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Grade Level Being Taught: Subject/Content: Reading
2
What Standards (national
or state) relate to this
lesson?
Essential Understanding
Name: Michaela
Group Size:
WC
Lesson Content
LAFS.2.RL.1.AP.1a: Answer who, what, where, when, why and how questions using key
details from text.
LAFS.2.RL.1.AP.3a: Describe or select a description of a major event or problem in a
story.
LAFS.2.RL.1.AP.3b: Describe or select a description of how characters respond to major
events or problems in a story.
LAFS.2.RL.2.AP.5a: Describe or select the description of what happened in (or key
events from)
the beginning of the story.
LAFS.2.RL.2.AP.5b: Describe or select the description of what happened in (or key
events from) the end of the story.
Ask and answer questions to demonstrate understanding.
Retell a story using key details, or text evidence.
Differentiate between the beginning, middle and end of a story and understand how the
story changes as it progresses.
Students will be able to identify the beginning, middle, and end of a story.
Students will be able to identify the climax in the story and how it is solved.
Students will be able to read a page without an illustration and create their own
illustration for that page (to show understanding of what is being read).
Asking and answering questions to better understand what is being read is a skill
students will use for the rest of their school career.
Eventually, this historical fiction will be compared and contrasted with another historical
fiction, and then with a non-fiction.
I will look at the illustrations they have drawn and read the page number it corresponds
to. If the drawing correctly presents the information on the page, I will know that my
students understood what they were reading and knew how to put those words into a
picture.
How to stop and ask questions while reading a text.
How to illustrate a page using only the information given on that page.
How to model asking questions and what kinds of questions that should be asked when
reading a text.
Students have had practice from first grade and second grade on how to stop and ask
themselves questions while reading. They have also had to make illustrations that
Teaching Methods
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
Name: Michaela
Group Size:
WC
Lesson Implementation
Modeling a read aloud
Social constructivism- turn and talks
Asking and answering questions
Using illustrations to demonstrate knowledge
Time
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
T
Evaluation).
2 mins
Today we are going to create our own illustrations for some pages in
the text. We will be working from either pages 116 & 117 or 118 &
119. You (students) may chose which pages you would like to make
new illustrations for. There are already illustrations on those pages
but you need to reread the pages and create something new that is
relatable to what is being said in the text. You cannot copy the
illustration that is already drawn for you, be creative. You will also
T
write specifically what your illustration is showing on the lines
2 mins
provided. Color may be added.
T&S
S
15 mins
Name: Michaela
Group Size:
WC
Start the illustrations. Circulate around the room and ask questions
about their illustrations. Make sure they relate to what is being said
on the pages they chose.
Accommodations (If
needed)
Materials
Name: Michaela
Group Size:
WC