Name: Vittoria, Aparna, Alex

Cohort: B1
Lesson Plan

Lesson Title: The Greedy Bee Grade: 2

Date: Tuesday November 10, 2015

Subject/Strand: Language Arts Unit: Writing: Developing and Organizing Content

Location: Classroom

Time: 15 minutes

Lesson Plan Description (What are you teaching? How does it fit into the context of the
unit? What are the big ideas/essential/enduring understandings?)
Today, the teacher will be reading the students The Greedy Bee, by Steve Smallman and
illustrated by Jack Tickle. During this fifteen-minute language arts lesson, students will be
asked to listen closely in order to identify the beginning, middle, and end of the story.
Afterwards, the teacher will show students how to construct a sequential story chart.
Students will apply their knowledge by demonstrating that they can organize the events of
the story in sequence from beginning, middle, to end on their own story charts. This will be
done in both written and drawn form.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. Generate, gather, and organize ideas and information to write for an intended purpose
and audience;
Ontario Curricular Specific Expectations (numbers from documents and details)
selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are
observable & measureable, has realistic number of expectations (1 to 3), have expectations
that match assessment
1.5 Identify and order main ideas and supporting details, using graphic organizers (e.g, a
story grammar: characters, setting, problem, solution; a sequential chart: first, then, next,
finally) and organizational patterns (e.g., problem-solution, chronological order)
Learning Goals Discuss with students: What will I be learning today? (clearly
identify what students are expected to know and be able to do, in language that students
can readily understand.)
Today I will learn
To identify the main events of the story
To identify the main events of the story in chronological order
To use a sequential story chart showing the beginning, middle, and end of the story
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I
need to learn? (Clearly identify the criteria to assess students learning, as well as what
evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).
I can: Some important events from the story
I can: To identify the beginning, middle, and end of the story
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I can: Draw or write the beginning, middle, and end on my story chart
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;
Thinking;
Communication;
Application

Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your
students will assess.)
Assessment
Mode
Written, Oral,
Performance
(Write, Say, Do)

Assessment Strategy and

Task for Students- What are
the students doing to show
their learning? e.g. turn and
talk, role play/individual,

Assessment Tool - Instrument

used to assess task and record
learning e.g., rubric, checklist,
observation sheet, turn/talk, role
play etc.

Assessment
Mode:

Assessment Strategy/
Student Task:

Assessment Tool:

Written

Turn and talk (share ideas

with peers)

(Write and draw)

Students will hand in a

written/ drawn sequential
story chart showing the
beginning, middle, and end of
CONSIDERATIONS FOR PLANNING

Checklist that students have

attempted to show the beginning,
middle, and end of the story to the
best of their abilities/understanding
(written/drawn)

Prior Learning: Prior to this lesson, students will have

Students understand that a story has a beginning, middle, and end
Students are already developing their writing skills
Differentiation: Content, Process, Product, Environment,
Assessment/Accommodations, Modifications
1. (Process Differentiation): Logans IEP allows for teacher to write the letters of his
sentence in dotted form. This sentence is given to the teacher verbally from Logan.
He then traces those letters while the other students are also creating their story
charts.
2. (Content/Outcome Differentiation): Lauras IEP allows for her to sit with the teacher
and place some pictures from the story in order instead of creating a story chart.
These pictures are pre prepared before the lesson by the teacher. Laura does this
while the other students in the class are creating their story charts.
3. Jack will receive a movement cushion on his chair for the desk (writing) activity
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portion of the lesson

4. Lucy will sit with a peer buddy who will help her do the work
5. Jason will relay oral answers to the teacher instead of writing if he has trouble

For FAS student:

Make the beginning of the lesson clear
List the activities in order on the board
In introduction, tell students what theyre going to learn and what your expectations are
Establish eye contact with that student
Keep instructions simple and structured.
Vary the pace and include different kinds of activities. This will help the student succeed
Use props, charts, and other visual aids- can also use the pictures from the story
Have an unobtrusive cue set up with the student who has FAS, such as a touch on the shoulder when needs
reminding stay on task
Allow a student with FAS frequent breaks
Let the student with FAS squeeze a rubber ball or tap something that doesnt make
Noise as a physical outlet when needed at any time during this lesson
Try not to ask a student with FAS to perform a task or answer a question publicly
That might be too difficult

*Can relay orally or do the pictures in order with the teacher after Laura, instead of making their own story chart as
they might be at a SK-Grade 1 level rather than a grade 2

Learning Skills/Work Habits Highlight/circle ones that are assessed:

responsibility, organization,
independent work, collaboration,
initiative,
regulation
Vocabulary (for word wall and/or to develop schema)
-Greedy

self-

Resources and Materials /Technology Integration List ALL items necessary for
delivery of the lesson. Include any attachments of student worksheets used and teacher
support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.
The Very Greedy Bee book
Word wall chart paper
Movement cushion
27 pre prepared copies of the blank grumpy bee story chart
Pencil Crayons for each desk
Learning Environment (grouping; transitions; physical set up)
- Firstly students transition from desks to carpet for the reading of the story
- Secondly, students are dismissed from carpet and transition back to desks for the activity
prepared
Cross Curricular Links
-N/A
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Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson
description with enough detail that another teacher could replicate the lesson
without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for
learning, pre-determine key questions to guide lesson.
Time: 10:30-10:33 (5 minutes)
One, two, three, all eyes on me!
Wonderful! If you are wearing blue
please come walk to the carpet. If you
are wearing red please come walk to the
carpet.. Etc. until all students are on the
carpet

Students walk over to carpet upon dismissal and

sit down

What are we going to read about!

I want everybody to please put their
best listening ears on, because its time
for another story!
Now, before I read the title of our book
today, by a show of hands, can anybody
tell me what they see on the cover of the
book?

Students raise hands and answer when called

upon
There is a bee!
The bee is sitting on a flower!
The bee is smiling, he looks happy!
Students listen as teacher is reading

Wonderful! All of those are great

observations. Now, I am going to read
the title of our book.. The Very Greedy
Bee, written by Steve Smallman and the
pictures are drawn by Jack Tickle
(teacher points to words as reading
aloud)
Now, can anybody tell me, is there a
word in the title of our book that is new
to us?
Excellent! I agree! Does anybody have
a guess or know what this word means?

Can you think of a time when someone

you know was being greedy? Maybe a
friend, or a family member? How did you
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Students watching the teacher point to the

words and illustrations
Students raise hands to answer when called
upon
I think maybe the word Greedy!
Students raise hands to answer when called
upon
I think it means not sharing!
Sometimes it means you are being mean to
friends!
Its not nice to be greedy!
One time my sister didnt share any toys and I
felt sad!
Sometimes my friends are greedy with the toys

feel?

at recess and I dont like it!

Wonderful! Those are all great

examples of what greedy means. I think I
should add this word to our word wall!
Teacher writes Greedy on class word
wall
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice
& application of learning.
Time: 10:33-10:40
Great! I want us all to think about what
we talked about last time.. That every
story has a beginning, middle, and an
ending. As I read through our story
today, I want you all to pay close
attention to what is happening in the
beginning, the middle, and also the
ending!

Students listening (still on carpet)

Lets begin!

Students are listening to story on the carpet

Teacher reads story to students, while

pointing to words and illustrations
throughout the reading.
Teacher asks questions to students at
the beginning, middle, and ending parts
of the story.
Example (ask upon reading page 3)
What do we see the bee doing on this
page?
How do we know he is being greedy?

Students raise hands to answer when called

upon
He is being greedy!
Because he isnt sharing with the lady bug!
The lady bug looks sad!

He ate so much that he is stuck!

He cant fly anymore!
Example (ask upon reading page 10-11)
What do we see the bee doing now?

He cant fly because he was greedy and ate all

the honey and now he is too full!

How come the bee cannot fly

anymore?

I think its the ending!

No! Its not over yet, I think this is the middle

What part of the story are we at, the

Students raise hands to answer when called

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beginning, the middle, or the end?

upon
The fireflies help him and take him home!

Example (ask upon reading page 21-22)

What is happening in the story now?

He isnt greedy anymore because he has new

friends!
He is happy about how is friends are nice to
him so he doesnt want to be greedy anymore!

Wonderful! Anything else?

This is the end!
What part of the story is this?
Students raise hands to answer when called
upon
Reading concludes
Great job! You all had wonderful
listening ears and fantastic answers.
Does anybody have any ideas to add
about what happening in the beginning,
middle, or end, that we did not already
talk about during the reading?

In the beginning the bee was really happy but

not in the middle!
In the beginning he had no friends and then
lots of friends at the end!
He learned that is not nice to be greedy with all
the honey!

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation
and reflection.
Time: 10:40-10:45
Teacher holds up pre prepared sequential Students are listening to teacher instruction
story chart (in the shape of a bumble
bee) to show to students
Today we are going to create story
charts about our story today! (Teacher
points as speaking) Here is the section to
write some words and draw a picture
about what happened in the beginning of
the story. Here is the section to write
some words and draw a picture about
what happened in the middle of the
story. And here is the section to write
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some words and draw a picture about

what happened in the end of the story. If
you do not have time to finish it right
now, that is ok! We will hand them in and
work on them again later this afternoon
during language again
Teacher dismisses students
When I dismiss you, please take a story
chart from me and take it back to your
desk and get started! If you are wearing
blue please come walk to the carpet. If
you are wearing red please come walk to
the carpet.. Etc. until all students are on
the carpet

Students leave carpet upon dismissal, take a

story chart from teacher, and return to desks
and begin working until the end of the time
block.
Students work on story charts and hand in at
the end of the time block.

Teacher gives jack his movement

cushion, and circulates the room helping
the required students.
Extension Activities/Next Steps (where will this lesson lead to next)
It is not expected that all students will finish their sentences and pictures before the time
block is up. In the later language arts block that day, students will receive their story charts
back from the teacher and have more time to finish them before handing them in for
assessment at the end of that day.
Personal Reflection (what went well, what would I change, what will I have to consider in
my next lesson for this subject/topic)
The Lesson:
The Teacher:

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