WVSU LESSON PLAN FORMAT GUIDE (Updated 7/11)

Teacher Candidate Megan Schoolcraft Date October 30

th
, 2013
School Dunbar Primary Elementary School rade!Sub"ect 2
nd
grade
#e$$on To%ic &nit theme 'Pig$( ) #anguage *rt$
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Student$ +ill recogni,e the - ./$ in the $tory that +ill be read to them through beach ball to$$ acti0ity1
Student$ +ill demon$trate that they can com%rehend +hat ha%%ened in the $tory of 'The True Story of the 3
#ittle Pig$(1
Student$ +ill relate their 2no+ledge of the - ./$ by +riting a $tory of their o+n about %ig$1
Student$ +ill a%%ly 2no+ledge of %ro%er $e3uence in their $tory about %ig$1
WV CSO
RLA!"!#!1!1" 4 5e$%ond to both literal and inter%reti0e com%rehen$ion 3ue$tion$ after reading a $hort $tory
$election that i$ de0elo%mentally a%%ro%riate1
RLA!"! #!#!# 4 +rite correctly formed and %unctuated $im%le $entence$ 6e1g1 declarati0e, interrogati0e,
e7clamatory81
RLA!"!#!#!$ 4 De0elo% a $tory +ith %ro%er $e3uence 6e1g1 beginning 4 middle 4 end, containing a main idea,
$u%%orting detail1
NATIONAL STANDARDS
IRA%
5. Students employ a wide range of strategies as they write and use diferent
writing process elements appropriately to communicate with diferent audiences for a variety of
purposes.
MANAGEMENT FRAMEWOR&
O0erall Time 9 :- min1 #e$$on
Time ;rame 4 10 min1 <ntroduction
30 min1 =ody and acti0ity
2- min1 *$$e$$ment and clo$ure
STRATEGIES
Teacher +ill introduce le$$on by a$2ing the $tudent$ +hat the - ./$ are1 *fter di$cu$$ion, teacher +ill re0ie+
e7actly +hat the - ./$ are and to loo2 for them in the $tory1 Teacher +ill then read the $tory 'The True Story of
the 3 #ittle Pig$( and $tudent$ +ill do a com%rehen$ion e7erci$e +ith a beach ball1 Student$ +ill then regrou%
and fill out a +or2$heet of the - ./$ from the $tory read1 #a$tly, $tudent$ +ill create a $tory about %ig$ of their
o+n1 Student$ +ill be gi0en a rubric and chec2li$t to follo+ +hile creating their o+n $tory1
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
;or 0i$ual learner$, the com%rehen$ion beach ball acti0ity +ill hel% $tudent$ be hand$ on +ith com%rehen$ion1
;or my tactile learner$, there +ill be an e7am%le acti0ity %o$ted u% on the board for $tudent$ to $ee and refer to1
;or uni0er$al de$ign, < +ill hand out the rubric and chec2li$t for the %ig $tory before they $tart $o that $tudent$
can a$2 any 3ue$tion$ they may ha0e1 ;or my 0i$ually im%aired learner$, they can $it at the front of the
cla$$room1
PROCEDURES
I't()d*+t,)'/ Le)' Set
Teacher +ill $tart le$$on +ith a$2ing the $tudent$ about the - ./$ and children +ill e7%re$$ +hat they 2no+
about them1
*fter di$cu$$ion, teacher +ill go on to tal2 about the - ./$ and tell $tudent$ to loo2 for the - ./$ in the boo21
B)d- . T(a',t,)'
Teacher +ill no+ begin to read the boo2, 'The True Story of the 3 #ittle Pig$(1
*fter reading, $tudent$ +ill %lay the com%rehen$ion beach ball game +ith the teacher1 The teacher +ill $tart off
+ith the ball and to$$ to one of the $tudent$1 On each $ide of the ball there +ill be a com%rehen$ion 3ue$tion that
the $tudent +ill be re$%on$ible for an$+ering1 To$$ the ball around until the 3ue$tion$ are a$2ed at lea$t once or
t+ice1
ED& 300901 S%ring 2013
*fter the acti0ity, $tudent$ +ill then tran$ition bac2 to normal $etting and com%lete the - ./$ +or2$heet about
the boo21 Collect the +or2$heet$ and ha0e $tudent$ +ho fini$h early brain$torm idea$ for their $tory1
C/)*(e
Once $tudent$ are fini$hed, they +ill then begin to brain$torm a $tory they +ant to +rite about %ig$1 Student$ +ill
be a$$igned to +rite a $hort $tory about %ig$1 They can u$e their imagination and +rite their o+n creati0e $tory
about %ig$1 <n the $tudent/$ $tory, it i$ re3uired to be able to u$e the - ./$ in their te7t, ha0e a beginning, middle
and end, and ha0e correct %unctuation +ith com%lete $entence$1 Student$ +ill be gi0en a chec2li$t of all the
thing$ they need to include in their $tory and a rubric on ho+ they +ill be a$$e$$ed1 <f $tudent$ fini$h before
other$, they can dra+ a %icture on the to% of their %a%er about their $tory1 Thi$ +ill be their $ummati0e
a$$e$$ment1 Collect $torie$ +hen $tudent$ are fini$hed and grade ba$ed on rubric and chec2li$t1
ASSESSMENT
D,a0')t,+
Diagno$tic a$$e$$ment +ill ta2e %lace in the introduction of the le$$on1 *$ teacher $tart$ off a$2ing the $tudent$
+hat the - ./$ are, teacher +ill %ay clo$e attention to the $tudent/$ an$+er$ a$ they %artici%ate in the di$cu$$ion1
*t thi$ %oint, the teacher +ill 2no+ ho+ in detail $he +ill ha0e to teach the - ./$1
F)(1at,2e
;ormati0e a$$e$$ment +ill ta2e %lace during the body %ortion of the le$$on1 *$ $tudent$ are %artici%ating in the
com%rehen$ion beach ball e7erci$e, teacher +ill ta2e mental note$ of $tudent$ +ho under$tand the
com%rehen$ion of the boo2 and +ho doe$ not1
The - ./$ +or2$heet +ill al$o be a formati0e a$$e$$ment1 Teacher +ill collect the +or2$heet$ after $tudent$ are
fini$hed and +ill chec2 off the +or2$heet if the $tudent$ under$tand material and com%rehen$ion1
S*11at,2e%
The $tudent/$ creation of their %ig $tory +ill be the $ummati0e a$$e$$ment1 Student$ +ill be gi0en rubric$ and a
chec2li$t before they e7ecute their a$$ignment1 They +ill be a$$e$$ed ba$ed on their rubric and if they com%leted
e0erything on their chec2li$t1 Student$ $hould ha0e a beginning, middle, and an end and they $hould be +riting
in com%lete $entence$1
MATERIALS
Smart=oard
#ecture of the - ./$
'The True Story of the 3 #ittle Pig$( =y) >on Scie$,2a
=each ball +ith com%rehen$ion 3ue$tion$
- ./$ +or2$heet
Pa%er for $tory
5ubric$
Chec2li$t$
E3TENTED ACTIVITIES
I4 St*de't F,',5e Ea(/-
<f $tudent fini$he$ the - ./$ +or2$heet early, they +ill $tart brain$torming their idea$ for their $tory1
<f $tudent fini$he$ early, they can fini$h their morning +or2, or read a boo2 from the cla$$ library1
I4 Le)' F,',5e Ea(/-
<f le$$on fini$he$ early, $tudent$ +ho +ant to can $hare their $torie$ +ith the re$t of the cla$$, %ointing out their -
./$1 <f there i$ $till enough time, teacher +ill read the boo2 'The Three #ittle .ol0e$ and the =ig =ad Pig1(
.ritten by Eugine Tri0i,a$ and ?elen O7enbury1
I4 Te+5')/)0- Fa,//N)t A++e,6/e
@o technology +a$ u$ed1
ED& 300901 S%ring 2013
Story Writing: My Pig Story Rubric
Teacher Name: Ms. Schoolcraft
Student Name: ________________________________________
CATEGORY A B C D-F
Spelling and
Punctuation
There are no spelling
or punctuation errors in
the final draft.
Character and place
names that the author
invented are spelled
consistently
throughout.
There is one spelling or
punctuation error in the
final draft.
There are 2-4 spelling
and punctuation errors
in the final draft.
The final draft has
more than 4 spelling
and punctuation errors.
Organization The story is very well
organized. Story has a
beginning, middle, and
an end. Story also has a
main idea and a
conclusion.
The story is pretty well
organized. Story is
missing one of the
following: a beginning,
middle, and an end,
main idea, and
conclusion.
The story is a little hard
to follow. There are
more than one of the
following missing a
beginning, middle, and
an end, main idea, and
conclusion.
Ideas and scenes seem
to be randomly
arranged. There is no
beginning, middle, end,
main idea, or
conclusion.
5 Ws Story contains all of
the 5 Ws discussed in
class.
Story is missing one of
the 5 W's discussed in
class.
Story is missing two of
the 5 W's discussed in
class.
Story is missing three
or more of the 5 Ws
discussed in class.
ED& 300901 S%ring 2013