Lesson Plan Form

CSUDH - Teacher Education Department

Candidate:
Subject(s):
Grade Level(s): 2nd
Date: TBD
ELA
Elizabeth Avveduto
Standard(s):
Single/Multi-Day Lesson: Single
Reading Standards for Literature K-5
Key Ideas and Details
3. Describe characters, settings, and major events in a story, using key
details.
Writing Standards K 2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Characters, settings, and major events in a story, using key details. (Fact)
II. LEARNING OUTCOME (Objective): Students will describe characters, setting and major events in a
story by using key details.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): In a previous lesson,
students retold stories including key details. In the next lesson, students will identify words and phrases
in stories that suggest feelings.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): The teacher will introduce book, My Name Is Not
Alexander written by Jennifer Fosberry and illustrations by Mike Litwin. Then the teacher will
introduce vocabulary from the book and ask them to repeat the words. The teacher will display the
vocabulary words in the classroom and discuss them before reading the book. The book will be read
aloud to students and teacher will remind students to pay attention to the vocabulary and get ready
to answer questions.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Name the important characters
a. In pairs, students will give the names of the important people or things in that occurred in
the story. Students will be able to share one event from the story.
b. Teacher will listen to the pair responses and write down their responses on a white board or
poster-sized paper.
B. Step #2 Questions about reading
a. Who is Alexander? Who is Jackie? Who is Theodore? Who is Joseph? Who is Thomas?
How would you describe Thomas? What are the words/adjectives used to describe Fred?
What words/adjectives are used to describe Joseph? What happens at the end of the story?
b. Teacher will listen to student responses.

Step #3 Charting responses

a. In pairs ask students why they believe Alexander likes to be called Joseph, Fred, Thomas,
Theodore etc. Why do you think Alexander likes being Thomas/Fred/Joseph etc?
b. The teacher will listen to students responses and write down their responses on a postersized chart. After writing down the responses the class can look for similarities and
differences in the answers.
Step #4 Application Task/Formative Assessment
a. Students will write a short book about themselves and one person who they admire. My
Name Is Not ____
b. Teacher will walk around to ensure students are working on their book and assist as needed.
Step #5 Journal Entries
a. Students will write about the different adjectives the author used to describe all the
characters in the story. Students will also write at least five adjectives they would use to
describe themselves.
b. The teacher will ask students to share the adjectives they wrote in their journal. Students can
also share what they liked or did not like about the story.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Working alone students will pick two words from the vocabulary chart and write two sentences in
their journals. Give students the opportunity to share one of their sentences with the class.
D. MATERIALS & RESOURCES:
Book (My Name is Not Alexander)
Journals
Pencils
Crayons
Vocabulary chart
White board
Poster-sized chart/paper
Adjective/Class Book Lesson My Name Is Not _____
https://www.teacherspayteachers.com/Product/AdjectiveClass-Book-Lesson-My-Name-IsNot-______-298939
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: See step #4
Summative: Students will conclude the lesson by writing in their journals.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
The teacher will read book out loud
Students will work in pairs
For ELL: work in pairs proficient English learner with ELL
Use visuals from book
Oral language
Vocabulary chart
1-1 assistance

VII. HOMEWORK (IF APPROPRIATE): None