Instructional Lesson Plan

Interns Name
Lauren Bonanno
Rachel Fenlon
Amanda Moreira
Grade
2
Class Size
22
Date / Time
Subject
Reading (Read aloud)
School Mentor Initials
I. Purose o! 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
#L$ CC# %nchor Standard Analyze how and why individuals, events, and ideas
develop and interact over the course o te!t"
#L$ #escri$e characters, settings, and ma%or events in a story, using &ey details"
Retell the events in a story in a logical se'uence"
Lesson &bjecti'e
Ater reading ()he *rouchy Lady$ug+ the students will $e a$le to se'uence the story $y
recalling events"
(ormati'e %ssessment (planned or use in this lesson)
,tudents will $e instructed to create their own se'uential story using at least - dierent
parts o a se'uence" )he teachers will then evaluate students. new &nowledge $ased on
the lesson and e!it tic&et responses to determine i the ma%ority o the class understands
se'uencing"
II. Instructional Decision)Ma*in+ " What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to learning
and/or build on students strengths?

,no-led+e o! Learners . . . Instructional Decisions based on this
,no-led+e.

,no-led+e o! %+e)Le'el
Characteristics
Ph/sical0 ,mall muscle coordination is
developing and improving" *irls are ahead
o $oys at this stage o development"
Ph/sical/ 0hildren will wor& on gluing and
drawing s&ills or part o this lesson"
,tudents will $e instructed to come up to
the 1romethium $oard or parts o the
lesson"
,everal students will $e as&ed to act out
1motional0 )he child is e!periencing new
and re'uently intense eelings" )here is a
deep need or approval rom adults 2peers"
,ometimes he inds it hard to control his
$ehavior"
Social0 )he child is concerned with
pleasing his teacher" 3e is struggling to
$ecome socially accepta$le to the peer
group" )he *olden Rule is a tough
concept" Being irst and winning are still
important"
Intellectual0 )here is an intense
eagerness to learn and they as& lots o
'uestions" )he child li&es to repeat
stories2activities" )here is a limited concept
o time4thin&ing is here and now rather
than past or uture" Listening2spea&ing
s&ills are developing rapidly" *irls are
ahead o $oys" )he child thin&s everyone
shares his view" 3e sees parts rather than
how the parts ma&e up the whole" 3e
thin&s very literally"
the animals in the story" )hese students
will $e as&ed to come to the ront and
place themselves in the proper position in
the se'uence"
1motional/ )he students will $e given
positive eed$ac& throughout the lesson in
order to meet their approval needs" )he
students will $e reminded o good $ehavior
$y praise given to students who
demonstrate good $ehavior"
)he students will $e given positive
reinorcements $ased on their $ehaviors
and actions while wor&ing with the
1romethium $oard"
Social) )he students will $e wor&ing with a
partner so there will $e little to no
competition within groups" )he students
will $e told that inishing irst does not
mean you have the $est wor&" 5t.s a$out
the 'uality o the wor& and not how ast it
is inished"
Intellectual) )he students will discuss
their morning routines and the se'uence in
which these activities ta&e place" )his will
give the students an opportunity to see
that everyone has their own routines" )he
students will also see that their morning
activities ta&e place in a se'uence"
,no-led+e o! %cademic #eadiness
2based on re)assessment3
A strength o the class is the a$ility to tell
some meaning o the story $ased solely
on pictures"
A diiculty o the class is that students
have diiculty recalling $asic acts rom the
te!t"
Ater reading the story, the students will $e
paired together and $e as&ed to recall and
draw the acts o the story
6or&ing in pairs allows or the
students to assist each other"
,no-led+e o! Sub+rou or Indi'idual
Needs 2I1P accommodations4 1LLs4
G/T4 other stren+ths/needs3
Se'eral students ha'e I1Ps0
7" Annie has a hearing pro$lem and must
have preerential seating"
2" Andrew has visual issues and must
have e!tra time to complete
assignments" 3e also must have
directions repeated"
-" ,ean re'uires e!tra time to complete
his wor&, directions need to $e
repeated, and he needs a chec&list to
complete tas&s"
Second Lan+ua+e Students0
7" 1a$lo needs visual cues and needs to
$e sure he understands what is $eing
as&ed o him"
2" ,ophia needs to $e sure she
understands what is as&ed o her
when wor&ing independently" ,he
wor&s $est in groups"
-" )atiana needs visuals to help her
understand" ,he needs small group
wor& or partner wor& to help her
understand"
7" #uring the read aloud Annie will $e
seated in the ront"
2" #uring the read aloud Andrew will $e
seated in the ront" 3e will $e given e!tra
time on assignments i needed" )he
directions will also $e repeated as needed
throughout the lesson"
-" ,ean will $e given e!tra time on
assignments as need" 3e will also $e
given a chec&list on everything he is
e!pected to complete during the lesson"
)he directions will also $e repeated as
needed throughout the lesson"
7" 1a$lo will $e a$le to see the voca$ulary
words written the $oard"
2" ,ophia will $e assigned to a partner"
,ophia will also $e given individual
instruction while creating her own story"
-" )atiana will $e assigned to a partner"
)atiana will also $e a$le to see the
voca$ulary words written the $oard, the
animals in the $oo&, and the
demonstration o the sample story"
,no-led+e o! Interests and other
Moti'ational (actors
*roup activities popular" Learns $est
through active participation" 8eenly
competitive and $oastul"
,tudents will $e participating in partner
and whole group wor&" )he students will
$e as&ed to share their morning routines"
6hen it is time to put the characters in
order the class will wor& together to
se'uence them" )his will allow the
students to $e slightly competitive $y
seeing who &nows what comes ne!t"
Multicultural Considerations / 15uit/ Measures . . . Imlications !or this
Lesson
9ach amily may have uni'ue routines
they ollow each day"
,ome o the students may not recognize
some o the animals mentioned in the te!t"
,tudents will each discuss their morning
routines with the class"
Ater doing a picture wal& )eachers will
discuss the dierent animals and where
they are rom"
,tudents will act out animals rom the
story"
%cademic Lan+ua+e Demands . : : Sca!!olds to suort lan+ua+e
de'eloment in this lesson
,ome words in the o$%ective that may
$e new to the students;
,e'uencing
Recall
,ome words in the story that may $e
new to the students;
Aphids
,tag $eetle
Flippers
5nsist
*rouchy
)eachers will e!plain to the students what
se'uencing is and what recall is"
)eachers will as& the students to thin&
$ac& a$out their morning and what
happened that day" As they tell us the
details o their morning in order,
)eachers will descri$e how thin&ing
a$out what their morning consisted o
is recalling and telling us the events in
the order they happened is called
se'uencing"
As a pre/reading activity, )eachers will
ormulate a list o voca$ulary words
that students will encounter in the te!t"
)eachers will have students come up
to the 1romethium $oard and match
voca$ulary words to their proper
deinitions"
III. Instructional Procedures What instructional strategies and sequence will use to ensure that
every child is a successful learner?
Instructional Materials and Technolo+ies
1encils
1romethium $oard with Active 5nspire
()he *rouchy Lady$ug+ read aloud $y 9ric 0arle
9lmo pro%ector
5ndividual copies o the te!t ()he *rouchy Lady$ug+
Lined paper
0omputer
Relection sheets
)imer
<ametags or speciic animals mentioned in story
Mana+ement Considerations (1rocedures, )ransitions, Materials, Behavior)
7" 6hen students are as&ed to provide deinitions or the voca$ulary words, and
when they are invited to share their morning routine, they will $e as&ed to raise
their hand"
2" Andrew, 1a$lo, and )atiana will all $e given visual cues to ensure their
understanding o the directions"
-" All students will $e held accounta$le or their $ehavior during the entire lesson" 5
students are not on their $est $ehavior, they will $e as&ed to move their clip down
rom green to yellow, and i the mis$ehavior continues, they will $e as&ed to
move to red" Red sym$olizes a note home to their parents"
=" ,tudents will $e as&ed to raise their hand when sharing their stories that they
created"
>" ,tudents displaying good $ehavior will $e rewarded with points or chips"
?" ,tudents will $e as&ed to $e respectul to those students who wish to share their
stories with the class"
Instructional
Se5uence
%ro6imate
Time
Procedure
Planned
7e+innin+
6arm/up
Motivation
Bridge
> minutes
> minutes
Pre)%ssessment
7" First, teachers will review the academic
language words rom the o$%ective $y
having students recall their morning routines
and then se'uencing them as they share the
events" )eachers will e!plain that the story
is a$out the events o a day in the lie o a
lady$ug" Multiple volunteer students will $e
as&ed to descri$e their morning routines
with the class"
2" )he teacher will post an Active 5nspire
activity in which students will use the
1romethium $oard to pull out images o their
morning routines, and place them in the
correct se'uence" )eachers will relate
recalling to thin&ing $ac& a$out the day and
then )eachers will relate se'uencing to
sharing the events in order"
-" )eachers will generate the voca$ulary list
and as& students to thin& a$out the
deinitions o the terms" )he teacher will
pro%ect another Active 5nspire activity on the
1romethium $oard in which students will $e
instructed to come up and match the term to
the correct deinition" )he teachers and
class will wor& together to correct any errors
the students ma&e"
Moti'ation/7rid+e
7" @nce students have shared their daily
morning routine, the teachers will guide
students through a picture wal& o the te!t"
2" )eachers will name each animal and tell
students where the animals are ound"
De'eloment o!
the Ne-
Learnin+
!"learly e#plain
instructional
activities in
sequence$%
7> minutes
7A minutes
I Do
7" )eachers will e!plain that stories ma&e
sense $ecause they are told in a speciic
order" )eachers will provide the e!ample o
daily routines/students wouldn.t eat
$rea&ast $eore going to $ed or get dressed
$eore ta&ing a shower"
2" )he teacher will pro%ect the read aloud o the
story )he *rouchy Lady$ug $y 9ric 0arle
using Bou)u$e pro%ected on the screen" )he
students will $e encouraged to remain
seated, sit 'uietly, and ollow along using
their own copy o the te!t"
)eacher will signal or Annie and
Andrew to %oin her towards the ront
o the classroom" )his will cover their
591s"
8e Do
-" )he teacher will pause the video throughout
the story to as& the class comprehension
'uestions"
=" @nce the read aloud has ended the
teachers will assign some students animas
rom the story" )hey will $e given a nametag
that states their animal"
>" )he students will $e as&ed to act li&e their
animal and come to the ront o the
classroom"
?" )he class will wor& together to se'uence the
animals in the proper order as they were
mentioned in the story"
The/ Do
7" )eachers will e!plain to the students that
7> minutes
they will create their own story using at
least - parts o a se'uence"
,ome students who need visual
cues will $eneit rom the visual
e!ample on the $oard" )hese
students include 1a$lo and )atiana"
)eachers will assign partners ta&ing
into account the needs o the 9LL
and 591 students"
)atiana wor&s well with partners and
this will help meet her needs"
2" )eachers will create their own story to
model what their stories should loo& li&e"
-" ,tudents will then use their &nowledge o
se'uencing to create their own se'uential
story"
=" @nce students have had suicient time to
wor& on their stories the teacher will as& or
volunteers to come to the 9LM@ $oard,
pro%ect their stories, and read them aloud to
the class"
>" ,tudents will $e as&ed to complete
personal relections $ased on how well they
eel they understand se'uencing" )hey will
$e as&ed to circle either a happy smiley
ace, a straight ace, or a rowny ace"
1nrichment or
#emediation
!&s appropriate
to lesson%
7" For the students who need more o a
challenge, they will $e instructed to add an
additional - steps to their se'uence in their
story"
2" For our lower/level students and students
who have more diiculty, )eachers will use
transition words to help guide them"
)eachers will list or them (First,+ (,econd,+
()hird+ (and so on) as a guide to the order
their pictures should $e placed"
Planned Ending
(Closure)
,ummary
3omewor&
7" )eachers will reer $ac& to the lesson
o$%ective"
2" )eachers will as& the students what they
learned today"