Teacher Candidate

Name:
Grade Level:
Subject:
Date:

Breanna Hauge
2
Reading

Millicent Atkins School of Education: Common

Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
CCSS.ELA-LITERACY.RL.2.7
Use information gained from illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
List the Learning Objective(s) to be addressed in this lesson. Use the
following format: Students will be able to
Student will be able to distinguish the setting at different parts in the story
and be able to illustrate their thoughts into a map of the story.
Describe how the objective is relevant to students lives.
It will teach them that things happen all around the world in different
settings. It will help them determine the setting by using the characters,
context clues, etc.
List the words relevant to the content area that you will either introduce
and/or review during your lesson.
-time
-place
-environment
-characters
-setting
List the materials you will need to teach the lesson.
-anchor chart
-Rump by Liesl Shurtliff
-settings chart
-paper
-writing utensil(s)
-colored pencils/markers/crayons

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.
Before teaching my lesson on setting, I will give each student a worksheet.
The worksheet will consist of 5 sentences. The students will need to
determine the time and place of the sentence.
1. Tommy ran as fast as he could to get the ball at recess. (The students
should make the connection that Tommy was at school.) ANSWER:
School, recess
2. Susie was so tired; she went right to sleep when she got home.
ANSWER: Home
3. Joes favorite part at the zoo is feeding the ducks. ANSWER: the zoo
4. Henry was having a great time at the splashing in the water today.
ANSWER: Pool, lake, water.
5. The pig was rolling in the mud to cool off on the very hot summer
day. (The students should make the connection that pigs live on a
farm.) ANSWER: Farm
APPENDIX: Include a blank copy of the lesson pre-assessment. (if
applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the preassessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).
I will give the students the pre-assessment a day or two prior to teaching
my lesson, that way I can make any changes I need to before then.

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.
Prior to 2nd grade, students will not have much experience with determining
the setting of a sentence/story. Some students may have, but not many.
With this pre assessment worksheet, I will have a better understanding of
who those students are that have not went over setting before, and those
who have. This will also tell me how in depth I need to go into my lesson
the following day.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment
you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

N/A

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).
I will follow each childs IEP.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

-I will walk around the classroom when I can to monitor behavior and make
sure each student is on task.
-I will also have the student repeat the directions back to me so I know that
everyone is on the same page and knows what is expected.
-I will use our classroom call back cues to refocus the children and get their
attention when needed.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
After we have finished reading Rump, I will explain to the students that we
will be taking a closer look at some of the elements in the story. This will
help them better understand the story and future stories they will read

both on their own and with me.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
This is relevant because students will be able to use these skills to be able
to pick out the settings in future stories, whether they are read with me,
future teachers, or books on their own. Comprehension is a key skill they
will need in school all the way up into collage and even after that. Being
able to state the setting will help build those comprehension skills.
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
This is where I will introduce my anchor chart. On my anchor chart, I will
have:
Setting: the time, place and environment of a story.
Time
-morning
-afternoon
-night
Place
-home
-school
-park
-church
Environment
-sunny
-windy
-cold
-rainy
(I do) Setting: the time, place and environment of a story.
(We do) I will ask them what the definition of setting is.
Together (Choral Response) they will say, the time, place and environment
of a story.
(I do) Right now, our setting is at school. But when we leave, our setting
changes.
(We do) Remember, our setting changes. Turn and talk to your neighbor,
think about what your setting will be when you leave school.
I will call on some groups to share their answers.
(I do) Sometimes in stories, the setting isnt directly stated. We will have to

use context clues and our prior knowledge to figure out what the setting is.
(I do) Example: The pig rolled in the mud to cool off.
The setting isnt stated. But what do we know about pigs? Where do they
usually life?
(We do) A farm.
Describe how you will check for students understanding before moving on
to guided practice.
I will then reintroduce Rump. While I was reading the story, the filled out
their setting chart about different places Rump went and what he did in
those different places. At this time, I would like the students to talk in their
desk pods about the different places Rump went and some possible
settings throughout the story.
When we regroup and come back together as a class, I will ask the groups
to collaborate together and give me their favorite setting throughout the
book. I want them to also share about what happened in that setting. I will
give them about 1 minute.
Some possible answers:
-The Village: Rump lived here with his grandmother. The Village was
unnamed and located by the mountains and lots of trees.
-The Mountain: This is where Rump and the other mine workers looked for
gold.
-The Castle: Rump was taken to the castle to spin gold for the Millers
daughter, Opal.
-Yonder: Rumps 3 aunts lived in Yonder. He went to go find more about his
mother. He stayed with his aunts in their little house just outside of Yonder.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
-worked in throughout above
Describe how you will check for students understanding before moving on to independent
practice.

To check for the students understanding, I want them to think about what
their favorite part of the story was. I want them to write 3 short sentences
about what was going on in the part of the book and where the setting
was. This will be their exit ticket to recess.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)

After recess, we will come back together as a class and work on our

project. The students will be drawing a map of at least 4 places Rump went
in the story.
On their drawing, I would like a picture, labels and short bullet points about
what happened in that specific setting.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
To close the lesson, I will congratulate the students on how well they did on
the project! They turned out so nicely. We will hang these up in the hallway
so we can all see them. Each student will walk through and look at all of
them. Kind of like an art show.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.