Daily Lesson Plan

# 1 of 2
Your Name: _Esther Linnartz_
Grade Level: _Second Grade_
Date: _3 May 2015_
COOPERATING TEACHER: _Martha Brown_
School: _Cameron Park Elementary School_
Target Area Addressed: _Summarizing stories in their own words._
Student Pseudonym: _Rebecca_ Age: _8_ Gender: _Female_ Ethnicity: _White_
1. Overall lesson topic/title: Summary Sticks
2. Hypothesis:
She can read the text and give a summary, but it includes almost everything that was in
the text. I can scaffold on that by giving her strategies to know how to which things
should be included and which things are unimportant when summarizing.
Giving her strategies to summarize the text will help her know what to include and what
is irrelevant.
Hypothesis about next steps for supporting focus students learning needs:
Student A: Using retelling strategies to help her understand what information is important to
include in a summary and what is superfluous information that should be left out.
Sources of information supporting hypothesis:
She can remember and retell the story, but she includes too many details that are not crucial to
the summary of the story.
Brief Synopsis of the Instruction to address hypothesis:
Using retelling sticks and summary bracelets, teach the student what is necessary in a
summary and what can be left out.
3. Common Core State Standard (CCSS):
Reading: Literature
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
4. Develop one or two objectives that are specific to your interpretive discussion (for one
lesson).
After reading an early second grade fiction book, the student should be able
to give the setting, characters, problem, and solution when summarizing the
story in either a written or spoken format.
5. Materials & supplies needed (one lesson must include technology):
The Littles Make a Friend, adapted from The Littles by John Peterson.
4 popsicle sticks with setting, characters, problem, solution written on them.

6 popsicle sticks with who, what, where, when, why, how written on them
2 cups to hold the popsicle sticks in
Retelling bracelets with 4 beads on them: green (setting), yellow (characters) red (problem), blue
(solution)
Setting-Characters-Problem-Solution sheet
6. Briefly describe your target student and the learning and/or participation challenges she
faces that may require academic, social or linguistic support during the lesson
She likes to talk even when she has nothing to say. She tries to get any adults attention when
there is large group teaching or reading. She would rather talk than listen to instruction so she
tries to do just such a thing.
Academic: she is behind in all subjects and has been going through the Student Services Team
process.
Social: She is overbearing and will talk even when she does not have an answer or question.
PRE-READING (_5_ minutes):
Reminding students to
Participation Norms:
raise their hands will
help the student to
Everyone should bring a clipboard, pencil, and eraser to the
remember to not call
carpet. I want you to lay them down next to you and remember
out of turn and to wait
to keep your hands away from them until I tell you to pick them
to be called on.
up.
Everyone should be sitting in their own spot on the carpet, criscross and ready to listen.
Make sure you remember to raise your hand if you have a
question and wait for me to call on you.
Introduction of Text:
When we read a story, sometimes we have to go back and
remember the story and which parts were important.
We have to know which parts of the story are important so we
dont retell the whole story the same way the author did.
We are going to learn how to know which pieces of information
are important and which things to leave out when we retell a
story.
Who has read books about the Littles before? What can you tell
us about them?
While I read, I want you to listen carefully so that you can retell
the story to us when we finish.
DURING READING (_15_ minutes):
If she answers a
question, I will stop her
After reading the first 3 pages, I will stop and ask the children
when she starts to give
who the characters are and where they live. Then I will remind
too much information
them that this is character and setting and those are both
and remind the class
important to the story.
After reading halfway through the book, I will ask them what the that we need to only
give the exact
problem is in the story. I will remind them that the problem is
information, not more.
also very important in the story.
When I finish reading the story, I will ask them how the Littles

fixed the problem that they faced. Then we will talk about why it
is important to know how they fixed the problem.

POST-READING ACTIVITIES AND DISCUSSION (_15_ minutes):

Activity to Discussion:
When we finish the discussion about the solution, I will have
them remind me of the setting, characters, problem, and
solution. We will also talk about using the W questions (who,
where, when, what, why, how) to retell the story.
They will have a clipboard, pencil, and eraser when they come to
the carpet. Then, I will hand five copies of the SettingCharacters-Problem-Solution sheet to each child at the head of
each line facing me and remind them to take one piece of paper
and pass the rest to the person behind them all the way down the
line.
I will ask them to put their paper on the clipboard and quickly
write down what they remember of those four things without
adding much more.
Follow-Up Discussion:
Then I will ask a few children to share what they wrote down for
the setting, then for the characters, the problem, and finally the
solution.
We will talk about answers that are right, wrong, and too much
information. I will be sure to talk about each answer in a
positive way.
Closure:
I will tell them that when they are reading books, I want them to
stop after each book and see if they can retell it to themselves.
Then I will send them with one retelling sheet to fill out with one
book that they read independently that day.
POST-ASSESSMENT (_5_ minutes): gather evidence to evaluate the
extent to which your students met the stated objectives for the lesson
During reading groups, I will have a group of four or six students.
We will read a book together. Then I will have the retelling sticks
(either the four or the six) in a cup and each student has to pick on
and answer the prompt (setting, characters, problem, solution or
who, where, when, what, why, how).

I will ask her what her

answers were and we
will talk about how her
answers are right and
what she might need to
leave out next time.

I will have her in a

group of four and we
will talk about how to
make sure we answer
the prompts without
telling too much.

Daily Lesson Plan

# 2 of 2
Your Name: _Esther Linnartz_
Grade Level: _Second Grade_
Date: _3 May 2015_
COOPERATING TEACHER: _Martha Brown_
School: _Cameron Park Elementary School_
Target Area Addressed: _Retelling a story while covering all pertinent details._
Student Pseudonym: _Rebecca_ Age: _8_ Gender: _Female_ Ethnicity: _White_
1. Overall lesson topic/title: Mr. Putters Summary
2. Hypothesis
She can identify the parts of a story, but cannot succinctly write them in a way that is in
order, makes sense, and does not contain extraneous information.
She needs help recognizing what is not crucial for the summary and what is.
Hypothesis about next steps for supporting focus students learning needs:
Student A: She can comprehend and retell the story, but has trouble knowing what to leave out
and what to include. Using whole group instruction as well as tangible resources, she will learn
to retell without restating the book in its entirety.
Sources of information supporting hypothesis:
She understands the story and can retell it, but has trouble leaving out extra information.
Brief Synopsis of the Instruction to address hypothesis:
Use the bookmarks and SMART Board lesson to help the student understand which
material is necessary to a summary and which information is extra.
3. Common Core State Standard (CCSS):
Reading: Literature
Craft and Structure:
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.
4. Develop one or two objectives that are specific to your interpretive discussion (for one
lesson).
Students should be able to summarize a short, fiction, grade level story by
re-telling the beginning, middle, and end.
5. Materials & supplies needed (one lesson must include technology):
Mr. Putter & Tabby Pour the Tea by Cynthia Rylant.
Retelling sheets (Somebody, Wanted, But, So, Then)
SMART Board

SMART Board file that has the six categories of Somebody, Wanted, But, So, Then, and a
Extra as well possible answers for Mr. Putter & Tabby Pour the Tea. There should also be
extraneous information that does come from the story, but is not crucial for a summary. The
correct answers should disappear when placed under the correct category.
Somebody-Wanted-But-So-Then bookmarks
6. Briefly describe your target student and the learning and/or participation challenges she
faces that may require academic, social or linguistic support during the lesson.
She likes to talk all the time and get attention from any and all adults. She also likes to tell
other children what to do even though she often does not know what is going on around her.
Academic: She struggles in all subject areas, but most of all in reading. In whatever technique
is being studied, she typically lags behind the others.
Social: She bosses others around and likes to talk more than any other child which makes it
hard for the others to be friends with her.
PRE-READING (_5_ minutes):
Reminding everyone to
Participation Norms:
raise their hand and
wait to be called on,
Everyone should be sitting in their own spot on the carpet, criswithout pointing her
cross and ready to listen.
out, will help her to
Make sure you remember to raise your hand if you have a
remember to wait to
question and wait for me to call on you.
talk and not call out.
Introduction of Text:

I will remind them of what we have learned about retelling and

tell them that is also called a summary. I will have some of them
share what they remember about a summary (problem, solution,
characters, setting).
Then we will talk about how there are other ways that can help
you figure out what to put in a summary. I will tell them that
today we are doing to use Somebody-Wanted-But-So-Then. I
will explain what they need to do for each category:
Somebody: who is the main person in the story?
Wanted: what does this person need or want to do?
But: what is keeping this person from getting or doing that?
So: what does the main person do so that they can get what
they want?
Then: how does it turn out for them? Do they get what they
want or need?
I will ask them who has read books about Mr. Putter before and
have them share a little of what they know about him.
DURING READING (_15_ minutes):
I will ask them to keep thinking about the Somebody-WantedBut-So-Then way of retelling while I read about Mr. Putter.
Then as I read, I will stop after the first chapter and ask them
about Somebody and Wanted when Mr. Putter (somebody) is
alone and wants company (wanted).
After chapter two, I will ask them about But and So when Mr.

I will ask her to answer

some of the questions
and help her reframe
any incorrect or lengthy
answers to be
appropriate in subject
and length.

Putter goes to buy a cat, but none of them are old like he is (but)
so he has to go to a shelter to find a cat (so).
When I have read the final chapter, I will ask them to tell me
about the Then part when Mr. Putter got a cat, Tabby, to have as
company (then).

POST-READING ACTIVITIES AND DISCUSSION (_20_ minutes):

Activity to Discussion:
Then I will introduce the SMART Board game and give them
turns moving information to the different categories.
For each one, we will talk about why it is right or wrong and
whether it should be included in the summary or not and why.
Follow-up Discussion:
I will give each child at the head of each row five retelling
bookmarks and tell them to take one and pass the rest back all
the way down the row.
Then we will look at the book marks and discuss the different
categories of Somebody, Wanted, But, So, Then.
Then I will ask them to think about their summary and then turn
to the person next to them and share. I will remind them that
when I start counting down from five, it is time to stop talking
and turn back to me.
I will give different children the opportunity of using the
bookmark to help them summarize the story we just read.
Closure:
I will ask them to use their bookmarks as they read so that they
can summarize the stories that they read. I will also ask them to
stop half way through and see if they can summarize what has
happened so far in the story.
POST-ASSESSMENT (_5_ minutes):
The students have to write a 5 sentence summary of a book
that they read during silent reading time using their bookmark
and its prompts.

Reminding them to stop

halfway through the
story to remember what
happened will help her
to reduce what she has
in her retelling since
she gets a chance to
pare it down earlier in
the story.

She reads a selected

book to me and then
works with me to write
a summary. First we
come up with the
sentence and then she
writes it down.