UNLV

Department of Teaching and Learning

UNLV Student: Allison Simons PSMT Name: Ms. Pressgrove

Lesson Plan Title: Pig the Star Lesson Plan Topic: Story Structure &
Character Differences

Date: 4/26/2018 Estimated Time: 55 minutes

Grade Level: 2nd School Site Morrow

1. State Standard(s):
CCSS.ELA-LITERACY.RL.2.5:
Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
CCSS.ELA-LITERACY.RL.2.6:
Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
2. Teaching Model(s):
a. “Before, During, and After” reading:
i. Before- book walk and background knowledge
1. Establish a purpose for reading
ii. During- Focus attention on parts in a text that require students to make
predictions
iii. After- Guide discussion of reading, recall, retell and respond to the
reading
3. Objective(s) :
Students will be able to recognize the differences in the characters views and actions
and how those differences cause a change from the beginning of the story to the end.
4. Materials and Resources
a. Pig the Star by Aaron Blabey
b. Matching Game
c. Worksheets
5. Instructional Procedures:
a. Motivation/Engagement: 5 minutes
TW ask the students if any of them own a dog or have pet one before. TW ask: “Have
you ever heard a dog bark, touch you, or wag its tail to get your attention? TW inform
the students that today we will be reading a story about a dog that loves attention,
possibly more than any other dog. TW ask students to pay attention to how much
attention this dog wants and how it affects others and himself.
b. Development Activities or Learning Experience 5 minutes
i. TW conduct a “story walk” asking students the following questions:
1. What is the title of this story?
2. Who is the author/ illustrator?
 3. What do you think the story is about by looking at the cover?
ii. TW read the story to the class. 10 minutes
iii. TW conduct a classroom discussion 10 minutes
1. TW ask the following questions:
a. Did you enjoy the story?
b. How would you describe Pig? Trevor?
c. How did Pig and Trevor differ in their views?
d. Did Pig’s need for attention affect others? How did it affect
himself? (Expand upon cause and effect)
e. Did Pig’s treatment of Trevor change from the beginning of
the story to the end?
f. How did the beginning (Pig wanting all of the attention)
affect the ending? What caused a change?
iv. Matching Game 15 minutes
1. TW inform the students that on the board are pictures of the
characters from the story and details from the story, such as
quotes, descriptions, or feelings that the character had. They are
going to have the opportunity to try to match the right details of the
character to the picture of the story.

c. Closure: 10 minutes
i. TW pass out worksheets and read the instructions to the students.
ii. Students will be given time to complete the worksheet in class.
d. Extension :
i. Have students write their own story about Pug using rhyme.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
a. TW circulate class to assist those needing extra help.
7. Assessment and Evaluation of Learning:
a. Formative: Worksheets will be used as a formative assessment.
b. Summative: None
8. Homework Assignment: None
9. Reflection:
a. Strengths:
b. Concerns:
i. Students seemed to have difficulty on creating their own rhymes
(formative assessment question)
c. Insights
i. Pull low level readers and have them complete the formative assessment
with me (read out each question)
ii. Rhyming was a difficult concept for the students. If I were to teach this
lesson again, I would warm up with nursery rhymes to give them a
stronger concept of what creates a rhyme.

References:
Blabey, A. (2017). Pig the star. New York: Scholastic Press.