Sie sind auf Seite 1von 11

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:


2
English/Language Arts
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

Lesson Content
LAFS.2.W.3.8 :Recall information from experiences or gather information from provided sources to
answer a question.

LAFS.2.RL.3.9 :Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you


teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the

Students should be able to effectively compare and contrast two topics or ideas. Though this lesson
talks specifically about two versions of a story, the lesson give students the skills needed to make
decisions in the real world. For example, when choosing a car, or buying a house, by being able to
compare and contrast the options, informed decisions could be made.

The Students will:

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

Retell the Story of one version of the three little pigs


Identify characters, setting, problem, and solution for different versions of the Three Little Pigs
Compare/contrast different versions of The Three Little Pigs using a compare and contrast
chart, specifically the characters point of view.

I am teaching this objective, as I believe that it is an important skill that is needed in many

areas, both academically and in the real world.


This basic skill of comparing and contrasting would be needed for several other subject areas in
several instances. This may include comparing and contrasting an animal cell and a plant cell in

Science, or simply when trying to make a decision between two things.


I believe that I am combining enough elements to make this lesson engaging and effective.
Beginning a lesson with a read aloud is always a good way to capture the attention of students

and introduce a topic. Furthermore, it is great for discussion.


It is important for students to learn this concept in order to apply the skills learned in and out of
the classroom.

Evaluation Plan- How will you


know students have mastered

Formative Assessment

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

I will monitor student progress as they write on their learning boards.


I will monitor table talks about the similarities and differences between the two

versions of the story.


I will ask guiding questions while reading the second version of The Three Little
Pigs to ensure that students are on the right track in terms of comprehension.
This may include, What is a similarity that we have seen between the two stories
so far?

Students would be asked the retell the first version of The Three Little Pigs that was read the
day before in order to ensure comprehension.

Summative Assessment

Students will write how they think that the characters points of view are different. This would
be assessed based on accuracy and text evidence.

What Content Knowledge is


necessary for a teacher to teach
this material?

The teacher must:

Have full and thorough understanding of both versions of The Three Little Pigs.
Be able to effectively compare and contrast.
Understand and explain Point of View.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts

What background knowledge is


necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

Students should:

Know the elements of a story: characters, setting, and major events.

Understand the concepts of "same" and "different."

Be able to complete a story map graphic organizer

Be able to write an informative paragraph using grade-appropriate organization, conventions,


and grammar, as well as, textual evidence.

Be able to identify similarities and differences in multiple versions of the same story.

Have knowledge of the original Three Little Pigs story. This background knowledge would be
provided prior to this lesson. There would be a recap of this story to ensure that students
possess this knowledge.

What misconceptions might


students have about this
content?

Students may have read another version of The Three Little Pigs and use that as a basis to
compare and contrast the two versions. Furthermore, students may have a misconception about
what point of view means. To combat this, I would be sure to recap this terminology.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?

Read Aloud
Guided Answering on Elmo (Demonstration)
Table Talks
Learning Boards
Skits
Direct Instruction

Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in
science, you would detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).

1 mins

Teacher

I would introduce the topic by reminding the students of the story that
they read yesterday, The Three Little Pigs.

5 mins

Students

I would then ask the students to recap the story, by saying the
beginning, the middle, and the end. Each student would take one

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

section, and have the option of either explaining or acting out.


1. Beginning
o

3 pigs leave home

2.Middle
o

pigs build houses of straw, sticks, and bricks

wolf comes and blows down straw and stick houses

wolf tries and fails to blow down brick house

wolf tries to trick the third pig

3.Ending
2 mins

Teacher
o

comes down the chimney and gets burned; runs away or gets
eaten

15
mins

Student and
Teacher

I would then let the class know that we would be reading another
version called, The True Story of the Three Little Pigs. I would then
refer to the reading focus that is written on the board and allow a
student to read it.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

I would then ask students to take out their learning boards, and meet
me at the carpet. The table who does this the quickest and quietest
would get three tickets. I would read the other version of the story,
using Popsicle stick characters to make it more interesting. I would
stop at times in the story to ask questions like, What is something you
noticed that is the same between the two stories, and What is
something you noticed that is different? Each time I ask this, students

10
mins

Student and
Teacher

would write their answers on their learning boards. I would then read

some out loud.


Students would return to their seats and put their learning board
materials away. I would present the compare and contrast chart on the
Elmo. I would read the first question, and give them time to table talk
with the cue, Brainy Bunch. When this is done, each table would
share some ideas and this would be written on the chart. This would be

15
mins

Student

repeated for the other two areas of the chart.


Students would then each be given a sheet to complete how the
characters point of views is different. Students would be allowed to

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

self-evaluate in order to determine if they work individually, with a


buddy or with a teacher at support table. When students are finished,

they would drop it into the basket on the desk.


Those who finish early can either do silent reading and AR, or begin
researching another version of the book.

What will you do if

a student struggles with the content?

If a student struggles with content, he or she would either work with a partner or with another teacher
at the support table.

What will you do if

a student masters the content quickly?

If a student masters the content quickly, he or she would be able to work individually and would then
be given the task to find yet another version of the story. Furthermore, gifted students would be given
the option to act out parts of the original story.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts

Meeting your students needs as


people and as learners

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
The students in my classroom are all familiar with The Three Little Pigs. However, not many are
familiar with the other version, The True Story of the Three Little Pigs. Therefore, this connects to
their interests. Additionally, this story is one that is universal, regardless of culture.
If applicable, how does this lesson connect to/reflect the local community?
This tale is one that is familiar among the community, and most students would have background
knowledge on it.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Those who need additional challenge would work individually rather than with a partner or
with a teacher. Furthermore, they would be able to act out parts of the story rather than simply
retell it. Lastly, if they finish early, I would allow them to start researching another version of
the story in order to compare and contrast further. Lastly, Students could also write their own
stories, including story elements, publish them, and present them.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

How will you differentiate instruction for students who need additional language support?

Students could be given dictionaries and word walls to refer to. Additionally, they can be given
a writing outline to make their assignment easier. Lastly, they would work either with a partner
or with a teacher at support table.

Accommodations (If needed)


(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

A.H- Because he is on a 504 plan, he will work at a support table with another teacher in order

to complete the task for the lesson.


Gifted/Advanced students may be encouraged to read an additional version of The Three Little
Pigs on their own. Students may be assigned one of the texts to act out in small groups for the
class to further aid in comprehension and comparing/contrasting the texts. Furthermore, when

Materials
(What materials will you use? Why
did you choose these materials?

recapping the original story, students would have the option to act out rather than explaining.
The teacher may work with struggling students in small groups to provide extra help.

The students will be able to edit with their peers and with the teacher.

The original Three Little Pigs storybook. (Pigs perspective)


The True Story of the Three Little Pigs storybook. (Wolfs perspective).

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content:
2
English/Language Arts
Include any resources you used.
This can also include people!)

Group
Size: 18

Name: Alexis Thavenot


Date of Lesson: 02/04/16

Elmo in order to complete the first part of the compare and contrast chart.
Compare and Contrast Chart.
Writing paper for students to contrast characters points of view.
Learning Boards, Erases and Markers.