Wilkes University Lesson plan TEMPLATE

(Revised 2020)

PART 1: Lesson Content

Teacher Candidate: Kristie Najdek Grade: 2nd grade

Date of lesson: Wednesday, November 4 Subject: Language Arts

Goal or purpose of lesson

 Understanding visualization
Essential question (200 level)
 What can we learn when we face problems?

Standard(s): (NAEYC 5c) Objective(s): (NAEYC 5c)

CONTENT (what are the students learning – look to the standard),
ACTION (how will the students demonstrate their learning), MEASURE
(how well they need to do it) NOTE: Degree of mastery does NOT need
to be in a percentage.
Standard(s): Objective(s):
 CCSS.ELA-LITERACY.RL.2.3: Describe how characters in a  Students will be able to describe on how character face challenges
story respond to major events and challenges. through whole group discussion.
 CCSS.ELA-LITERACY.RL.2.1  Students will be able to visualize what is happening in the story by
Ask and answer such questions as who, what, where, when, why, drawing a picture.
and how to demonstrate understanding of key details in a text.  Students will be able to recount a fractured folktale about
 CCSS.ELA-LITERACY.SL.2.2 characters facing challenges as a whole class discussion.
Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.
Assessment Plan: (NAEYC 3b)

Pre-Assessment Checking for Understanding Post-Assessment

The teacher will ask students to describe some The teacher will hold informal class The teacher will collect the drawings the
problems characters have faced in the story we discussion where students will be able to students complete to show what they
read last week The Three Billy Goats Gruff. As participate and the teacher can monitor visualized in the shared reading of the dragon.
well is related the concept of visualization to students’ progress on what students know
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the other story of Rough Face Girl. about visualization and problems characters Rationale: This assessment is conducted after
face. As well as observe independent work and discussion, whole group practice, and
Rationale: this was chosen to prove familiar discuss what students are working on. independent practice. The will provide the
text examples to continue working on finding teacher with formal documentation of the
characters facing problems and visualizing Rationale: this was chosen as an informal students understanding of visualization.
what the author is saying. While introducing assessment, where the teacher can get
central message to this week unit. information about the students understanding How will this inform instruction? The
of characters problem face/visualization. teacher will be able to identify whether more
How will this inform instruction? This will instruction and/or practice in this skill is
inform instruction because the teacher will be How will this inform instruction? This needed.
able to get immediate feedback on the students assessment will provide the teacher with
knowledge of finding problems characters face information about the students abilities to
in a story. identify problems characters face and show
what they know about visualization. As
students work individually on drawing what
they visualize it will provide the teacher with
an assessment of the text.

PART 2: Lesson Implementation

Resources/Materials: (NAEYC 1c)

 Character Facing Challenges Workbooks

 White board and markers
 Visualization drawing worksheet
 Pencils
Management of Classroom Environment and Teaching Strategies Utilized (Integrated throughout the teacher’s step-by-step plan):
(NAEYC 4b)
Physical arrangement:
Students will be working in whole group and independently throughout the lesson. While the teacher will walk throughout the classroom to closely
monitor all students and keeping those who need on task.

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Expectations:
Expectation include: 1) to share in whole group by raising their hands and waiting to be called on; 2) to work quietly and to complete individual
work; 3) to follow along with reading fingers while listening to story be read aloud. The rules for whole group and individual work had been
established in the beginning of the school year and are enforced throughout the school day. The teacher will consistently move around classroom
keeping students on task and reminding them of expectations.
Processes and procedures:
Transitions will be managed by directing students to turn to a specific page number. If students are not following along they will be redirected
verbally. In whole group discussion, students will raise their hands and the teacher will choose on students at random. All materials can be
accessed from the students desk when asked to take them out. The teacher will walk around the room throughout the lesson to redirect the students
who need extra support and refocus them.

Strategies, tools, resources, methods:

Verbal warnings, individual supports, redirection, and use of students SDI’s when needed.

Consequences and alternate plans:

Students who do not partipate in whole group discussion will be called on when answers are reviewed and student know the answer to give them a
chance to partipate with confidence. If students complete their work quicker than other they may take out their book and read independently until
we are ready to move on. If students do not have enough time to finish they will have time at the end of the day to finish.

Learning Experience – Step-by-step plan: (NAEYC 5b)

Process Steps
guided by the Teacher Students
5 E’s
Engage The class is all 6ft away from one another sitting at their desk Students are in whole group and will respond to questions by
“the opening” with Characters Facing Challenges workbook out. The teacher raising their hands and waiting to be called on.
will remind students of our essential question for the unit, what
can we learn when we face problems? The teacher will discuss
in this unit we will are reading stories about characters facing
challenges. The teacher will relate it to last weeks story The
Three Billy Goats Gruff. In which the goats did not have
enough to each and had to get by the Troll.
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Explore The teacher will then say this week we will be talking about Students will supply responses to the question “what is a
“active learning” the central message of a story, or what the author wants us to central message?”
learn. The teacher will relate to Rough Face Girl from the
previous week and how she is gentle and kind which leads to Students will supply responses to the question “how can we
seeing the invisible one. The message was if we choose to be find a central message?”
kind, kind things will happen in return. The teacher will
remind students that the central message is not stated in the
story rather we have to use clues from the text to help
determine the lesson the author wants us to learn.
Explain Now the teacher will have students open up to page 28 in their Students will follow along to the poem as they listen to it being
“how will the workbooks. The teacher will explain how last week we read with your reading finger. They will be expected to give
teacher instruct?” practiced visualization and we will use this again to picture input to questions.
what is happening in the story. The teacher will read the end
rhyme poem My Dragon Wasn’t Feeling Good. After reading
the teacher will discuss it with students and then reread the
second stanza. Asking students can you visualize how the
dragon is feeling? Was the doctor a man or woman? What do
you imagine feeding the dragon gasoline would be like?
Elaborate The teacher will then allow student to have about 10 minutes Students will individually complete a drawing of what they
“ongoing checks to draw what the dragon looks like to them. They are to use think the dragon looks like to them.
for understanding” context clues like sentences and pictures from the poem to help
them visualize. The teacher will have them work
independently while she walks around the room to check for
understanding and keep students on task. The teacher will then
have the students listen the second shared reading Two Men
and a Bear. Then compare the two stories.
Evaluate The teacher will bring students back together and allow them Students will share their drawings of what they visualized and
“closure” to share their drawings and why they drew it the way they did. follow along while the teacher completes first read through of
The teacher will them complete the first read through of The story for tomorrow.
Troll Returns while students follow along with their reading
fingers.
Differentiation of instruction: (NAEYC 4c)
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How do you plan to differentiate? Why is this necessary?

 Clarifying the meaning of unfamiliar words such as  This will allow students to comprehend what is being read to them.
shivering, temperature, phosphorus.  Reading twice allows for students to become familiar with the text.
 Reading the poem aloud and rereading second stanza to
highlight key points.

Home/extension link: (NAEYC 2c)

All students face challenges every day like what to wear or eat. It is important for students to see that character in a story even struggle but they
always find a way to face that challenge. No matter what they face in life you can try and overcome the problem!

PART 3: Lesson Reflection

Reflection (Complete after the lesson is done): (NAEYC 4d)
Answer the questions that pertain to the level of the course for which this lesson is being completed.
100-Level Education Courses: Overall I felt this lesson went well! I learned that being prepared allows
● What went well? me to teach to my fullest potential. My students were reinforced on the
● What did I learn about planning and teaching? essential question of what can we learn when we face problems. As well
● What did my students learn? as the term visualization and central message. I know the student
● How do I know they learned? understood and learned these concepts through class discussion and they
● What changes and/or improvements will I make in an were able to draw what they saw and read about. Changes/improvements I
effort to be more effective with this particular group of would make to this lesson is to take it a little more slow, I felt like I may
students? have gone a little too fast. If I were to teach this lesson again, I would
● If I were to teach this lesson again, what would I keep keep everything the same rather add some more discussion points to have
the same and what would I change and why? more thinking points.

200-Level Education Courses: In addition to the questions listed I was able to differentiate instruction to meet the needs of all students. I
above for 100-level Education courses, respond to the following did this by explaining unknown vocabulary words to students. Thoroughly
questions: explaining what it means to visualize and repeated the essential question
● How did I differentiate instruction to meet the needs of for the unit. The redirection I use to keep students on task is a big help to
my students? students as well. I read one story and then I had students listen to the
● If I were to teach this lesson again, how could I further other. If I were to teach this lesson again I could further differentiate by
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differentiate to better meet the needs of the students? providing a vocabulary sheet for students.
300-Level Education Courses: In addition to questions listed above
for 100- and 200-level Education courses, respond to the following Classroom management strategies I used were redirection and clear
question: expectations. I always had students use their reading fingers to follow
● What classroom management strategies and techniques along. I used a variety of learning styles like the teacher reading, then
did I implement? Were they effective? listening to the smart board read, and even having students draw what
they saw in their minds.