NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Tuesday September 4, 2012

Description of Classroom:

2nd grade class 23 Students; 12 boys, 11 girls; 1 IEP student; possible ELL students

Background:
This is the first day of a short unit on asking and answering who, what, when, where ,why, and how questions; describing how characters in a story respond to major events and challenges; and describing the overall structure of a story, like describing how the beginning, introduces the story and the ending concludes a story.

Content Objective(s):
Student will be able to (SWBAT) answer questions about characters, setting, conflict, and solution.

Language Objective(s):
SWBAT see how the main character changes based on events in the story.

Nevada Standards:
RL.2.1; RL.2.3; RL.2.5

Key Vocabulary:
Alone, cheer, fine, meadow, reason, spoiled

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Story mapping- what friends do for each other and how they act towards each other

Warm Up Activity: 1. We talked about the story we read last week by Kevin Henkes (Lillys Purple Plastic Purse) and how he likes to write stories about little mice creatures. Teacher explains that todays story is another just like it but a different character and a different story. 2. Teacher passes out Wemberley Worried prediction sheets to each student and explains that we are going to take a quick picture walk through the story and that they will write or draw 2 things that they think Wemberley will worry about in the story. This is called a prediction or a guess. 3. Teacher reads first page Wemberley worried about everything then stands in the middle of the 4 groups and shows them each the pictures on all of the pages, prompting them to begin drawing or writing their predictions about what Wemberley will worry about in the 2 boxes given on their paper. 3. After all of the pages have been shown and most students haven written or drawn at least 1 prediction, the teacher will have them leave the paper on their desk and walk to the meeting area. Lesson Sequence: 1. Teacher reads Wemberley Worried by Kevin Henkes to students, stopping occasionally if any of the students predictions have been correct so far. Teacher continues reading until the story is over. Teacher will guide a class discussion about the things that Wemberley Worried about and if any of the students have ever been worried about things like Wemberly was. 2. Teacher asks students to carefully walk back to their desks. Teacher explains that the second big box on the front of their worksheet is for them to draw or write 4 things that they remember that Wemberly worried about from the story. 3. After about 15 minutes, or most students have at least 2 or 3 things written or drawn, teacher has students put their worksheets in their purple folders so that we can finish working on them tomorrow. 4. Teacher asks students to get out their red trophies book and leave them closed on their desks for now. 5. On a blank sheet of paper placed on the board, teacher writes friends in a middle bubble then asks students to give ideas about what friends should act like to one another and what kinds of things friends would do together. Teacher writes all ideas on the paper. Teacher then asks what things friends are NOT like and how they should NOT act and writes those ideas in a different color (red) on the paper. Class discussion about friends and how we should act to our friends. 6. Teacher has students turn to page 101 in their Trophies book (Vocabulary Power). As a class we read the vocabulary words on the left of the page. Teacher asks students if any of them have heard of any of those words. Students share what words they have heard and where. As a class we read the vocabulary words in the sentences given for context. Teacher asks students what vocabulary words are in each sentence or

paragraph and asks them to try to define the word. 7. As a class we come up with other words that can help us remember what each Vocabulary word means and teacher puts the vocabulary words on the Magical Words chart. We read over the words together. 8. Teacher has students put their books back in their desks and calls groups to go back to the meeting area. Teacher reads Days with Frog and Toad: Alone to the class reminding them to think of our vocabulary words while listening to the story. 9. After reading the story, teacher asks students about what the problem was in the story and how the characters solved their problems. Teacher discusses that the genre of this book is a story and that every story has characters, a problem, and a solution. Teacher also explains to students that every story has a beginning, middle, and end and asks students to verbally tell what happened in each part of the story. Accommodations:
There are no accommodations for any students at this time.

Supplementary Materials:
-Wemberley Worried by Kevin Henkes -Trophies Days with Frog and Toad -Wemberley Worried Predictions worksheet -Vocabulary cards -Paper for story web, markers

Review/Assessment:
-Observations of students working, listening, and participating

Reflection: This lesson went pretty well. Our reading block is in the morning and quite long so the students were pretty tired by the time we read Frog and Toad and were starting to zone out. They did a really good job predicting Wemberley Worried and remembering the things she worried about after we read the story. They love to be able to draw their ideas rather than just write about them. When we did the story web about friends, they were very into it and so many of them wanted to share stories about their own friends along with the ideas that they were coming up with so it was hard to break them of that so that we could move on with the lesson. The students also did a great job with the vocabulary words and coming up with other words that meant the same thing that would help us to remember what the vocabulary words meant. Tomorrow we will do a worksheet where they will come up with other words and images to help them remember the vocabulary words. I did lose my train of thought a couple of times but after a few seconds I was able to regain what I was talking about and move on with the lesson. Overall this lesson went really well!
Form: 005 JDC 4/22/08