Lesson/Observation #2

Subject/Grade level: 2nd Grade, ELAR

Unit topic (if applicable): Unit 2
Lesson goals: The goal of this lesson is to help student be able to identify the Author’s Purpose,
Central Idea, Character Traits, and do a Five Finger Retell.
Lesson title or topic: The William Hoy Story
Estimated length of lesson: 45 Minutes

TEKS Standards: 2.9B Students are expected to describe main characters in works of fiction,
including their traits, motivations, and feelings; 2.13 Students are expected to identify the topic and
explain the author’s purpose in writing the text; 2.14A Students are expected to identify the main idea
from the text and distinguish it from the topic; 2.14C Students are expected to describe the order of
events or ideas in a text.

Learning Objective(s): I will be able to identify the Author’s Purpose, Central/Main Idea, Character
Traits, and do a Five Finger Retell.

Academic Language:

 Character Traits  Plot

 Feelings  Problem
 Topic  Solution
 Central/Main Idea  Author
 Author’s Purpose  Title
 Setting  Fiction
 Events  Non-Fiction

Grouping:

Whole Group: This will be given in the beginning of the lesson.

Small Group: 4 Small groups will be during Stations. Group 1 contains 2 students; Groups 2 and 3 have
4 students; and Group 4 has 5 students. These groups are chosen based off their academic level and
in this lesson, their levels are similar within their groups. The groups are set so that everyone can
benefit from each other, and Group 4 can get majority of the guided practice that is deeply needed,
while the others may assist each other. Because this is a Blended Classroom, it’s important to keep in
mind that not all stations may be completed by this day. The groups are designed so that the students
can complete stations at their own time to ensure full understanding. However, there is a slight
possibility the stations may all be completed within their given time.

Individual: Students will take an Exit Ticket Assessment.

Materials:

 The William Hoy Story  Five Finger Retell Activity Sheets

 Author’s Purpose Activity Sheets  Exit Ticket Sheets
 Central Idea Sheets  Pencil
 Character Traits Sheets
List everything you will need to do the lesson, including materials for students to complete the activities,
written materials and handouts, resource books for students, videotapes, etc.
Lesson/Observation #2

Resources: I used my teacher’s access to her HMH account for my story’s read aloud. The students
will have their own materials, as well (pencils). I found my stations on Pinterest and Teachers Pay
Teachers for free (Yay)!

Connections to Other Disciplines: This activity coincides with Social Studies 2.13C the student is
expected to identify other individuals who exemplify good citizenship. It connects with the real world in
the sense that the students are able to identify William Hoy and how his character traits make him a
good citizen.

Gradual Release of Responsibility: This lesson will be gradually released from the teacher to the
students, beginning with the teacher reading The William Hoy Story, then modeling each station to the
students to show their understanding of identifying all elements needed for e ach activity. After the
teacher introduces/model’s their stations, the students will be released to perform their stations as a
class. Once they’ve completed stations, they will each show their understanding in their exit tickets.
Manipulatives may be used, as needed (provided in their notebooks and folders).

Instructional Procedures

 Introduction: 5 Minutes The teacher will begin by having the students listen to a read aloud –
The William Hoy Story by: Nancy Chumin. Prior to reading the teacher will ask a before reading
question and a question to think about while listening to the story.
 Teacher Modeling: 5 Minutes When the students are done hearing the story the teacher will
ask an after reading question for a comprehension check. The teacher must also to uch base
with how to tell a character trait, the author’s purpose, the central idea, and the 5 finger retell.
 Body of the Lesson: 30 Minutes The students will already be in their correct groups, and
begin their stations that are in their folders. The stations may be done in any order that they
desire. Due to limited time, each station may only be done one time each.

Station 1: Author’s Purpose The students will complete their Author’s purpose paper. Groups
1-3 will color in on their PIE chart which purpose this story falls under. They will then write How
they know. Group 4 will be read their paper to them. They will circle, as a group, which is the
purpose. They will then come up with a sentence on how they know. We will create the
sentence together. They will copy their sentence down.

Station 2: Central Idea Groups 1-3 will fill in their given papers, then create tables. On the
face of the papers, the students will write in the central/main idea. Then, on the l egs, they will
place their supporting evidence statements. They will then fold their legs down, to create their
tables. Tables will be saved to hang in the classroom. Group 4 will write what the main idea is
in their given sheet. They will then draw within their puzzle pieces of each supporting evidence.
If time permits, they will color in their pieces.

Station 3: Character Traits Group 1 will fill out information about a character. Along with
Character Traits, this group will also discuss and write the character’s issue, how it got solved,
make inferences about the character, and if the character changed over time. Groups 2 and 3
will fill out a trait about the main character and another character of their choice, followed by
supporting evidence for both. Group 4 will discuss and write a character trait about one
character, followed by a sentence that has supporting evidence.

Station 4: Five Finger Retell Groups 1-3 will discuss and fill in on their given sheet the detail
for the character, setting, problem, events, and details. Group 4 will fill draw a picture for each
finger and write in a sentence for what they drew on each picture (for character, setting,
Lesson/Observation #2

problem, events, and solution). The students will then glue each part to their designated finger.
The students may attach this to their notebooks for future reference, if ever needed.

 Guided Practice: The students will have some guided practice prior to their lesson, being that
they have been working on this unit for 1 week by then. With mini lessons and a lot of
modeling, the students will have guided practice with their stations. When they begin this
lesson, their previous guided practice will help them perform as a class. They will be gradually
released this way. The students will also have guided practice with their groups in their stations
by each student taking turns to lead and explain – there’s plenty of chances for each child to
lead in these stations.
 Independent Practice: The students will have a chance to do their independent practice
through their exit tickets. Students Must complete their tickets to show their understanding to
plan if further instruction is needed.
 Conclusion (closure): 5 minutes The students will be called to attention and be given their
Exit Slips. The teacher will read aloud what their slip asks of them. The students will then
individually fill out their slips answering what the Author’s Purpose was and why they chose
that purpose. Students will be reminded that this is on their own and to spell and write the best
that they can.

Assessment: The students will be assessed informally during their stations. The teacher will walk
around and observe the students. If the students are struggling in their stations, the teacher will stop
them to provide further guidance, and then release them to try again.

The students will also be formally assessed by producing their own independent answers within their
Exit Tickets. These tickets will let the teacher know what was understood and what areas the students
need more work on. The teacher will then decide who needs more instructions and small group practice
for the next day and explain to those students the correct answers on their Exit Tickets.

Accommodations/Modifications/Enrichment: Accommodations are made for each group. Group one

contains students who are above grade level. Therefore, their stations are a bit harder than the others.
Groups 2 and 3 are at grade level with struggling areas such as writing neatly. Their stations focus on
where they need more practice. Station 4 contains students below grade level. Their station touch base
with some basic skills and are heavily guided by the teacher.