LESSON PLAN

Student Teacher: Ms. Erin Carter

Date: September 9, 2014
College Supervisor: Mrs. Hipple
Level: 2nd grade
Mentor: Mrs. Maloney

Grade

Pennsylvania Academic Standards and Common Core Standards

CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
CC.1.2.2.E: Use various text features and search tools to locate key facts or
information in a text efficiently.
CC.1.2.2.F: Determine the meaning of words and phrases as they are used in grade
level text including multiple-meaning words.
CC.1.2.2.G: Explain how graphic representations contribute to and clarify a text.
CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple word and
phrases based on grade level reading and content, choosing from a range of
strategies and tools.
CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small
and larger groups.
CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
CC.1.5.2.C: Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
Objectives
Students will:
Identify what a meteorologist is.
Identify what tools a meteorologist uses to predict the weather.
Student Friendly Learning Objectives
I will:
Identify what a meteorologist is.
Identify what tools a meteorologist uses to predict the weather.
Vocabulary
Tier 1:
Tier 2:
Tier 3:
Thermometer
Wind vane
Weather
Anemometer
Hail
Hygrometer
Frost
Meteorologist
Drizzle
Barometer
Forecast
Front
Essential Question(s)
How do we know what the weather will be?
How do we retell a story in our own words?
What are question words?
What are appropriate responses to questions using key details?

Materials and Resources

The text, What Will the Weather Be? By Lynda DeWitt
My forecasting worksheet one for each student
Thermometer
Video from Discovery Education- Weather Forecasts
Large paper to create the web and to complete shared writing.
Instructional Procedure/Activities
Day One:
Today we are going to learn about meteorologist.
Can someone tell me what a meteorologist is?
Has anyone ever watched the forecast on the news to see what the weather
will be for the day? (Or maybe heard on the radio or saw in the newspaper)
How do these meteorologists make these predictions?
In the story that we will read today, we will learn about the tools that
meteorologist use to tell us what the weather will be today, and in the days
ahead.
Read the text, pointing out and asking the following questions as you read:
o Has there ever been a time when you checked the weather forecast
and they were wrong?
o Reference the Reason for the Season book we read last week when it is
discussing the cold fronts coming from the north and warm fronts from
the south.
o Point out the different tools that are referenced in the text. Explaining to
the students what each one is and how each one is used.
o Point out the different diagrams that the illustrator uses. Explain to the
students that illustrators use diagrams to help readers get a better
understanding of the text.
After reading look at the following two questions:
o Who predicts the weather?
o What tools do people use to predict the weather?
When completing these questions, show students that good writers go back in
the text to look for more information or to help us spell a word correctly. Go
back to the page in which the word meteorologist is used. Have a student close
to the board read the spelling of this word as you write it down. Review the
appropriate responses to a question in which good writers create complete
sentences by using words from the question.
On Thursday, we will use what we learned today about meteorologists and the
tools that they use to write to inform others about meteorologists.
Day Two:
Start, by asking students what they remember from the text, What will the
Weather Be?
What did we learn about meteorologists? How do they predict the weather? Do
we remember the tools that they use to make observations about the weather?
Show a video to the students to explain how a meteorologist uses these tools
to predict the weather.
Complete a web for weather. Place weather in the center of the web. Explain to
the class that weather is the topic for our paragraph.

Explain that good writers use a web to quickly get ideas on paper. Have
students notice that these ideas are not in complete sentences. Talk to the
students about the different boxes contained in a web. Tell students that
sometimes we might not use all the boxes; sometimes we might have to create
more boxes for a topic.
Use this web and the facts to create a shared writing piece for the class.
Start the shared writing piece by explaining to the students that all good
writers begin with a topic sentence. Topic sentences will tell the reader what
the paragraph is about.
Use the facts that you gathered as a class to complete the shared writing.
Once you have finished, inform the students that good writers must always
have a concluding sentence. In our concluding sentence we want to send our
readers off to find more information about our topic.
Tell students that in some cases we might not use all of our ideas that we
gathered from our web. Sometimes we might add more ideas as we begin
writing.
Once the shared writing piece has been completed, have students read
together the finished product.
Assessment(s)
Formative:
Summative: Use observation to assess
students during the shared writing.
Differentiation:
Provide sentence starters for students during the shared writing for students to
complete the thought.

LESSON PLAN
Student Teacher: Ms. Erin Carter
Date: September 23, 2014
College Supervisor: Mrs. Hipple
Level: 2nd grade
Mentor: Mrs. Maloney

Grade

Pennsylvania Academic Standards and Common Core Standards

CC.1.3.2.A: Recount stories and determine their central message, lesson, or moral.
CC.1.3.2.B: Ask and answer questions such as who, what, when why, and how to
demonstrate understanding of key details in a text.
CC.1.3.2.G: Use information from illustrations and words, in print or digital text, to
demonstrate understanding of characters, setting, or plot.
CC.1.3.2.I: Determine or clarify the meaning of unknown and multiple-meaning word
and phrases based on grade level reading and content, choosing from a range of
strategies and tools.
CC.1.3.2.J: Acquire and use grade- appropriate conversational, general academic, and
domain-specific words and phrases.
CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small
and larger groups.

CC.1.5.2.B: Recount or describe key ideas from a text read aloud or information
presented orally or through other media.
CC.1.5.2.C: Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
Objectives
Students will:
Identify the steps that form the water cycle
Create the water cycle
Observe how water evaporates.
Observe how clouds form precipitation.
Student Friendly Learning Objectives
I will:
Identify the steps that form the water cycle.
Create the water cycle.
Observe how water evaporates.
Observe how clouds form precipitation.
Vocabulary
Tier 1:
Tier 2:
Tier 3
Liquid
States of matter
Gas
Water vapor
Solid
Evaporate
Precipitation
Condensation
Water cycle
Essential Question(s)
What makes up the water cycle?
What are appropriate responses to questions using key details?
Materials and Resources
Down Comes the Rain by Franklyn Branley
Vocabulary words on cards
Water cycle poster with pictures, arrows, and vocabulary words.
Shaving cream
Clear container- with water
Food Coloring
Clear flower vase- with water
Masking tape
Ruler
Instructional Procedure/Activities
Introduce the new vocabulary terms that will be used in the text. Have the
students say the word with you. Give students a brief description of the word.
Show students the text, Down Comes The Rain by Franklyn M. Branley. Ask
students the following questions:
o What do you think our story will be about today?

How do you know? Which picture clues tell us what we will be reading
about?
Begin reading the text. Throughout the text observe and bring attention to the key
vocabulary terms. Also explain the different states of matter throughout the story
when referenced.
When you have finished reading the text, ask students to recall what we read in
the text.
Show students the poster. Tell students that we are going to create a poster to
show us the steps that must occur before rain comes falling down.
Ask students what must happen first in order for it to create rain. (Water must
evaporate)
Tell students that in order to see how water evaporates in our classroom, we will
place a jar filled with water in the window. We will mark where we will the line up
with water and check on it weekly during math meeting to see if the water is
evaporating. Good scientist will make a hypothesis or a prediction on how long it
might take for something to occur. So lets be scientist, how many weeks do you
think it will take for our water to completely evaporate. Record ideas with
students name.
Redirect students back to the water cycle poster. After our water has evaporated
what must it do? (Change to water vapor) Label this part on our water cycle. Ask
students comprehension questions such as:
o How does it change to water vapor?
o What did we learn from our reading?
Once our water has turned to water vapor, what will happen next? (IT WILL RAIN)
If students respond with it will rain, ask them what vocabulary word will we use
that means the same thing. (Precipitation)
Place this label and arrow on the water cycle poster. Have students gather in a
circle on the carpet. Seat yourself in the middle of the circle. Explain to the
students that we are going to use these tools to demonstrate how clouds make it
rain.
Place the shaving cream on top of the water (not to much, have the water already
in there before the experiment). Tell students that this is going to act like our
cloud. Remind students that when water vapor condensed it changes to water
droplets, which makes the clouds. Begin placing the food coloring into the shaving
cream. Tell the students that this food coloring is acting as our droplets inside the
cloud, when the clouds can no longer hold these droplets it will rain. So lets see
how many droplets it will take to make our cloud rain.
Once it has began to rain, remind students that this is our precipitation.
Sometimes our clouds will make it rain, other times it will snow, and sometimes
these droplets will freeze and make hail.
Redirect students back to our water cycle poster. Restate all the steps in the water
cycle. Tell students that this is what we call the water cycle. One it has
precipitated, we repeat the cycle.
Assessment(s)
Formative:
Summative: Observe students
responses as we go though the steps of
the water cycle. As one individual
responds, ask students to use the thumbs
o

up and thumbs down for the correct

answer.
Differentiation:

Lower level learners, have a cut and paste option ready for students if needed.
Higher-level learners, provide a blank sheet of paper. Have students re-create
water cycle.

LESSON PLAN
Student Teacher: Ms. Erin Carter
Date: September, 2014
College Supervisor: Mrs. Hipple
Level: 2nd grade
Mentor: Mrs. Maloney

Grade

Pennsylvania Academic Standards and Common Core Standards

CC.1.3.2.B: Ask and answer questions such as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
CC.1.4.2.J: Acquire and use grade-appropriate conversational, general academic, and
domain-specific words and phrases.
CC.1.4.2.M: Write narratives to develop real or imagined experiences or events.
CC.1.4.2.O: Include thoughts and feelings to describe experiences and events to
show the response of characters to situations.
CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small
and larger groups.
CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or
information presented orally through other media.
CC.1.5.2.F: Add drawings or other visual displays to presentations when appropriate
to clarify ideas, thoughts, and feelings.
CC.1.5.2.E: Produce complete sentences when appropriate to task and situation in
order to provide requested detail or clarification
Objectives
Students will:
Review the four seasons.
Create a story based on the book, Snowmen all Year.
Summarize what they would do with a snowman that lasted all year.
Design a picture based on what they wrote.
Student Friendly Learning Objectives
I will:
Review the four seasons.
Create a story based on the book, Snowmen all Year.
Summarize what they would do with a snowman that lasted all year.
Design a picture based on what they wrote.
Vocabulary

Tier 1:

Tier 2:
Freezing
Puddle
Spring
Summer
Fall
Winter
Seasons

Tier 3:
Stormy
Magic

Essential Question(s)
What are the four seasons?
How can we use words to create a story to match a picture?
What are appropriate responses to questions using key details?
Materials and Resources
The text, Snowmen all Year by Caralyn Buehner
Large poster paper for anchor chart
Writing and picture box one for each student.
Instructional Procedure/Activities
Can someone remind me what the four seasons are?
Before beginning the next activity, I would like everyone to get out their white
boards. Everyone write down their favorite season. Once you have your
favorite season on your whiteboard flip it over and meet me at the carpet.
Show the students the cover of the text. Ask students to make a prediction as
to what they think this book with be about.
Tell students that today we will learn about a magic snowman that doesnt
melt.
Think of something that you might do with a snowman that doesnt melt. Share
with someone next to you.
Gather the students attention. Lets see what the character does with his
snowman.
Read the text, Snowmen all Year.
When you have finished reading the text, ask the students if they thought of
some of the same activities to do with your snowmen.
Have students go back to their desks. Lets come up with some ideas as a
class, what would we do with a snowman if it lasted all year?
Map out each of the seasons and the activities that they would do with their
snowman.
Have students flip over their whiteboards. Tell students that this is the season
in which they will be using to create their snowman.
Show students the example created. Have students predict which season my
snowman is in. Which details from the picture let others know what season my
snowman is in?
After coming up with multiple ideas for each season, give each student a paper
to begin writing their own story about a snowman that stayed around all year.
Give students time to cut out their snowman and draw their favorite activity.
Next, tell students that good writers use what they learn from reading books
by other authors. We are going to take the picture that we have created to
write a story about our day with our snowman. Share the example.

Once students have completed, have students pick a color for their
background paper. Staple the picture and the writing piece side by side.
Have students gather at the carpet on the ABCs with their snowmen and story.
Have students share. Have students guess from the picture what season the
snowman is in.
Assessment(s)
Formative:
Summative: Observe students writing
during this time. Collect student work at
the end of the period. Assess students
based on whether or not you can tell from
the picture what season the snowman is
in.
Differentiation:
Provide sentence starters for students when completing the creative writing piece.

LESSON PLAN
Student Teacher: Ms. Erin Carter
Date: October 7, 2014
College Supervisor: Mrs. Hipple
Level: 2nd grade
Mentor: Mrs. Maloney

Grade

Pennsylvania Academic Standards and Common Core Standards

CC.1.2.2.C: Describe the connection between a series of events, concepts, or steps in
a procedure within a text.
CC.1.2.2.E: Use various text features and search tools to locate key facts or
information in a text efficiently.
CC.1.2.2.G: Explain how graphic representations contribute to and clarify a text.
CC.1.2.2.J: Acquire and use grade- appropriate conversational, general academic, and
domain- specified words and phrases.
CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple- meaning
words and phrases based on grade level reading and content, choosing from a range
of strategies and tools.
CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small
and larger groups.
CC.1.5.2.C: Ask and answer questions about what a speaker says In order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
Objectives
Students will:
Identify different clouds.
Student Friendly Learning Objectives

I will:
Identify different clouds.
Vocabulary
Tier 1:

Tier 2:
Clouds

Tier 3
Meteorologists
Cumulus
Nimbus
Stratus
Cirrus

Essential Question(s)

Materials and Resources

Looking at Clouds by Susan Ring
Anchor chart paper
Pictures of clouds
Instructional Procedure/Activities
Ask students if they have ever looked up at the sky at the clouds? Ask students
what they notice about clouds? Do you ever see an object in a cloud? (Ex. an
elephant, etc..)
Ask students if they knew that there were different kinds of clouds? (Ask
students to give you a thumb up if they knew that or a thumbs sideway if they
learned something new)
Tell students that today we are going to learn about the different types of
clouds.
Read the text, Looking at Clouds by: Susan Ring.
After reading the story, create an anchor chart on the different cloud types.
Have students recall some the descriptions of these clouds to include on the
anchor chart. If students are unable to recall some of the key details, re-read
the section to the students.
Once we have filled in some details for each cloud, hold up a picture of a cloud
(one at a time). Have students guess which type of cloud this is.
Assessment(s)
Formative:
Summative: observation as we
complete the anchor chart.

LESSON PLAN
Student Teacher: Ms. Erin Carter
Date: October 8, 2014
College Supervisor: Mrs. Hipple
Level: 2nd grade
Mentor: Mrs. Maloney

Grade

Pennsylvania Academic Standards and Common Core Standards

CC.1.1.2.E: Read with accuracy and fluency to support comprehension:
Read- one level text with purpose and understanding
Read on- level text orally with accuracy, appropriate rate, and expression on
successive readings.
Use context to confirm or self- correct word recognition and understanding,
reading as necessary.
Objectives
Students will:
Distinguish between the different forms of punctuation.
Practice reading fluently.
Student Friendly Learning Objectives
I will:
Distinguish between the different forms of punctuation.
Practice reading fluently.
Vocabulary
Tier 1:

Tier 2:
Comma
Question mark
Period
Exclamation point
Quotation marks

Tier 3
Fluent
Dialogue

Essential Question(s)
How do we become fluent readers?
Materials and Resources
Adventures of Randy the Raindrop passage one for each student
Adventure of Randy the Raindrop- transparency
Punctuation dance large poster to show students the dance moves for the
different forms of punctuation.
Instructional Procedure/Activities

Have students sit at their seats for this activity.

Give each student a copy of the Adventure of Randy the Raindrop.
Read over the poem together as a class.
Have the students pair off with another student and read the passage EEKK
style with the other student. One student should be the starter and the other
student should echo.
Give students time to complete this and become an expert on the passage.
Next, gather the students at their desk. Tell student good readers pay close
attention to punctuation.
In order to train our brain to look out for punctuation marks, we are going to do
the punctuation dance. As I read the poem, I need you to do the dance to show
me what kind of punctuation mark we have.

Explain the following:

o When I get to a period, I want you to stomp your feet
o When I get to a comma, I want you to step to the side
o When I get to a question mark, I was you to put your hands up side by
side like youre asking a question and wiggle down a little.
o When I get to an exclamation point, jump in the air with your arms up.
Practice this!
Use the overhead to project the passage. Read the poem as the students
complete the punctuation dance.
Once this is done, ask the students why it is important to pay attention to
punctuation when we are reading?
Have students get out their Tiger folders to write something about today.
Assessment(s)
Formative:
Summative: observation as students
read EEKK style

LESSON PLAN
Student Teacher: Ms. Erin Carter
Date: October 8, 2014
College Supervisor: Mrs. Hipple
Level: 2nd grade
Mentor: Mrs. Maloney

Grade

Pennsylvania Academic Standards and Common Core Standards

CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
CC.1.2.2.D: Describe the connection between a series of events, concepts, or steps in
a procedure within a text.
CC.1.2.2.F: Determine the meaning of words and phrases as they are used in grade
level text including multiple-meaning words.
CC.1.2.2.H: Describe how reasons support specific points the author makes in a text.
CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic, and
domain-specified words and phrases.
CC.1.4.2.R: Demonstrate a grade appropriate command of the conventions of
standard English grammar and spelling.
CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small
and larger groups.
CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or
information presented orally through other media.
CC.1.5.2.C: Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
Objectives

Students will:
Summarize why leaves change colors.
Distinguish why leaves have different colors.
Generate a sentence to show personification.
Student Friendly Learning Objectives
I will:
Summarize why leaves change colors.
Distinguish why leaves have different colors.
Generate a sentence to show personification.
Vocabulary
Tier 1:
Tier 2:

Tier 3
Chlorophyll
Pigment
Tannin
Dormant
Foliage

Essential Question(s)
What season do leaves change colors?
Why do leaves change colors?
What is personification?
Materials and Resources
Why Do Leaves Change Color? By: Betsy Maestro
Leaves
Wiggle eyes
Sentence strips
Brown paper (tree trunk)
Instructional Procedure/Activities
Day one:
Ask the students if they have noticed anything different about the trees in the
last few weeks? (The leaves have started to change colors)
Ask students why they think leaves change their colors?
Reference the leaf graph (For share time, students will be bringing in a leaf to
share with the class, discussing where they had found it. The graph will display
which colors, yellow, red, green, or brown.) Show students that even in our
classroom we have found some different color leaves.
Tell students that today we are going to read a book that will explain why
leaves change different colors in the fall.
Read the text, Why Do Leaves Change Colors? By Betsy Maestro
After reading, check for understanding. Ask the students to recall what the
author told us. Why do leaves change colors? Why do we have different
colored leaves (it depends on which tree they come from)?
Day two:
Once all students have brought their leaf to share with the class, laminate the
leaves.
Have students place eyes on their leaf.
Next, tell students that we are going to make our leaf come to life. This is

called personification. This is when we give human characteristics to

something that is not human.
Provide the following examples:
o The snow whispered as it fell to the ground.
o The strawberry sang, Eat me first!
o The leaves danced to the ground.
o The leaves waved goodbye to the tree.
Tell students that we are now going to brainstorm some of our own sentences
to make our leaves come to life. Think about where you found your leaf. What
might your leaf been thinking or saying when you found it?
Give each student a sentence strip. Have students write their own sentence to
show personification.
At the end, have students share what they wrote about their leaf.
Have students turn in their leaves. Create a large tree display in the hallway.
Place their leaves and sentences for others to see.
Assessment(s)
Formative:
Summative: Observation, create a
checklist for their sentence creation.