College of Education
LESSON PLANNING TEMPLATE
Teacher Candidate Name:
Grade: 2
Katelyn Sheridan
Learning objective(s):
SWBAT identify
between fiction
stories
difference
nonfiction
Planning:
Teacher Resources (Internet Sites, Technology / Visuals): Create an anchor chart as we read, Little Red Riding Hood The Newfangled
Prairie Tale, Different types of Fiction sheet in the appendix of their notebook, whiteboard.
Academic Vocabulary: fortunate, persuade, snarled and prairie
Materials (e.g. Props/Manipulatives/Picture Book or Information Text): Little Red Riding Hood The Newfangled Prairie Tale by: Lisa
Campbell Ernst
Groupings: Students will sit on the carpet for the Read Aloud of the story, Then they will come back to their seats (two groups: red
and blue) for the guided practice portion of the lesson.
Family Engagement: A reading log is sent home at the beginning of the month so parents, students and teachers can monitor reading
progress.
Cite Sources (e.g. textbook page # or pinterest website) Page 39-40 of the Schoolwide reading program manual, Schoolwide student
reading notebook page Story Structure
Student prior knowledge needed: What is a fiction story?, Characters, setting
Co-Teaching Strategy: Read Aloud: One teach one assist. I will read the story and take control of this portion of the lesson. When we
break into the two groups for guided practice it will be more of a station-teaching model.
ENGAGE
Teacher
What questions will you ask?
What will you do, say, and/or
write? What tools will you use?
Today we will be learning about
story structure. Does anyone
know what structure is? Can
you describe what structure is?
Great structure is the outline; it
is what something is made up
of. Lets think of a skeleton
without our bones we wouldnt
be able to stand up. Our
skeleton or our bones is what
gives us structure and shape.
Turn and talk to your partner,
What do you think makes up
the structure of a story?
Just like a skeleton a story also
has a structure and it is made
up of certain features like
characters, setting, plot and
they typically have a beginning
middle and an end.
Create an anchor chart for
Students
What will students do? What tools will students use? Where in the classroom
are the students? How will students be grouped?
Students are seated on the carpet and are ready for the read aloud.
Possible responses: Structure is what something is made up of. It holds
something together. They might mention buildings or statues.
Differentiation: Multiple means of representation. By comparing it to
buildings and skeletons it can help deepen the connection to story structure.
Students will help in the creation of the anchor chart by raising their hands
and offering up definitions in their own words.
EXPLORE
Students are seated on the carpet and will raise their hands to volunteer.
They might know that in the original version of Little Red Riding Hood, Little
Red goes through the forest to see her grandmother.
EXPLAIN
EXTEND
This is the
portion of the
lesson that
would involve
more of a
stationteaching
format. If we
may run out of
time and need
to complete
this portion as
Students will now be seated at their desks (2 groups) They will complete a
graphic organizer from their reading notebook. Included on the organizer is
Who are the characters?, Where and when does the story happen?,
Presentation of the problem: What is wrong?, What do the characters do to
try and resolve the problem?, How is the problem worked out?, What
happens at the end?
Differentiation: Students that are classified will receive the same graphic
organizer but with more space and lines to write on. It will also have less
wording and more concise questions. This will keep them more organized
and make it easier for them to write down their thoughts.
Students will remain in their assigned seats (groups). I am not switching up
the groups because we read these stories as a class. Comprehension of the
story should be better than if the students read the books independently.
By now the students should be familiar with sitting on the carpet.
Students will have time to share the ideas they wrote down while doing
group work.
an extension
the next day.
Mrs.Anello will
have a group
of students
and I will have
a group of
students. If
Miss
Passanante
would like she
may take a
smaller 3rd
group to work
with using a
lower level
book.
EVALUATE
Students will be seated in their assigned seats. Each student will be given 4
index cards to write their definitions on. Their vocabulary cards go in their
vocabulary boxes for them to practice
Studnents will open up their reader but the city li
Differentiated Instruction:
Communication disorder: I will read the story to them during the read aloud. This alleviates frustration of decoding words and
figuring out tough vocabulary. By eliminating the probability that the students may not understand difficult vocabulary it will
hopefully increase comprehension of the story. Students are always working in pairs or groups so they may ask questions, build
off others ideas and help each other as we progress through the lesson.
Modifications: 2 students will receive a revised organizer for the 1 st organizer that is in their reading notebook. I will make it a
little more user friendly for these students so that they have more room to write. I will also provide lines for the students to
write on so they can practice good handwriting. The questions listed on the organizer will also be more concise easier
vocabulary for them.
How will you differentiate for content, process, and product in the above process areas? List modifications, as per the childs
IEP. (Use initials only).