Walk To Intervention Lesson Plans Week of Feburary 13th Through 17th

Bluefield State College
Daily Lesson Plan (Template)
Name: Ashley Folden Date:

02/13/17
Subject: Walk to Intervention Topic:

Polar Bears
Grade: 2nd Length

of Lesson: Day 1 30 minutes
Introduction (Essential Question): What do wild animals need to survive, and where do
polar bears live?
Standard: Reading
Cluster: Craft and Structure
Objective:
ELA.2.10 Determine the meaning of words and phrases in informational text
relevant to a grade 2 topic or subject area.
ELA.2.12 Identify the main purpose of informational text, including what the
author wants to answer, explain, or describe
Specific Objective: The students on the first day of instruction will be introduced to the
first segment of the informational text Where Do Polar Bears Live? They will practice
reading fluently by echo reading and to themselves, they will be introduced and have an
understanding of vocabulary words that relate to the text, as well as complete a graphic
organizer to go along with the story to enhance their comprehension of the text.
Method(s): The lesson will take place in small group instruction. The students will be
working independently and together on reading the first segment of the story Where Do
Polar Bears Live? The group will then discuss and review the vocabulary words to go along
with the informational text. The students will discuss the genre and the contents of the
book. The students will then work independently to complete a graphic organizer that goes
along with segment one in the readers notebook page 76 to help with the comprehension
skills for the first segment.
Materials:
Vocabulary cards for the story Where Do Polar Bears Live?
Individual leveled books of Where Do Polar Bears Live?
Readers Notebook page 76.
Direct Instruction: The direct instruction will begin with the teacher discussing the genre of
the book. The teacher will demonstrate how to read and find the title and the author. The
teacher will explain to the students that the book Where Do Polar Bears Live? Is an
informational text about polar beards and how they live in a very cold environment called
the Artic. The teacher will also explain ow informational texts give us facts or more
information on a topic. The teacher will then preview the book with the class and will show
them how to examine the illustrations, including the maps. The teacher will then prompt
the students with questions about what the topic of the book is, how can we it is an
informational text, and what we can expect to learn from the book. The teacher will then
set the purpose for the book by thinking aloud I know that polar bears are wild animals,
which are animals that liv in nature and are not tamed by people. But I dont know many
other facts about them. By reading this book Ill know more about them. The teacher will
go over the vocabulary words for the whole selection with vocabulary cards, reading the
words and giving the definitions and examples. The teacher will then echo read with the
students the first segment of pages (8-19). While echo reading the teacher will stop and ask
questions so that they can think through the text and dig deeper into vocabulary words and
summarizing the main details of the story thus far.
Guided Practice: The students will be active participants during the echo read. The
students will also be summarizing and going over the vocabulary together. The students
will also collaborate into teams and will discuss how a polar bears body helps it survive in
the artic. The teams will then come together and share each others answers. The class will
also use guided practice to go over the independent practice readers notebook worksheet.
Differentiation: The differentiation for this lesson will be spending individual time with a
student reading and going over words they do not know when they read to themselves
silently. Also, the differentiation will include giving more examples for vocabulary words
and different workbook pages if needed.
Lesson Closure: The lesson will close with the small group summarizing the first segment of
the story. The group will review the genre, the meaning of informational text, they will
review the vocabulary and will then talk about how the independent practice worksheet
relates to that portion of the readings.
Independent Practice: The independent practice will consist of the students working on the
reading notebook page 76 which has the students review he first segment of the text pages
18-19, and then has them take the place of a scientist and write and illustrate about a new
born polar bear.
Assessment: The first assessment will be an oral assessment and whether or not the
students are participating in the echo read. The second assessment will be if the students
are reading on their own. The students will also be assessed on their participation during
the group discussions and the teams collaborations. Lastly, the students will be assessed on
their reading notebook page 76, and whether or not they can answer the questions about
the newborn polar bear that was found in the first segment of the text, and be able to
illustrate what the new born polar bear looks like.
Reflection: This lesson had to be spread into two separate days because the students were
having difficulty with the worksheet and finding the items needed to complete the
worksheet within the text. On the second day of this lesson I took time to do more one on
one with the students so that I could focus on their individual comprehension strategies,
this was particularly helpful to the younger students in my group. I also made sure to do a
lot of reviews on the second day as well as having the students present and discuss their
work.

02/15/17

Polar Bears
Grade: 2nd Length

polar bears live?
Standard: Reading
Objective:
Specific Objective: The students on the second day of instruction will be introduced to the
second segment of the informational text Where Do Polar Bears Live? They will practice
reading fluently by reading to a partner and to themselves, they will be introduced and
have an understanding of vocabulary words that relate to the text, as well as complete a
workbook page to go along with the story to enhance their comprehension of the text.
working independently and together on reading the second segment of the story Where Do
with the informational text. The students will review the first segment of the book. The
students will then work independently to complete a readers notebook page that goes
along with the information during the second segment of the book about the process of
polar bears getting food.
Materials:
Readers notebook page 78-79 (may vary)
Direct Instruction: The direct instruction will begin with the reviewing the first segment of
the book. The teacher will review with the students how the book Where Do Polar Bears
Live? Is an informational text about polar beards and how they live in a very cold
environment called the Artic. The teacher will remind the students how an informational
texts give us facts or more information on a topic. The teacher will go over the vocabulary
words for the whole selection with vocabulary cards, reading the words and giving the
definitions and examples. The teacher will then have the students partner read the second
segment pages 20-28, having each partner take turns reading a page. After the students
have read with their partner the class will summarize what the second segment is about
and then will go through the pages and the teacher will ask questions to help the students
think through the segment of the text, digging deeper so that the students will have a
comprehension on the details in the segment as well as how the illustrations relate to the
segments information and the lives of the polar bears.
Guided Practice: The students will be active participants during the partner read. The
will also collaborate into teams and will discuss what sources of food polar bears use and
which source is the best and why. The teams will then come together and share each others
answers. The class will also use guided practice to go over the independent practice
readers notebook worksheet.
Differentiation: The differentiation for this lesson will be spending individual time with a
student reading and going over words they do not know when they read to themselves
silently. Also, the differentiation will include giving more examples for vocabulary words
and different workbook pages if needed.
Lesson Closure: The lesson will close with the small group summarizing the second
segment of the story. The group will review s, the polar bears food series, meaning of
informational text, they will review the vocabulary and will then talk about how the
independent practice worksheet relates to that portion of the readings.
reading notebook pages 78-79 (mat vary) which has the students read silently and review
the second segment of the text pages 20-28.
students are participating in the partner read. The second assessment will be if the students
are reading on their own. The students will also be assessed on their participation during
the group discussions and the teams collaborations. Lastly, the students will be assessed on
their reading notebook pages 78-79, and whether or not they can answer the questions
about the polar bears food sources.
Reflection: This lesson went so much better than the first lesson that was broken apart into
two days. The students did a great job working with partners. I was very pleased with the
partners I paired up. Especially one set of partners where I had my really high achieving
second grading with my first grader who is having difficulty with comprehension both in
the classroom and in the walk group. The older student took his time to read and help the
other student read and then understand what they both had read. I also had to spilt this
lesson into two days because we ran out of time before the students could even begin the
worksheet, which was ok with me because they took a lot of necessary time to work with
each other and practicing their reading and listening skills.

02/16/17

Polar Bears
Grade: 2nd Length

polar bears live?
Standard: Reading
Objective:
Specific Objective: The students on the third day of instruction will be introduced to the
third segment of the informational text Where Do Polar Bears Live? They will practice
reading fluently by reading chorally and to themselves, they will be introduced and have an
understanding of vocabulary words that relate to the text, as well as complete a graphic
organizer about cause and effect to go along with the story to enhance their comprehension
of the text.
working independently and together on reading the third segment of the story Where Do
with the informational text. The students will discuss the genre and the contents of the book
to review what we have learned about polar bears thus far. The students will then work
independently to complete a graphic organizer that goes along with segment three that
teaches the students about cause and effect.
Materials:
Cause and Effect graphic organizer
Direct Instruction: The direct instruction will begin with the teacher reviewing the genre of
the book, what it means for the book to be an informational text, and will review and
discuss the two segments that have been previously read. The teacher will go over the
vocabulary words for the whole selection with vocabulary cards, reading the words and
giving the definitions and examples. The teacher will then have everyone chorally read the
third segment of the book pages 29-35. While choral reading the teacher will stop and ask
questions so that they can think through the text and dig deeper into vocabulary words and
summarizing the main details of the story as well as some of the authors purposes such as
why the author showed the polar bear in the human setting and so on. The teacher will also
go over the illustrations in this segment comparing the two maps on page 29. The teacher
will also discuss with the students what it means to have an opinion and will ask them
whether or not the author gives the reader enough information to form an opinion about
whether or not the melting ice in the Artic could be a problem for polar bears. The teacher
will also ask the students if there are any facts or details about the story and polar bears
that they do not understand, and will answer them.
Guided Practice: The students will be active participants during the choral read. The
will also collaborate into teams and will discuss whether or not they think the author thinks
that polar bears might become extinct. The teams will then come together and share each
others answers. The class will also use guided practice to complete and discuss a cause and
effects graphic organizer. The small group and the teacher will go page by page and discuss
the causes and the effects of the polar bears including their climate, physical changes,
having cubs, etc. The class will discuss the concept of cause and effect in general and will
talk about even more effects such as looking into the future of polar bears.
Differentiation: The differentiation for this lesson will be helping the students one on one
completing the cause and effect graphic organizer. This will ensure that all the students are
writing down the correct causes and effects and understanding why they are related.
Lesson Closure: The lesson will close with the small group summarizing the third segment
of the story. The group will review the genre, the meaning of informational text, they will
review the vocabulary and will then talk about what cause and effects mean and how they
relate to one another, and also how they relate to the story, The group will also discuss what
they feel will happen to polar bears as well as ask and discuss questions and details about
what weve learned about polar bears through the book.
cause and effect graphic organizer. Each student will have a worksheet and will fill in the
details for each cause and effect about polar bears. Such as their climate change, their
physical appearance, and repopulating.
students are participating in the choral read The students will also be assessed on their
participation during the group discussions and the teams collaborations. Lastly, the
students will be assessed on the completion of their cause and effects graphic organizer and
whether or not they have written in the correct details that were discussed as a group.
Reflection: The students did a good job on the coral read. Some of the students needed to
be reminded to follow along and watch their behavior. I feel that the cause and effect
organizer was really helpful for the students. I ended up doing the worksheet with the
students on the board which I felt helped them to have a better understanding. I made sure
to review the cause and effects several times before the students returned to their
classrooms so that I could be sure they had a general idea of what a cause and effect is and
how it related to our story.

02/17/17

Polar Bears
Grade: 2nd Length

polar bears live?
Standard: Reading
Objective:
Specific Objective: The students on the fourth day of instruction will reviewing the entire
selection Where Do Polar Bears Live? They will practice reading fluently by reading to
themselves, they will be introduced and have an understanding of vocabulary words that
relate to the text, as well as being involved in games to strengthen their vocabulary and
comprehension skills.
working independently on reading all of the story Where Do Polar Bears Live? The group
will then discuss and review the vocabulary words to go along with the informational text.
The students will discuss the genre and the contents of the book, and will summarize all the
details from the book from beginning till end. The group will also discuss the activities and
the collaborations from the previous lessons. The students will then participate in review
games for vocabulary and comprehension.
Materials:
Dice rules for vocabulary and comprehension
Sticky notes
Dice
Direct Instruction: The direct instruction will begin with the teacher reviewing the students
what has been discussed and taught so far, as well as the activities such as the charts and
the collaborations. The teacher will go over the vocabulary cards with the words definitions
and examples. The teacher will then have the students read through the whole selection on
their own, since through the previous lessons the students have practiced reading over
ways. After the students have read the teacher will give the students the instructions and
will demonstrate how to play the review dice game for first vocabulary. Then after the
vocabulary review game the teacher will go over and demonstrate the comprehension
review game.
Guided Practice: The students will be participating in guided practice by summarizing and
reviewing all of the selection and he activities done thus far. The students will all also be
involved in playing the review games using dice for vocabulary words and for
comprehension.
Differentiation: The differentiation for this lesson will the different types of skills the
students will be showing. For example, during the vocabulary dice game the students will
show an artistic ability illustrating a vocabulary word, and also they will be showing
different skills such as an antonym and a synonym. Also, the teacher will work with each
student one on one if they need help with what they have rolled for each game.
Lesson Closure: The lesson will close with the small group reviewing what each student had
for the vocabulary review game. The class will walk through the pages of the text and will
summarize what the text is about and the authors purpose. The class will discuss the genre
and the meaning of informational text. The teacher will also have the students express what
they liked about the review games and will also ask them questions about the story and ask
them if they have any questions about the story or the vocabulary.
Independent Practice: The independent practice will first consist of the students reading
the full text by themselves. The next independent practice consists of the students
performing the task or question they roll for the review games. For the vocabulary dice
game, the students will perform any of the following tasks: define, use it in a sentence,
synonym, antonym, draw it, and act it out. For the comprehension game the students will
roll the dice and will have to answer the following questions or complete one of the
following tasks: what was your favorite part of the story and why, what is your favorite
illustration and why, what is the setting of the book, what happened at the beginning,
middle, and end of the story, did you learn anything new from the story and if so what,
what was one cause and effect, and do you have any questions about the story.
students are participating in the review of all the information covered through the previous
three lessons about the vocabulary, the details in the book, and the genre and meaning of
informational text. The second assessment will be if the students are reading on their own
and staying on task. The students will also be assessed on their participation during the
group review games and if they have the information correct on what they have landed
with the dice and they have participated and been kind to their fellow group mates.
Reflection: Playing the review games with the students was a real treat! The students loved
doing a hands-on activity, and it was well deserved after all their effort in reading,
worksheets, and helping one another. The first game we played was the vocabulary game. I
used neon notecards which the students loved. Surprisingly the group was split on acting
out the words and giving sentences or synonyms or antonyms. We played the game for two
rounds so that we could be sure all the vocabulary words were covered and the students
could do two different activities. The second game we played had the same concept but with
comprehension. The students did not enjoy this game as much as they did the vocabulary. I
feel that was partially my fought because I should have created original questions or done a
different activity such as a jeopardy game, because I feel the questions I used along with
the original game wasnt exactly the best fit once the students began playing the game.
Overall, it was a very fun today and the students enjoyed and seemed to know and learn a
lot.

Walk To Intervention Lesson Plans Week of Feburary 13th Through 17th

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Walk To Intervention Lesson Plans Week of Feburary 13th Through 17th

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Bluefield State College

Daily Lesson Plan (Template)

Name: Ashley Folden Date:

Subject: Walk to Intervention Topic:

Grade: 2nd Length

Cluster: Craft and Structure

Name: Ashley Folden Date:

Subject: Walk to Intervention Topic:

Grade: 2nd Length

Cluster: Craft and Structure

Name: Ashley Folden Date:

Subject: Walk to Intervention Topic:

Grade: 2nd Length

Cluster: Craft and Structure

Name: Ashley Folden Date:

Subject: Walk to Intervention Topic:

Grade: 2nd Length

Cluster: Craft and Structure

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