Elementary Education Lesson Plan Template

Grade Level: 2nd Grade

Topic: Nate the Great

Enduring Understandings: (What big idea(s) will students understand as a result of this
lesson?)
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Predictions are based on beliefs derived from information taken from the text.

Essential Questions: (What question(s) will students grapple with as they learn through this
lesson?)
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What is a prediction?
How do you support your predictions with information from the text?

Primary Content Objectives:

Students will know: (facts/information)
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Students will know how to identify the main characters

Students will know how to use commonly used sight words in their writing

Students will be able to do: (skills and behaviors)

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Students will be able to make predictions about the events in the fictional text.
Students will be able to utilize information read in a fictional text to generate their ideas
for writing.

Related state or national standards: (Examples include State Standards of Learning, Common
Core State Standards, Next Generation Science Standards or National Curriculum Standards for
Social Studies)
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Virginia English SOL 2.8: The student will read and demonstrate comprehension
of fictional texts.

a) Make and confirm predictions.

e) Describe characters, setting, and important events in fiction and poetry.
i) Draw conclusions based on the text.
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Virginia English SOL 2.13: The student will edit writing for correct grammar,
capitalization, punctuation, and spelling.
c) Capitalize all proper nouns and the word I.
h) Use correct spelling for commonly used sight words, including
compound words and regular plurals

Assessment: (How (and when) will students be assessed? What evidence will you collect to
determine whether students have met the lesson objectives? Will the assessment(s) be a preassessment (diagnostic), formative (ongoing feedback) or summative?)
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Students will be assessed in an informal ongoing assessment as they have a discussion

with the teacher about the content of book
The writing at the end can be used to assess in a few different ways
- It can be used as a formal formative assessment of the students writing
capabilities (SOL 2.13)
- It can also be used as a formative assessment of the students ability to utilize their
knowledge of a text to draw conclusions and make predictions. (SOL 2.8)

Materials and Resources: (List here all materials that you will need in order to successfully
teach this lesson. Include technology and website links, texts, graphic organizers, student
handouts, physical manipulatives, etc.)
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Lined paper for each of the students

Nate the Great by Marjorie Weinman Sharmat

Key Vocabulary and Definitions:

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Prediction: Guess about the future (in a text or life)

Slipper: Soft comfy shoes that slide onto the foot
Doorknob: Handle on a door

Lesson Procedures:
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Introduction (min. 0-2): The students will work together to retell the story as far
as we have read it. Including character names, the setting, plot details and the
problem.

Reading (min. 2-7): The students will read from pgs. 42-52 focusing on the
characters and who might be the culprit.
Pause at pgs:
46: Ask about what they learned about Rosamond, are there any
clues that might point to her having the painting? Why or why not?
51: Talk a little about Annies brother. What do we know about
him? Could he have the painting? Explain why or why not?
Whole Group Discussion (min. 7-15): Work the students back through a
discussion of the main characters in the story.
Focus them on who the suspects are and what clues point to each one (if
any). Have the students think in their heads who they believe has the
painting, or what has happened to the painting.
Allow one or two responses after everyone has showed they have an idea.
Challenge the students to explain why they believe the character has the
painting, and what evidence they can find in the text to prove it.
Make sure they do not look ahead. Remind them that when they are
making predictions they are guessing about what might happened based on
what has already happened. They do not need to be right and they should
not be trying to sneak a look ahead.
Writing Time (min. 15-20): Start the students on a writing assignment where they
have to write about who they think has the painting and why they believe that
person has the painting.
They will have five minutes at the table where they can use the books
(with the teacher supervising to make sure they are not looking ahead and
focusing ahead.
Use this time to support some of the students who might struggle with
developing their ideas and putting it on paper. Talk through their thought
process and help them get the bare bones of what they are going to talk
about
After the five minutes are up send the students to their individual desks
and have them finish writing their predictions. Ask them to hand those in
before they move on to their individual reading time.
These prediction statements can be used to assess the students
understanding of the story and see where they might need help developing
the cognitive skills to read, predict, and draw conclusions. It can also be
used as a formative assessment of the students writing capabilities,
especially their focus on sentence structure (capital letters and
punctuation) as well as spelling sight words correctly.

Accommodations for individual differences: (How will the lesson be differentiated to support
diverse learners? Describe additional supports that can be used for re-teaching if needed, and a
challenging extension for students for demonstrate mastery quickly or show evidence of a lot of
prior knowledge.)
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This lesson is already a differentiated lesson as the reading groups have been selected
based on reading levels and students capabilities so that the material the students are
working on is complex enough for them without being out of their zone of proximal
development.
That being said there are a few different ways you can differentiate this lesson even
further.
- The first method of differentiation will be through the supports provided during
the discussion portion. Students who need support to get to the next level of
understanding when making predictions can reference the book during the
discussion to recall facts that will support their theories. Other students can be
asked to retell and predict without that aid to encourage their growth not only in
predicting but summarizing stories in the right order and using beginning, middle
and end (SOL 2.8e).
- The other primary opportunity for differentiation will occur during the written
portion of the lesson. Students will be asked to write about their prediction for
who has the picture and why they think this character has the picture. The
previous discussion can start as a sounding board and start for the students who
are ready. Students who need further support can get that support from hearing the
theories and explanations from their fellow students. Hearing the thought process
will allow those students to get a feel for how they should format their own
predictions.

Behavioral and organizational strategies: (What behaviors will you model or discuss with
students? What do you want to remember about organizing the lesson and materials? Use this
section for reminders to yourself about behavioral and organizational strategies. For example, do
you want to explicitly model how to work with partners in this lesson? Or demonstrate how to
use mathematical tools?)
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I need to remember to encourage the students to not just stop at I dont know. Ensure that
as I work through the discussion that the discussion is not monopolized by individual
students.
I need to remember to properly model and scaffold the writing that the students will be
doing on their own as their assessment for the reading group. Making sure the students
understand the expectation will be important as they will be moving to their individual
desks to complete the writing.