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Lesson Plan Template


Teacher: Emily Bellin Date: March 23, 2017
Subject: ELA- Crafting Grade Level: 2nd grade
Title of Lesson: Answering Text Dependent Lesson Length: 25 minutes
Questions
Overview of the Lesson
Lesson Summary:
During this lesson we are going to read through the article from the previous
day listening for important information and key details. We are then going to
read through the questions that we are going to be answering based on the
text and then will go back to the text in order to answer the questions. We will
be focusing on highlighting and looking for key details in the text.

Lesson Objectives: The students will be able to


Answer text dependent questions from a non-fiction text.

Materials/Equipment to be Used in Teaching the Lesson:


Worksheet
Article
Pencils
Crayons, markers, or highlighters
Smart board

Massachusetts Framework Standards:


2.RI.1: Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.

Enduring Understandings:
Big Ideas: The students will understand that
In order to answer text-dependent questions, you have to go back to the
text to look at what information the question wants you to find.
Concepts: reading, writing, answering questions, understanding non-
fiction texts.

Essential Questions:
What are the three kinds of honeybees in a hive?
What is the job of the queen bee?
What kind of honeybee is a drone?
What is the job of a drone?
When does a house bee become a forager?
List five jobs worker bees do for the hive?

Content
Factual Content:
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Lesson Plan Template
Students will reread a passage about honeybees, the different types of bees
that live in a hive, and information about the jobs and lives of honeybees.
Vocabulary:

Tier 1:
Honeybees
Tier 2:
Pollen, cell, hive, queen bee, drones, worker bees, house bees, nectar, forager
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Reading: Students will reread the text from the previous day, including
captions on pictures and diagrams, as well as the questions that they
will be answering about the text. Students will read through the
questions and then back to the text, looking for and highlighting where
they found the answers in the text.
Writing: Students will be writing the answers to text-dependent
questions on the worksheet that will be provided at the beginning of the
lesson.
Speech: During this lesson, students will answer questions that are
asked, as well as share the answers to the questions that are dependent
on what they find in the text. Students will also ask questions by raising
their hands, working on minimizing side conversations and talking out
during lessons, remaining at a level 0 during the lesson.
Listening: During this lesson, students will listen to the reading of the
text, followed by listening to the questions that we will be working on
answering. Students will also listen to each other, not calling out when
their peers are talking.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,


Informal/Formal)

Students will be assessed in this lesson in their ability to answer the text-
dependent questions. Students will be guided through the reading, but then
should be able to go back into the text and find where they can find the
answers to the questions that are being asked about the text.

Action/Instructional Procedures
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Lesson Plan Template
Procedures: For each procedure, list the teacher or student actions (with
accommodations and modifications) as well as the anticipated amount of time it will take
to accomplish each task.

Anticipatory Set: (hook) Today we are going to reread our text about honeybees
that we started working on yesterday and then we are going to answer some
questions about what we learned.
Step One: I would like all of you to be looking up at the smart board and
following along or looking at your paper and following along because we are
going to be answering questions about the text after we read it.
Step Two: We are now going to look at our first question. The first question asks
us, What are the three kinds of honeybees in a hive? This question is very nice
because we notice that there are line for us to write the names of the bees, which
means we dont have to write out a complete sentence. Lets go back into the text
and find out what the answer is and underline what we find. After you have found
the answer I would like you to put your hands on your head. Who can share with
the group what they found. (wait for student response). Great job!
Step Three: Our next job is to answer the next question. It says, What is the job
of the queen bee? Lets go back into our text and find the answer. Make sure you
underline it and then write it down. After that you are going to put your hands on
your head again. Who can share what they got for their answer? (wait for student
response). Okay now number three says, What kind of honeybee is a drone?
What is the job of the drone? This question has two parts, so we have to make
sure that we answer both parts. We are going to go back to the text and look for
the answer and underline it and then write it down. Who can tell me what a drone
is? (wait for student response) And what is their job? (wait for student response).
Step Four: Number four says, When does a house bee become a forager?
Lets go back and look for our answers. Nice job friends. Our last question asks us
to list things. It says, List five jobs worker bees do for the hive. We need to go
back and look for our answer. Who can share one thing that they found about
worker bees jobs? (wait for student response).
Closure: So who can raise their hand and tell me what we need to do when we
have to answer text-dependent questions? (go back to the text and look for the
answer, underline where we found it in the text).

Reflection on Lesson

a. The Lesson Plan: Overall, I think that this was a great lesson. The students were
engaged and focused the whole time and were able to answer the questions and
follow directions throughout the lesson. We went step by step, really focusing on
how to go back into the text and look for the answer in a non-fiction text and
underline where we found the answer, before going back and writing a complete
sentence. After each step, students were asked to put their hands on their heads so
that I would know they were ready to move onto the next part, this was really
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Lesson Plan Template
helpful in the pacing of the lesson because it helped me to see how long students
would need before moving on to the next step.

b. Teaching Skills: Throughout this lesson, I went step by step with students, asking
them to put their hands on their head after each step. This was very effective
because I was able to stop and check in with students to make sure that they were
on track before moving on to the next step. At one point, the students were
struggling to find the answer to one of the questions, I asked the students to put
their hands up in the air if they couldnt find the answer, and the majority of the
class raised their hands. I then stopped and modeled for the students how I found
the answer and how the question was challenging and how they needed to really
break it down before just going right back to the text to find their answer.

c. The Students: The students did an excellent job during this lesson and were
focused almost the entire time. They were sitting on the rug for a long time, so I
feel that it would have been beneficial for them to have a brain break at some
point, but they did a great job writing down their answers and going back into the
text to find their answers. They also did a great job following directions and going
back into the text to find their answers to the questions.

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