Stephanie Sooroojnauth

EDU 9716
Whole Class Lesson Plan

Lesson Plan for Grade: 2

Subject/Unit: Reading/Summarizing a Fiction Text

Objective: Students will be able to summarize a fiction text by choosing a reading strategy.

Context for Learning:

This is a second grade ICT class with 4 learners with IEPs and 19 general education learners. Two students
are English Language Learners and two students have ADHD. One student who is an ELL speaks Spanish
and the other speaks Arabic. Both students have paraprofessionals who are fluent in their native language.
Students with ADHD should be given multiple opportunities to change stations, seats, or locations throughout
the lesson and be provided opportunities to use technology. The school curriculum used for reading is
Teachers College. Laptops are utilized in the classroom. No additional assistive technology is used in the
classroom. A token reward system is used throughout the school as well as in the classroom. If a student
has done well academically or behaviorally, they are awarded a scholar dollar. These scholar dollars are
used at the end of each month to buy a prize of the students choice.

Technology
SmartBoard, Audio Book, Laptops

Materials
Fiction texts, various-colored sticky notes, reading notebooks, bookmarks, colored pencils, crayons, lined
paper

__
Multiple Means of Representation Multiple Means of Multiple Means of Engagement
Expression

Teacher will read a storybook Students can choose
to the class from a variety of lined
paper to write their
Teacher will also show an summary
audiobook through the
SmartBoard Students can choose
to draw a picture
along with their
summary
Students can type
their summary on the
laptop
Students can summarize
a fiction book of their
choice (physical book or
audiobook)
Students can choose
which reading strategy
they want to summarize
their book (picture, sticky
notes, or bookmarks)
 Stephanie Sooroojnauth
EDU 9716

Lesson Procedure:

Teacher will call class to the carpet.

Teacher will read the fiction text The Three Little Pigs orally to the class.
As the teacher reads, they will stop to ask comprehension questions such as who is the main
character? Who have we met in the story so far? What is happening? What do you think will
happen next?
The teacher will then play the AudioBook The Cat in the Hat on the SmartBoard. The students will
watch the video.
The teacher will stop the video every so often to ask the same comprehension questions as
previously stated.
Teacher will tell class that they will now read a fiction text of their choice. Readers who require more
engagement will be given the option to watch an AudioBook on the laptop. Students will be given
choices of lined paper to write their summaries or given an option to type their summaries on the
laptop. Struggling readers may also draw a picture to go along with their summary.

Assessment:
Students will summarize a fiction text of their choice by using one of three strategies they have learned.
They can either draw a three-picture story, use sticky notes as they read, or take notes on a bookmark.
Students should summarize the story by including the main characters, the main events, and include
sequencing such as beginning, middle and end.

This lesson focuses on reading comprehension. By incorporating differentiated

instruction, students with various learning needs are able to accomplish the same task

through personalized means. The objective of this lesson is that students should be able

to summarize a fiction text. However, students are given a choice of which text theyd

like to summarize. Also, prior to this lesson, students have been taught three strategies to

help them with summarizing a story. First, they have been taught to draw a three-point

picture. Each picture shows either what happened in the beginning, middle, and end of

the story. By looking back at their drawing, students should be able to summarize the

story from beginning to end. Second, students have been taught how to use sticky notes.

As students read their story, they will write short notes on sticky notes that they think are
Stephanie Sooroojnauth
EDU 9716
important to the sequencing and events of the story. Last, students learned how to use

bookmarks to jot down notes as they read and save their page as they read. Students have

a choice during this lesson of which strategy theyd like to use to help with their

summary. Students have the option of writing their summary on lined paper or typing it

on the laptop. Students who have difficulty writing and speaking, such as our ELLs, may

draw the sequence of events and write a sentence under each picture to go along with it.

According to Bursuck and Damer, differentiated instruction provides students with the

support they need for learning. It provides a broader range of options and different levels

of support and engagement. These supports through differentiated instruction can assist

struggling students or challenge excelling ones. Students learn differently and by

providing multiple means of representation, engagement, and expression we can include

a range of instructional options to meet various learning needs, which have been provided

in this lesson.