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College of Education and Behavioral Sciences Lesson Plan Format

This lesson plan is for a 2nd grade reading class about informational texts. The goal is for students to explore details in the book "Let's Celebrate Thanksgiving" to make connections, determine key ideas, and make inferences. Students will determine key ideas, make inferences, and synthesize information by considering what is in the book, in their heads, and in their hearts as they read. The teacher will read the book aloud and facilitate an activity where students add sticky notes to an anchor chart about what was in the book, their heads, and hearts. Students will then complete a worksheet individually.

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60 views3 pages

College of Education and Behavioral Sciences Lesson Plan Format

This lesson plan is for a 2nd grade reading class about informational texts. The goal is for students to explore details in the book "Let's Celebrate Thanksgiving" to make connections, determine key ideas, and make inferences. Students will determine key ideas, make inferences, and synthesize information by considering what is in the book, in their heads, and in their hearts as they read. The teacher will read the book aloud and facilitate an activity where students add sticky notes to an anchor chart about what was in the book, their heads, and hearts. Students will then complete a worksheet individually.

Uploaded by

api-542955727
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Houston Baptist University

College of Education and Behavioral Sciences


Lesson Plan Format
_____________________________________________________________

Subject: Reading Grade Level: 2 Time Estimate: 40 min

Unit: Informational Text Topic: Book, Head, Heart

Goal(s): TSW explore and evaluate details to make connections, determine key ideas,
and make inferences to create a new understanding of the genre.

Objective(s): TSW determine key ideas, make inferences, and synthesize information by
thinking about what is in the book, their heads, and their hearts as they read.

TEKS: ELA.2.6C, ELA.2.6F, ELA.2.6G, ELA.2.6H

Materials/Resources/Technology needs:
 Let’s Celebrate Thanksgiving by J. Patrick Lewis
 Anchor chart
 Marker
 Sticky notes
 Document camera
 Let’s Celebrate Thanksgiving worksheet
 Pencil/crayons
________________________________________________________________________
Instructional Procedures
Focusing Event:
 TTW ask students, “Who can tell me what genre you have been studying the past few
days?”
 Hint: “This genre is non-fiction, so what 2 options would that give us? It’s not a
biography, but it does give us information about a topic, so it must be…”
 Introduce tur-KEY ideas and features and ask students what features
informational books have.
 TTW ask students, “What special holiday is next week?”
 TTW introduce the read aloud, explaining that it is an informational text.
 TTW ask students, “What kind of information do you think the author is going to
be giving us in this book? How do you know?”
 TTW ask students to be looking for tur-KEY features of informational books
during the read aloud.
 TTW read Let’s Celebrate Thanksgiving, asking students questions to actively engage
them and to encourage participation.

Teaching/ Learning Procedures:


1. The class will participate in an interactive anchor chart.
 TSW think of the key features of the book that made it informational.
 TSW provide ideas about what was in the book, in their heads, and in their hearts
during the read aloud.
 TTW write their ideas on sticky notes and stick them onto the anchor chart.
2. Complete the Let’s Celebrate Thanksgiving worksheet.
 I Do: TTW do a guided example of the worksheet, asking students for
suggestions of what to write.
 We Do: TSW talk to their shoulder partner about something else that was in the
book, in their heads, and in their hearts. Students will write their idea on a sticky
note and stick it on the anchor chart.
 You Do: TSW complete their worksheet individually.

Formative Check (ongoing or specific):


 TTW walk around the room as students are working individually and in groups,
checking their work to make sure they are doing it correctly.
 TTW ask questions throughout the lesson to check for understanding.
 TTW check the worksheets and provide feedback.

Reteach (alternative used as needed):


 Emphasize that informational text is another name for nonfiction. Nonfiction is real, and
informational texts give us facts using real features such as photographs, maps,
diagrams, etc.
 Ask students to think about a time that they have learned something new.
 Remind students that when we read books, the words, our brains, and our hearts all help
us to come up with ideas about the book. We can combine all of our ideas to make one
simple key idea.
 Use peer tutoring by allowing a student who has grasped the concept to explain it to the
struggling student.

Closure:
 Each table will be given a sticky note. TSW discuss with their group what the key idea
of the book is, and one student will write it down and stick it to the chart, reading it to
the class.
 TTW read aloud some of the sticky notes on the anchor chart to review.
 TTW review, asking volunteers to share something new they learned today.

Assessment/Summative Evaluation:
TSW be formally tested at the end of the unit, not during this lesson. In class, students
will test their knowledge by completing a worksheet and through discussing with peers.
________________________________________________________________________
Modifications/Notes:
1. Gifted and Talented/Advanced Learner:
 TSW write a connection that they had to the book (and draw a picture of it) on
the back of the worksheet or answer some of the questions on the anchor chart.
2. English Language Learner:
 Review vocabulary in the book that may be confusing.
 Remind students that informational text means it is giving you facts. Ask students
to share a fact from the book.
3. Special Education/Struggling Learner:
 Tell students, “If you are trying to explain what happened in this book to
someone who doesn’t know anything about it, what would you tell them?”
 Compare in the book to a fact, in your head to a thought, and in your heart to a
feeling.

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