Comprehension Weekly Lesson Plans

Name: Michaela Kim

Student Grade Level: Second grade

Information here should be a summary of what found on assessment- include stage of development and strength/weakness in stage

Objectives for week Students will understand that a folktale is a traditional story or legend passed down by people in order to understand the world or
teach a lesson.
Big Idea: I will identify the characters in a folktale and understand its sequencing and the setting
SOLs for week
1. 2.7: The student will expand vocabulary when reading
e. use vocabulary from other content areas
2. 2.8: The student will read and demonstrate comprehension of fictional texts:
a. Make and confirm predictions
b. Ask and answer questions about what is read
c. Describe characters, setting, and important events in fiction
d. Identify the problem and solution

Monday

Tuesday

Wednesday

Thursday

Friday

Introduce folktales with the

book Native American
Folktales by Houghton
Mifflin

Identifying the characters in

a story, particularly the story
How the Coyote Stole Fire

Emphasizing the characters

in the story

Elements of the story:

The teacher will explain the
objective today is to identify
the setting, the

Wrapping up:
The teacher will ask the
students if they have heard
or know any folktales now

The teacher will explain that

todays objective is going to

The teacher will make a web

with the help of the students
about what a folktale is.

The students will then orally

explain one thing they
learned about folktales that
they thought was
interesting.
What is one you learned
about folktales today?

Explain to the students that

todays objective is about
the characters in the story,
so they should be thinking
about the characters in the
story How the Coyote Stole
Fire.
Read together the story How
the Coyote Stole Fire pages
2-6
The students will then
identify the characters of the
story: Fire beings (mythical
characters), coyote, squirrel,
chipmunk, and frog.
what are the characters in
How the Coyote Stole Fire?

The students will draw out a

basket or hat one of the
following choices: coyote,
squirrel, chipmunk, frog
The students will then use
the web to brainstorm their
chosen character. from what
they have read so far about
the character. The teacher
will provide support by
reminding them to look back
into the book to find their
characters and that it is okay
if they have blank spaces
because we have not
finished the story.

be about finishing our web

and writing about our
characters.
The teacher will model what
it looks like to fill in the web
as we read together for the
students and instruct them
that they will be filling in
their web about their
character as we continue
reading the rest of the story
How the Coyote Stole Fire
The teacher and student will
then finish reading the story
together from pages 7-10 of
How the Coyote Stole Fire
The students will then us
their webs to write about
their characters and draw a
picture to go along with it.
If there is time: The
students, once finished,
depending on time, will
share with a friend or share
with the group what they
wrote and drew.

conflict/problem, and the

solution.

that they learned what kind

of story that is.

The teacher will then use a

whiteboard to go over each
element of a story. As the
teacher asks these
questions, they will make a
list on the whiteboard.

Who knows what the

setting of a story is?

Wrap up with a game of

beach ball toss. On the
beach ball with be the
following questions that
have to do with the story
How the Coyote Stole Fire:
1) what is the setting of
the story?
2) Name one of the
characters in the
story?
3) What is one thing
about a folktale?
4) What is a mythical
creature or give an
example of one.
5) What is the
conflict/problem of
the story?
6) What is the solution
of the story?

Who knows what conflict

means?
Explain to the students
that conflict is another word
for problem and then write
the word conflict and its
definition on a whiteboard.
Place it where all students
can see it.
So when we talk about
conflict or a problem what
does that mean in a story?
Who knows what a solution
is?
go over what the elements
of a story consists of:
characters, setting, solution,
and conflict/ problem again
and remind the kids that
that is what we are focusing
on today.
characters: person or
animals in the story

If there is time, the students

will then predict what will
come next in the story and
share with a partner

setting: the time and place

the story takes place
conflict: the problem in the
story
solution: how the conflict
was fixed (resolution)
The teacher will read the
story How the Coyote Stole
Fire aloud while the
students follow to refresh
the story reminding the
students in the beginning to
think about the characters,
the setting, the problem and
the solution
Then the kids will draw and
write what the setting,
characters, conflict &
solution

Describe in detail all materials you would use for these lessons:
1.
2.
3.
4.

Group set of Native American Folktales by Peter Titas (4)

How the Coyote Stole Fire by Bo Grayson (4)
Web sheets for each kid
pencils

5.
6.
7.
8.
9.

Colored pencils
Story Map copies for each kid
Beach ball with questions written above on Fridays section
Hat or a basket
cut out of coyote, squirrel, chipmunk, frog words