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Lesson Plan #2

Mr. Austin Bogina

April 12, 2016

Learner and Environmental Factors *


Grade Level: 2nd
Content Area: Reading Comprehension
Kansas College and Career Readiness or State or Local Standards: *
STRAND: READING
BOX SUB HEADING: Summarize
STANDARD: R.CCR.2 Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.

BOX SUB HEADING: Summarize


STANDARD: RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

BOX SUB HEADING: Summarize


STANDARD: 2.4a Read on-level text with purpose and understanding.

BOX SUB HEADING: Order, Sequencing


STANDARD: RI.2.3 Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.

Lesson Performance Objective: * (TSW- the students will)

TSW accurately develop and communicate their vocabulary words by stating either the definition or an
example aloud to the class.
TSW read second grade text fluently and show comprehension through voice, timing, and expression
TSW self-correct misread or misunderstood words using context clues.
TSW read with corrections when necessary.
TSW read fluently (easy, smooth, and automatic.)
TSW explain steps in a process using sequencing.
TSW explain how steps in a process connect.
TSW participate and contribute to a full-class discussion over the text Cesar Chavez
TSW accurately recall prior knowledge over characters and the setting of a story.

Materials: *

Smart Board
Student Wonders Reading and Writing Textbook
Student Wonders Reading and Writing Workbook
Timer
Vocabulary cards
Interactive Read Aloud cards

Vocabulary:

Agree- saying something is true or that you will do something.


o Example- Grandma and I agree to play a card game.

o What is the opposite of agree?


Challenge- something that is difficult or takes effort to do.
Discover- you find something or find out about it.
Heroes- people who have done brave things.
Interest- something you like and want to learn about.
Perform- acting in something such as a play or movie.
Study- something you read, practice, or think about so that you can learn it.
Succeed- doing something in the way you wanted to.

Student Grouping(s) (individual, pairs, teams, cooperative learning)

Full class discussions, individual, shoulder partners, and face partners will be used throughout the
lesson.

THE PLAN
Anticipatory Set: *

Today we will begin by recalling what you discussed yesterday with the essential question of What
do heroes do?
o Who are some heroes in your school? Your community? Your nation?
o What do these heroes do that make them special to you? Qualities?
Moving on to vocabulary, use the Visual Vocabulary Cards as needed throughout this part of the lesson.
I say, you say.
o Go through each of the vocabulary words as a class. Call on different students during this part if
you notice that they are not pronouncing them correctly.
o Students who typically may need your direct attention on their pronunciation include Austin D,
Tyler, Christian, Alex, and Johnathon.
You can have the whole class say discover and then ask Austin to say it right after.
Now with your shoulder partner I want you to come up with a definition for the word ________
o You may switch between shoulder partners and face partners throughout this activity.
o Remind them that they need to be modeling a correct response by repeating the word and then
giving their definition. agree means that you think what someone said is true.
o You can also switch between asking groups to come up with definitions or examples.
To make sure the class is truly paying attention you can even pick one color table to
develop a definition and then another color table to create an example.
After you have gone through each of the vocabulary words repeat the I say, you say. part one final
time before moving on.
o Close out the activity by asking for a thumbs up, thumbs down. if they feel comfortable with
the words.

Instruction: *

Set a purpose. Develop the ability to enhance the students listening comprehension strategy of
summarizing and sequencing.
o Today we will be building on the comprehension strategy of summarizing which I introduced to
you during last weeks story over Martin Luther King Jr.

Pull students into the excitement of learning. On the Smart Board display the interactive story titled
o A Hero On and Off Skis

What do we remember about summarizing?

What parts of the story does it include?

What is the purpose of being able to accurately summarize a story?

o Listen to the interactive story and use the interactive read-aloud cards that have probing
questions on the back.

Pause the story as needed to discuss different words and their meanings as you go along.

o After you have finished listening to the story.

I will now summarize what we read using my own words.

First, Diana learned to ski as a little girl. She loved skiing. Then, when she was
12, she lost her leg because of cancer. Finally, Diana did not want to stop skiing,
so she took special classes and was skiing again just six months later!

Introduce the key concepts, topic, and main idea.


o When the students have correctly communicated the first part of the lesson then move onto the
second.
o Display the interactive story titled

Cesar Chavez

The genre of this story is a biography.

As we listen to Cesar Chavez think about how the ideas and information are
organized in the text. They tell the sequence of events in Cesars life.

We will be learning about sequencing after the story.

Listen to the story and use the interactive read-aloud cards that include probing questions
for the students to think about and answer.

Does anyone know what a biography is?

Be sure to display the front of the cards to the class so that they can see the
pictures.

After the story is completed

Make the learning relevant.


o After the story is completed, move on to the final part of the lecture portion of the lesson.

Last week we discussed a characters point of view.

What do you remember about point of view?

This week we will be learning about sequencing.

I modeled sequencing while I was summarizing the first story A Hero of Ski.

Examples: First, next, then, after, finally, last.

Explain the purpose of the graphic organizer that can be found on page 367.

Complete the graphic organizer on page 367 as a full class which then
begins your transition into checking for understanding while finishing the
final part of the lecture over sequencing.

Check for Understanding: *

Check for understanding with sample problems, situations, questions. My checking for
understanding will be done both throughout the lesson and also afterwards.
o During the interactive story of Cesar Chavez

Asking the questions on the back of the cards will show you whether or not they
accurately comprehend the stories purpose.

What does the first paragraph tell us about Cesar Chavez?

How do others view Cesar?

The first paragraph said that Cesar was a hero who helped farm workers. Why is there a
section that tells about Cesars childhood?

The first paragraph tells us that many farm workers think Cesar Chavez is a hero.
They think this because he was a brave man who spent his life helping them.

This section tells us that Cesars family taught him about caring and helping, and
how to solve problems. It also tells us that these lessons helped make Cesar a
hero to his fellow farm workers.

At the end of the story make connections with the reading and the essential question.

How do Cesar Chavezs actions make him a hero?

How have you ever tried to help others?

o Use the timeline on the Smart Board over Cesar Chavezs life to introduce the topic of
sequencing.

Model how while using the summarizing technique the students can explain Cesars life
in the order of events that occurred.

Emphasis that the students need to focus on only stating the important information
from the story and avoiding using the non-essential parts.

While still using the timeline, discuss the characteristics of a biography.

TSW be able to distinguish biographies from fiction.


o Explain that a biography is a true story of a persons life, written by
another person.

Biographies tell events in the order that they happened. The timeline on page
364 shows events in time order.

Explain each heading in the timeline. Each of these headings tells about a
different time in Cesars life.

Throughout all of the checking for understanding recommendations, simply using a thumbs up/thumbs
down or even a fist-to-five strategy to see where the students are at with their understanding should be
effective.
o Thumbs up if you understand what is going on. Thumbs down if you still need some help.
o On a scale from your fist to five with your fist meaning you do not understand at all and five
meaning you understand it fully, what number are you at?

FINALLY the students assigned pages in their workbook that will be completed after the Fluency
reading will be the last form of checking for understanding. The pages will ask the students to answer
questions in a sequencing order.
o Remember to use complete sentences and focus on the most important details in the story. Also
keep in mind that when you are answering the questions that you are sure which events happened
in what order so that you do not get confused.

Application/Guided Practice/Independent Practice: *

Provide time for practice and review. Guided practice will be how I identify whether the concepts
have been mastered and understood or whether I need to go back, differentiate, and teach certain parts
again.
o This is where we will begin the fluency reading portion of the lesson.

Pair the students up by their numbers, 1s and 2s, 3s and 4s.


Spread the students out by having one set of students move to the floor while the other
group stays at their desks.
Have them switch papers that have their story they will be reading on it.
o We are reading for FLUENCY.
What is the difference between fluency and comprehension?
Fluency is how many words you can read in one minute.
Comprehension is when you are reading to learn and for a
purpose.
o Dont argue over the words; speak clearly so your partners can be sure.
o 2s and 4s go first, but say their NAME.
Set the timer on the desk for one minute and have the students begin reading.
After the first student finishes and their scores are marked, you may begin the second
students reading.
o This is the end of the fluency portion of the lesson.
Supervise students' independent practice. The independent practice that they will be demonstrating
will be through their Wonders Reading and Writing workbook.
o TSW accurately complete pages 223, 224, 225, and 227 independently.

Closure: *

Bring the lesson to closure. I want to recap the main objectives and standards from todays lesson to
finalize the students understanding of the concepts.
o Here is what we learned today. We learned about how summarizing a story involves the most
important parts of it.
o While summarizing a story, it helps to use sequencing when retelling the events within the story.
What are some of the words that we use with sequencing?
First, next, then, after, finally, last.
o We also learned about what made a man a hero.
While learning about a hero we worked on developing some new vocabulary words that
you will be tested on Friday.
o Finally, we learned about a new type of story called a biography.
What is a biography again?
Who writes a biography?
o Any questions?

Assessment/Evaluation: *

TSW be able to accurately develop definitions and examples over their vocabulary words for the week
in a full class discussion.
o By using shoulder and face partners I should be able to view what students are relying on their
partner for the answer and which are fully grasping the words.
TSW be able to accurately respond to questions throughout the reading of both A Hero on Skis and
Cesar Chavez.
o They should be able to respond with fully-developed answers and respond with specific
instances from the text.
o There are 1-2 questions that can be asked from each of the interactive reading cards.

TSW be able to answer at least one of the questions correctly or we need to go back and
re-read the paragraph that the question is coming from.
TSW model sequencing on page 367 in their text.
o There are four answers that can be filled out so the students should correctly answer 3 out of 4.
If 3 out of 4 are not answered correctly then re-read the story together and highlight
where the possible answers may be found.
TSW complete the four pages in their workbook that will be assigned after the lesson. The material
covers everything that has been taught from todays lesson.
o Use this independent time to notice which students fully grasped the concepts and which may
need to be re-taught the material.
There will be questions during the independent work that I must use my best judgement
on whether or not they truly do not understand the material. The students may just be
being lazy and needing a prompt for where to find the answer or what the question is
asking.

Post Lesson Reflection

Did the students accurately develop definitions and examples over the vocabulary words?

Did the students participate with few re-directs during the anticipatory activity?

Did the students pay attention to the two interactive reading stories?
1. This can be answered by whether or not they were able to accurately answer the questions.

How many students asked to use the restroom or leave class during the lesson?
1. 2-3 is normal but any more than that shows that they were struggling to pay attention or remain
interested in the lesson.

Were the students able to explain what parts of the story are included in summarizing?

Did the students accurately grasp the concept of sequencing by recalling which events in the story
happened first, next, then, and last?

Were the students able to work independently on the assigned pages in their workbook after the lesson
was completed?
1. How many questions were there?
2. Were the concepts being mastered or was their confusion among the class?
3. How many correct/incorrect answers were there once the students completed the pages?

How was the atmosphere and environment of the class before, during, and after the lesson?
1. Were there any issues that had to be addressed throughout?

Overall how did I feel the lesson went?


1. Strengths?
2. Weaknesses?
3. Areas that can be changed or differentiated?
4. Parts that should be added or removed for future lessons?