FRAMEWORK FOR PLANNING A WHOLE GROUP LITERACY LESSON

Name: Andie Deschapelles

Lesson Title: “The Dinosaur Drawing Delivery”

Grade Level: 2nd Grade

Curriculum Resource(s):
I can’t think of the name of the resource right now but I will get it when I am at my
placement on Monday.

Learning Goal:
Students will be able to distinguish between fiction and nonfiction books, be able to
recall details from a story they read, as well as working on consonant sounds, such
as /s/c; /j/g, and dge.

Arizona College and Career Readiness (Common Core) Standards Addressed:

2.RL.3 Describe how characters in a story respond to major events and challenges
2.RL.7 Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
2.RF.4a read on level text with purpose and understanding
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
2.SL.2 recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.

The Literacy Activity (or set of tasks):

Here, you must state the EXACT task/activity that students will work on in the lesson,
and explain WHY you chose that task/activity

Students will first discuss rules that we have and why we have them. I am doing this
task because the book that the students will be reading is about a young girl who does
not follow the directions of her teacher and I want to build on the student’s prior
knowledge of rules before we start reading.

Students will preview the first 3 pages of the book and discuss what they want to
know about the book and think of the purpose for reading this particular book. I am
doing this task because I think young children should have a purpose for when they
are reading and be able to have predictions and wonderings about the story they are
reading.

In a small group, students will work with the teacher to discuss the differences
between fiction and non-fiction. We will make a chart together to categorize the
 characteristics of fiction and nonfiction books. I am doing this task so the students can
have an understanding about fiction and nonfiction books which will help them decide
whether the book we are reading is fiction or nonfiction and be able to support their
decisions.

The students will read the book and answer questions that go along with the story.
Some of the questions I am asking will be asked while the children are reading and
some will be asked after they have finished reading the book. I am doing this task
because it helps the students think about what they are reading and possibly think
about the story a little deeper. Also, I think this helps children learn how to reread
parts of the book if they need to in order to understand or remember something about
the story.

The students will listen to the consonant sounds /s/c; /j/g, and dge in words. After we
have listened to words that have these sounds, the students will sort the words into
groups of similar sounds. I am doing this task to help the students hear the consonant
sounds in words and be able to place them with words with the same sounds.

ANTICIPATED STUDENT RESPONSES: Thinking about the Students Thinking

I am anticipating that the nonfiction/fiction will be pretty easy for the students
because the students already have some prior knowledge about books that are fiction
and nonfiction. I think that the phonics activity might be a little trickier for some kids.
I think a lot of the students might try to rely on how the word looks instead of how
EXTENSIONS
the word sounds UPwhenAND DOWN
they are sorting them into similar groups.
Describe how you could adapt the task (i.e., task structure, text, and/or grouping) for
students who struggle with the skill (extensions down) and for students who are ready
for an additional challenge (extensions up).

Materials & Tools

Consider:
What materials or tools will you need?
 How will these materials support your teaching or make the ideas easier for the
students to understand?

Description of the materials you will have available for students:

The students will each have a copy of the book The Dinosaur Drawing Delivery.
The students will also have post it notes for the phonics activity. I decided to use post
it notes because the students will be sorting words into groups of words that make
similar sounds and post it notes are great because they can easily be moved around
to new groups if needed.
 3 PART LESSON PLAN

1) BEFORE: Introduction
2)
Consider how you will:
Transition students into the lesson
Introduce the task
Get the students ready.
Draw on prior knowledge and experience.
Make sure all students understand what you are asking. Consider ways
to support English learners
Include SPECIFIC QUESTIONS that you will ask students during this part of
the lesson.

BEFORE -- YOUR PLAN for what teacher and students will do and WHY:

I will be working with a small group of kids during our centers. Before we start
reading, I will ask the students “What are some rules that we follow?” Once the
students come up with the rules that we follow, I will ask the students “Why do we
follow these rules?” After we have this discussion, the students will read the first 3
pages of the book The Dinosaur Drawing Delivery. After they get a preview of the
story, I will ask “What are you wondering about this book?” All the students will share
their wonderings before we move on to deciding whether the book is fiction or non
fiction from what we have read so far. I will have made a fiction/non fiction chart. We
will discuss what makes a book fiction vs what makes a book non fiction and we will
fill in the chart as we go. After we look at all the characteristics of fiction/non fiction
books, I will ask “From what you have read so far, do you think this book is fiction or
non fiction?” After we have discussed this, we will move on to reading the entire book.
2) DURING

Consider how you will:

Support students as they are working
Find out about students’ thinking
Support students’ thinking
Encourage students to test out their own ideas.
Support diverse groups of learners. For example, consider specific
supports that will be needed for Emergent Bilinguals.
Pose questions that help students extend their understanding
Include specific questions that you will ask students during this part of
the lesson.

YOUR PLAN for what teacher and students will do and WHY:

In a small group, the students will take turns each reading a page of the story. I
marked certain places in the book where I will stop the students reading and ask a
question about the story. At page 5, I will ask “Why was Lily drawing a picture at
school?” At page 8, I will ask “Why was it so important to Lily that her mom see her
drawing?” At the end of the story, I will say “Now that we have finished, do you want
to keep or change your answer about the book being fiction or non fiction?” After this,
I will ask “How do you know that the people in this story are not from real life?” At
this point, we can also revisit the chart we made to see in case the students need to
reference it to support their responses. I will also ask the students a few questions
about the story and encourage the students to reread a page or two if they need to
use a reminder from the story. The questions I plan on asking are “What did Mr. Allen
ask the children to do with their drawings?” “How do you think Lily felt when her mom
arrived at school with her drawing?” and “Do you think Lily made a good choice by
taking her drawing home?” I am asking the first question because it is an important
detail in the story and relates back to rules and following directions. I am asking the
second question because I think it is important for children to be able to express how
they think a character in a story might be feeling. I am asking the third question
because I think it challenges the children to think a little more about what they would
have done personally and make a personal connection to the story and character.
After reading the book, we will do a short phonics activity, we will look at the
consonant sounds /s/c; /j/g, dge in words like city, cap, gigantic, great, edge, forgot,
nice, excellent, pick, cent, fantastic, excited, cut, gel, and dodge. As a small group, we
will sort these words into similar sound groups. After all these words are sorted, I will
ask the students, “Can you think of any other words that we could put in these
groups?” The children will all have the opportunity to write some words down on post
it notes and add them to the groups that we have made.
3) AFTER: Summarizing / Final Discussion

Consider how you will:

End the lesson
Summarize the important ideas
Think about how to extend the children’s thinking.
Include SPECIFIC QUESTIONS that you will ask students during this part of
the lesson.

YOUR PLAN for what teacher and students will do and WHY:

For the final part of the lesson, I will ask the students “What would you do if you left
something important at home or at school that you needed?” The students will discuss
their responses to this question. I think this is a great question to ask at the end of
this lesson because the students have to extend their thinking to see what they would
do in a similar situation to Lily’s. I think it also summarizes the importance of following
directions so everything that we need for home or school is where it needs to be and
does not get misplaced.
ASSESSMENT

How will you assess what students learned?

I will assess what students learned by seeing if they are able to decide whether the
book is fiction or nonfiction and see how they support their reasoning. I will also
assess what children learned by seeing if they were able to come up with additional
words in the phonics activity and how they placed the words that we had talked about
as a group.

ACCOMMODATIONS FOR OTHER STUDENTS

Select another group of students in your classroom who may have specific learning
needs (e.g., inclusion students, gifted students, students who need additional
academic support) and describe how you will adapt the lesson, as appropriate, to
meet their needs.

This particular lesson is planned to do at centers with a group of “high” kids in the
class. If I were doing this lesson with a group of children who needed more academic
support, I would keep the lesson objectives but change the book they were reading to
a less complex book. I would still have the students do the same thing with rule
making and nonfiction/fiction but just surrounding a different book.