Student: Marvin Rosario Professor: Brower

Course EDU 527 Date: 12/ 12/ 17

Grade: 2 Topic: Identifying Theme Content Area: ELA

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

Students will be able to demonstrate their knowledge of theme by completing a teacher Exit
Ticket

NYS-CCLS / +NYS STANDARDS AND INDICATORS

CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse

cultures, and determine their central message, lesson, or moral.

Indicator: This will be made evident when students accurately identify the theme on the given
worksheet

INSTRUCTIONAL RESOURCES

Photo copies of text(differentiated for ELLs and lower level students)

Teacher made sheet (sentence starters)
Smartboard

MOTIVATION

Using an image from the Youtube video of The 3 Little Pigs, teacher will guide students through
the Harvard thinking routine See, Think, Wonder.

DEVELOPMENTAL PROCEDURES

After the completion of the See, Think, Wonder activity, teacher will ask students to gather on
the rug for a read aloud. Teacher will then proceed to read The True Story of the Three Little
Pigs making sure to pause and ask questions to gauge student understanding. Once the story is
completed the students will participate in a Think, Pair, Share activity which will task them with
the summarizing of the story. The students will be asked to share some of their summaries. It is
at this time that the teacher will elicit the information necessary to identify the theme of the story
with the group. After this discussion, the students will break into independent practice.

INSTRUCTIONAL STRATEGIES

Strategy
The instructional approach used during the lesson will be direct instruction as well as modeling
from the teacher.

Indicator: This will be evident when the teacher is using student summaries to support their
claim of a theme.

Another instructional approach being used during the lesson will be cooperative learning.

Indicator: This will be evident when the students break into their pairs to discuss the summary of
the story.

ADAPTATIONS (Exceptionality*)

For the English Learner, sentence strips will be used to help students begin their verbal
responses.

For visually impaired students, the teacher will sit them close to the front of the room by the
board.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
For the struggling students, the teacher will work with a small group to complete the independent
practice.. In doing so, teacher will be able to provide these students with more individualized
direct instruction. If students need further assistance, the use of a graphic organizer could help
the students organize their thinking.

Average Students
The on-level students will work on the independent practice individually. They will be expected
to complete the exit assessment incorporated with the video within the allotted time.

Advanced Students
The advanced students will work independently to complete the task given to them. Additionally,
these students will be asked to come up with a Headline for their theme. They will use
Microsoft Word to design the Headline.

ASSESSMENT
As the students are working on their task, the teacher will walk around to check to see if the
students are on task. If students are not on task or need additional support, the teacher will guide
them back on task. In addition to walking around, the teacher will have an Exit Ticket at the
end of the independent practice for the students to complete.

INDEPENDENT PRACTICE

Students will go on the Weebly to listen to the story of The Three Little Pigs and then complete
the google forms document accompanying.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention

The teacher will use a BrainPop video on theme as an aid to guide student learning.

Academic Enrichment
Students will be tasked with creating a Headline for the theme. Time permissible, they will be
allowed to share their headlines with the class.