
6. Share what is the middle of the story.
T: Now with your partner write down what happened in the middle of the story.
S: Students will work with their partner to remember what happened in the middle of the story, and
write a sentence down on their book on the page marked middle.
7. End of story.
T: On your own write down what happened at the end of the story.
S: Students will write down a sentence of what happened at the end of the story on their book on
the page marked end.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will create their own Henry and Mudge book by writing a sentence describing the
beginning, middle, and end of the story.
D. MATERIALS & RESOURCES:
Henry and Mudge book
Blank lined paper
Pencil
Glue
V. Assessment strategies (methods for obtaining evidence of learning):
Formative
1. During step 6 and 7, I will walk around the class to see if students are writing the correct sentence
that belongs to the middle, and end of the story.

2. I will walk around to see if students are gluing their books the correct way, and in order of
beginning, middle, and end.
Summative
I will go over the beginning, middle, and end with the class to make sure everyone has the same
story structure for their books.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Accommodation: Provide each student with their own copy of the book Henry and Mudge so
they can follow along with the story.

Modification: Work one on one with students who are having a hard time understanding the
structure of the story or writing their sentences.

VII. HOMEWORK (if appropriate):