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Lesson Plan #1

I. Purpose of the Lesson What will the students learn? How does this learning fit
within broader unit goals? Why is this learning meaningful, important and appropriate?
What will the students say or do that will serve as evidence of learning?
Standard: Ask and answer questions about key details in a text.
Topic: Key ideas and details
Indicator: CCSS.ELA-Literacy.RL1.1
Lesson Objective: Students will be able to ask and answer questions about key details in a text in order to
determine the main character, setting, and how the character changes/grows throughout the text.
Big Idea or Essential Question: How can asking and answering questions about a text help me to better
understand it.
Formative Assessment (planned for use in this lesson):
Informal: Planned discussion questions, observation, and think-turn-talk to partner.
I will evaluate students understanding of the text by asking them to identify key details including the main
character, setting, and how the main character changed throughout the text. Students will be asked clarifying
questions throughout the book as well as deeper thinking questions in order to elicit higher order thinking.
After reading, students will be turning and talking to their productive partners to discuss the text in depth.
III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner?
Instructional Materials and Technologies
Smartboard (slides all prepared)
Treasures book Wolf! by Becky Bloom
Management Considerations (Procedures, Transitions, Materials, Behavior)

Full procedure explained fully in lesson plan.


Students will be asked to come quietly down to the carpet one table at a time. I will make sure they
are sitting in their assigned spots next to their productive partner.
I will explain all of the procedures first and model my expectations for my students.
I will transition to each activity by giving them one to two step directions.
I will explain the behaviors I expect and the consequences for not meeting these behaviors (student
will not be able to participate in the activity, or will be asked to move his/her clip down the behavior
chart).
I will use positive reinforcement to recognize students who are following directions and contributing
their ideas.
If students are struggling to understand directions, I will redirect their attention to me and model

again what they are supposed to do.

Instructional Sequence

Before Reading

Approxima
te
Time
6 minutes

Procedure
Before I begin reading the book, I will review the objective
with the students. I will say the objective first, and then have
them repeat the objective with me.
Friends, today we are reading a very interesting story! We
will read about a wolf who learns how to read! The standard
that we will be focusing on is I can ask and answer
questions about the key details in a story. Can you say that
with me? Nice job! The key details that we will be focusing
on today are identifying the main character, setting, and how
the main character changes throughout the story.
I will then ask students if they know what it means to be
educated, and review a couple vocabulary words present in
the book.
I have a question, does anyone here know what it means to be
educated?
To be educated means that you have learned things (like how
to read, write, and solve math problems). You are all
becoming educated by coming to school every day and
learning new things. Educated is a word that we are going to
see in this story.
Another vocabulary word that we will see in this book is:
admire. Does anyone know what admire means? When you
admire someone, you look up to them or respect them. For
example, I admire my older brother because he is hard
working and kind, and I respect those qualities. Who do you
admire?
Last, I will tell my students their thinking job while listening
to this book.
Today while we read Wolf, your thinking job is to figure
out how the wolf changes during the story. Pay close
attention to what the wolf is like and how he acts in the
beginning of the story and then how he is different at the end
of the story.

12 minutes
During Reading

During reading, I will stop at page 87, 91, 94 and 100 in the
book to ask clarifying questions and have students turn and
talk to their productive partners.
Stop at page 87: What does the wolf want to do in the
beginning of the story? What can you infer based on what I
read?
Stop at page 91: Why doesnt the wolfs plan work? What
happens when he approaches the animals?
Stop at page 94: What happens on this page? What do the
animals say to the Wolf? How do you think that makes the
wolf feel? Turn and talk to your partner.

7 minutes
After Reading

Stop at page 100: What changed? Why did the animals


finally let the wolf read to them? Turn and talk to your
partner.
After I have finished the book, I will ask deeper thinking
questions in order to facilitate higher order thinking.
That was a great story! I have some questions that I was
thinking about while I was reading this book. Can you help
me answer them? What does the wolf keep trying to do
throughout the whole book? Is that different than what he
was trying to do in the beginning? How? Turn and talk to
your partner
Can I have some partners share their answer?
My next question is: How does the wolf feel now that he is
educated? How does it change his life? Turn and talk to your
partner.
Can I have some partners share their answer?

4 minutes
Evaluation

I will then ask students to help me fill out an organizer on the


smart board to help us keep track of our ideas for day two of
the lesson.
Here we have an organizer that will help us keep track of
what we read so that we can come back to this book
tomorrow and answer some more questions!
Who can tell me who the main character in the book is? I
want you to whisper it in your hand and tell me in 3,2,1!
Who can tell me what the setting of the book was?

1 minute
Closure

Day
1

Who can tell me how the wolf changed throughout the book?
Turn and talk to your partner.
To close the lesson, I will review the objective and ask
students to reflect on what they learned. They will be asked to
share how answering questions about the book helped them
better understand what the story was about. I will then tell
them what we will be focusing on the next day.

Guided Reading groups (20 minutes each):


Group 1
Group 2
The first group I work with
The second group I work with
(Hippos) will be one of my
(Bears) is my on grade level group.
below grade level groups. We
We will be reading a fiction book.
will be reading a fiction book.
Day 1 will consist of an
Day 1 will consist of an
introduction of the book, word
introduction of the book, word
work (s-blends), review of
work (high frequency words),
vocabulary, comprehension support
introduce vocabulary,
(finding the central message),
comprehension support (finding thinking job, and picture walk
the central message), and a
through the book.
picture walk through the book.

Group 3
The third group I work with
is another below grade level
group (Tigers). We will be
reading a fiction book. Day
1 will consist of an
introduction of the book,
word work (high frequency
words), introduce
vocabulary, comprehension
support (finding the central
message), and a picture walk
through the book.

Lesson plan #2
I. Purpose of the Lesson What will the students learn? How does this learning fit
within broader unit goals? Why is this learning meaningful, important and appropriate?
What will the students say or do that will serve as evidence of learning?
Standard: Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
Topic: Key ideas and details
Indicator: CCSS.ELA-Literacy.RL1.2
Lesson Objective: Students will be able to retell stories including key details in order to demonstrate
understanding of the central message of a text.
Big Idea or Essential Question: How can I determine the central message of a story by using key details
from the text?
Formative Assessment (planned for use in this lesson):
Informal: Planned discussion questions, observation, and think-turn-talk to partner.
I will evaluate students understanding of the text by asking them to identify the central message of the text.
Students will be asked deeper thinking questions to elicit higher order thinking. After reading, students will
be turning and talking to their productive partners to discuss the central message.
III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner?
Instructional Materials and Technologies
Smartboard (slides all prepared)
Treasures book Wolf! by Becky Bloom
Central message anchor chart
Management Considerations (Procedures, Transitions, Materials, Behavior)

Full procedure explained fully in lesson plan


Students will be asked to come quietly down to the carpet one table at a time. I will make sure they
are sitting in their assigned spots next to their productive partner.
I will explain all of the procedures first and model my expectations for my students
I will transition to each activity by giving them one to two step directions
I will explain the behaviors I expect and the consequences for not meeting these behaviors (student
will not be able to participate in the activity, or will be asked to move his/her clip down the behavior
chart)
I will use positive reinforcement to recognize students who are following directions and contributing
their ideas.

If students are struggling to understand directions, I will redirect their attention to me and model
again what they are supposed to do.

Instructional Sequence

Before Reading

Approxima
te
Time
10 minutes

Procedure

Before I begin the book, I will review the objective with my


students.
Yesterday we read Wolf and we focused on asking and
answering questions about key details in the story. Today we
are going to focus on a different standard. I can identify the
central message in a story. Can you say that with me?
I will then ask students if they know what a central message
is and refer to the anchor chart to reinforce this concept.
Who thinks they know what a central message is? A central
message is what the author wants the readers to learn. Some
questions you can ask yourself to help you find the central
message of the story are: what is the point of this whole text?
What is the message? What is the big idea? What is the
lesson? What is this really about?
Next, I will tell students that before we try to identify the
central message of a story, we will practice identifying the
central message of bumper stickers. I will direct students
attention to the smartboard and display a bumper sticker that
reads: Be ready. Be buckled. I will ask students what they
think the big idea of this bumper sticker is. I will also ask
them what they think they need to be ready for.
What do you think the central message of this bumper sticker
is? What is the big idea? What is this picture of? Why is it
important to wear your seatbelt in the car?
I will then direct students attention to the next smartboard
that has another bumper sticker that reads: Love your mother
earth. I will ask students what they think the big idea of this
bumper sticker is and what is means to take care of the earth.
I will have students turn and talk for this question.
What do you think the central message of this bumper sticker
is? What is the big idea? What does it mean to take care of

our earth? Why is taking care of our earth important?

12 minutes
During Reading

After identifying the central message of the bumper stickers, I


will tell students that they can also find central messages in
stories. I will direct their attention to the story, Wolf, and tell
them that we will be focusing on finding the central message
of this text.
I will give students a thinking job while reading this book.
Their thinking job is to think about the big idea of the story. I
will direct my students attention to the central message
anchor chart and remind them of questions they can ask
themselves while reading the story that will help them
identify the central message.
Now, I am going to give you a thinking job. While I am
reading, I want you to think of the big idea or central
message of this story. Remember friends, when you are trying
trying to figure out the central message, you can ask
yourself: What does the author want me to learn? What is the
point of this whole text? What is the message? What is the
big idea? What is the lesson? What is this really about?
Stop at page 87: What does the wolf want to do in the
beginning of the story? What can you infer based on what I
read?
Stop on page 92: What is the wolf doing on this page? Why
do you think he is going to school?
Stop at page 94: What happens on this page? What do the
animals say to the Wolf? How do you think that makes the
wolf feel? Turn and talk to your partner,
Stop on page 96: What is the wolf doing now? What is he
doing to become a better reader?
Stop at page 100: What changed? Why did the animals
finally let the wolf read to them? Turn and talk to your
partner.

3 minutes
After Reading

I will ask students what they think the wolf was trying to do
throughout the whole book and ask them to turn and talk to
their partner to discuss.
Friends, what does the wolf keep trying to do throughout the
whole story? Turn and talk to your partner.
When the animals dont allow the wolf to read because he
isnt good enough, does he stop trying? What does he do to
become a better reader? Turn and talk to your partner. Would
anyone like to share?

4 minutes
Evaluation

After discussing what the wolf was trying to do throughout


the whole story, I will ask students what they think the central
message is. I will pull up the smartboard with possible
choices (a,b,c,d) and have students discuss which central
message would fit this story. I will also ask students to
explain why they think the central message they picked
matches the story the best.
So what could the big idea of this story be? What could be
the central message? We have a couple options here. We need
to figure out which central message best fits our story. Lets
take a look at our options here: option A says: reading is
boring; option B says: wolves like to eat other animals;
option c says: keep trying, never give up; and option d says:
having friends is nice.
What central message do you think best fits our story? Turn
and talk to your partner. Who would like to share? Why did
you pick that option?
After identifying the central message, we will revisit the
organizer we filled out the day before that includes main
character, setting, and how the main character changes
throughout the book. We will add the central message to the
organizer and review all of the information we have recorded
about, Wolf.

1 minute
Closure

Day
2

To close the activity, I will review the objective with the


students and ask them to share the strategies they used to
figure out the central message. I will also tell them what we
will be working on the next day of instruction.

Guided Reading groups (20 minutes each):


Group 1
Group 2
The first group I work with
The second group I work with
(Hippos) will be one of my
(Bears) is my on grade level group.
below grade level groups. Day 2 Day 2 will be a review of the
will be a review of the
comprehension support (finding a
comprehension support (finding central message), give a thinking
a central message), give a
job, and read the book. I will focus
thinking job, and read the book. on one student and continue with
I will focus on one student and
my running record of that students
continue with my running record reading. After reading, we will
of that students reading. After
discuss comprehension questions.
reading, we will discuss
comprehension questions.

Group 3
The third group I work with
is another below grade level
group (Tigers). Day 2 will be
a review of the
comprehension support
(finding a central message),
give a thinking job, and read
the book. I will focus on one
student and continue with my
running record of that
students reading. After
reading, we will discuss
comprehension questions.

Lesson #3
I. Purpose of the Lesson What will the students learn? How does this learning fit
within broader unit goals? Why is this learning meaningful, important and appropriate?
What will the students say or do that will serve as evidence of learning?
Standard: Compare and contrast the adventures and experiences of characters in stories.
Topic: Integration of knowledge and ideas
Indicator: CCSS.ELA-Literacy.RL1.9
Lesson Objective: Students will be able to compare and contrast the adventures and experiences of
characters in two texts in order to identify a common central message.
Big Idea or Essential Question: How can comparing and contrasting two texts help to address similar
themes in order to build knowledge or to compare the approaches the authors take?
Formative Assessment (planned for use in this lesson):
Informal: Planned discussion questions, observation, and think-turn-talk to partner.
I will evaluate students understanding of the text and lesson by asking them to compare and contrast the
story Wolf and Whistle for Willie. Both texts have a common central message but do not share similar
characters, settings, or ways that the main character changed. Students will identify the central message of
Whistle for Willie through class discussion, prompting, and turning and talking to their partner.
Formal: Students will complete a worksheet that requires them to compare and contrast two texts and place
that information into a Venn Diagram. Students will need to provide one example of how the books are
different, and one example of how the books are similar by identifying that they have a common central
message.
Modifications: my lower level learners/ ELL may choose to draw pictures instead of write; and my
higher-level learners will be asked to provide more than one example of how the books are similar
and different.
III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner?
Instructional Materials and Technologies
Smartboard (slides all prepared)
Treasures book Wolf! by Becky Bloom
Whistle for Willie by Ezra Jack Keats
Venn diagram worksheet
Pencils
Management Considerations (Procedures, Transitions, Materials, Behavior)

Full procedure explained fully in lesson plan


Students will be asked to come quietly down to the carpet one table at a time. I will make sure they

are sitting in their assigned spots next to their productive partner.


I will explain all of the procedures first and model my expectations for my students
I will transition to each activity by giving them one to two step directions
I will explain the behaviors I expect and the consequences for not meeting these behaviors (student
will not be able to participate in the activity, or will be asked to move his/her clip down the behavior
chart)
I will use positive reinforcement to recognize students who are following directions and
appropriately handling their materials
If students are struggling to understand directions, I will redirect their attention to me and model
again what they are supposed to do.

Instructional Sequence

Approxima
te
Time
2 minutes

Planned Beginning
Warm-up
Motivation
Engagement

I will begin the activity by reviewing the objective with the


students and reviewing our compare and contrast anchor
chart.
Okay boys and girls, the last time we visited the book Wolf,
we were working on the standard, I can identify the central
message in a story. Today, we are going to be focusing on a
different standard: I can compare and contrast experiences of
characters in a story. Can you say that with me? Does
anyone know what compare means? Does anyone know what
contrast means?

7 minutes
Development of the New
Learning
(Clearly explain
instructional activities in
sequence.)
Model
Give examples
Concept attainment examples

Procedure

I will direct students attention to the compare and contrast


anchor chart. While reviewing what comparing and
contrasting is, I will introduce how to record information into
a Venn Diagram. Next, we will practice comparing and
contrasting a marker and a pencil. I will record student
responses in the Venn Diagram so students can practice
applying the essential literacy strategy.
Lets take a look at our anchor chart. Comparing is when two
or more things are alike or similar, and contrasting is when
two or more things are different or not alike. Sometimes when
you compare and contrast two things, you can use a Venn
Diagram. For example, if we are looking at this marker and
pencil (hold them up), and I said to compare and contrast
them, what could you tell me? How are they not alike? How
are they different? I will record student responses in the Venn
Diagram.
In this section of the circle, you will write all of the qualities

of the pencil (repeat examples that students said), and you


will write all of the qualities of the marker that make it
different from a pencil, in this section (repeat examples that
students said). In this middle section, you will write what the
pencil and the marker have in common.
After comparing and contrasting the marker and pencil, I will
then tell students that we will be comparing and contrasting
two texts.
19 minutes
Enrichment or
Remediation
(As appropriate to lesson)
Bring in the arts
New examples

Today, we are going to focus on comparing and contrasting


Wolf and Whistle for Willie. We will find the similarities and
differences in both books.
I will bring up the organizer with the information from Wolf,
and review it with the students. Students will then help me fill
out the same organizer for Whistle for Willie. They will be
identifying the main character, setting, how the main
character changes/grows throughout the story, and the central
message.
Last time we read Wolf, we figured out the main character,
setting, how wolf changed and the central message of the
story, and we wrote it all in this organizer. Today, we are
going to focus on organizing key details that we read in
Whistle for Willie.
Can anyone tell me who the main character is?
Setting? How did Peter change? What was Peter like in the
beginning of the book? What was Peter like at the end of the
book?
What did he keep trying to do throughout the whole book?
Turn and talk to your partner.
What do you think the central message of Whistle for Willie
is? Take a look at our central message anchor chart to help
you. Ask yourself: What does the author want me to learn?
What is the point of this whole text? What is the message?
What is the big idea? What is the lesson? What is this really
about? Turn and talk to your partner.
Once students have come up with the central message of
Whistle for Willie, I will record all of the key details into an
organizer right beside the organizer for Wolf. I will review
what the students have said for each book.
I will then tell students that we will be completing a Venn
Diagram to compare and contrast both books. I will ask
students to turn and talk to their partner and discuss one thing

that is different between the two books and have a student


share what they discussed with the class.
Now that we have completed both of our organizers, I would
like you to turn to talk to your partner and discuss one thing
that is different between the two books. Would anyone like to
share?
After allowing student to share one difference between the
two books, I will display the assessment sheet under the
document camera and give explicit directions of how to fill
out the Venn Diagram. I will then send students back to their
tables to work individually.
2 minutes
Closure
Summary
Homework

Day
3

Once students have completed their Venn Diagram, we will


review the objective for the day, and I will ask students to
share what they put in their Venn Diagram with a person at
their table. I will also ask a few students to share what they
wrote with the whole class.

Guided Reading groups (20 minutes each):


Group 1
Group 2
The first group I work with
The second group I work with
(Hippos) will be one of my
(Bears) is my on grade level group.
below grade level groups. Day 3 Day 3 will be a review of the
will be a review of the
comprehension support
comprehension support
(finding a central message), and
(finding a central message), and complete a worksheet that requires
complete a worksheet that
students to identify the central
requires students to identify the
message of the text they read.
central message of the text they
read.

Group 3
The third group I work with
is another below grade level
group (Tigers). Day 3 will be
a review of the
comprehension support
(finding a central message),
and complete a worksheet
that requires students to
identify the central message
of the text they read.

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