Terilyn Bufkin

Date of Lesson: September 18, 2018

Reading Lesson Plan- Day 2

Part One:
1. Student Learning Objectives:

State Standards [e.g. CCSS, NGSS, HGSS]

RL 2.7 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

Student Learning Objectives [i.e. Domain, Level] [audience, behavior ONLY]

The student will be able to identify and describe the setting in a story.

2. Assessment [based on Student Learning Objective]:

Objective 1 Objective 2 [if needed]

Assessment Magazine Story

Score/Level/Criteri 75%
a needed to master
Objective

Scoring Guide The student must create 3/4 complete

sentences that explain the setting of their
magazine story.

3. Description of Classroom Environment

Arrangement of -Well organized, easy to get around
Classroom -Windows along the wall facing the playground for recess
-Desks are all connected (side by side)
-Library is located next to the teacher’s desk
-Word Wall is located at the back of the room
-Manipulatives and Computers are located in a cabinet next to the word wall
-Clip chart for math and reading rotations is located next to the horseshoe table at the
front of the room by the smartboard

Technological -Chromebooks (5)

Resources -Smartboard
-Seesaw

Instructional -Magazine
Resources -Scissors
-Glue
-Construction Paper
-Pencil

Environmental -Classroom door open/closed

Distractions -Disruptive and defiant students
-Weather
-Windows that face outdoor recess
 Terilyn Bufkin
Date of Lesson: September 18, 2018

4. Description of Students
ELL 1 male student
1 female student

IEP [speech, PT, OT, 1 male student (Speech)

gifted, academic]

Behavior 1 male student is easily distracted and needs extra encouragement to work
1 male student is moody, usually for attention
1 male and 1 female that are clingy

Other Male (4) Female (1)- 5 students total

[e.g., gender] 1 - Puerto Rican
4 - Caucasian

Direct Instruction/Gradual Release

Introduction

Anticipatory Set
 Review what the setting is in a story.
 What are some examples of a setting?
 What setting are we in right now?
Communication of Objectives
 Today, we will continue learning/reviewing the setting in a story.
 Can someone remind the group what setting means?
 Each one of you are going to verbally give me an example of a setting, and how it can be used in a
sentence.
 Today, we are going to use our acquired knowledge on setting, and apply it into writing.
 In a minute, I am going to hand you a magazine and you are going to search for a picture that
interests you, and depicts the setting of a story.
 You will cut the picture out and glue it onto some construction paper.
 Next, you will write a short four-sentence story based on the picture that you chose.
 Here is my example *provides sample and reads to group*
 Since every picture is different, each story will be different, which is okay.
 Remember to write in complete sentences, with proper punctuation and capitalization.
 When we are all finished, we will share our stories.
Input
 I will provide several different examples of a setting, while providing my own magazine story to
share.
Modeling
 When discussing what setting is, I will model by giving an example to allow the students to critically
think about the content.
 I will provide my own magazine story example, and discuss why I chose the picture, and what the
setting is.
Guided Practice
 As a class, we will review what setting is, while each student provides an example, before starting the
activity.
 Terilyn Bufkin
Date of Lesson: September 18, 2018

Checks for Understanding

 What is the setting in your story?
 Do you have four complete sentences?
 Does the beginning of each sentence start with a capital letter, and end with punctuation?
Independent Practice/Assignment
 After reviewing the content and providing at least one example of a setting, the students will create
their own story.
 The students will choose a picture from a magazine that depicts a setting, and will write four
complete sentences about it.
 When finished with their story, the students will share individually.
 After sharing, the students will take a picture of their work and upload it onto Seesaw.
Closure
 As a group, we will discuss what they learned from this assignment, and how it could be applied
outside of the classroom.
 Concluding Statement: What kind of settings are you surrounded by each day?

5. Differentiation [based on Descriptions of Classroom Environment and Students]:

How will the teacher make the learning objective accessible for students identified in Description of
Students?
Who? What will I differentiate? How will I differentiate?

ELL male and ❏ content Students may need extra time to complete the
female student ❏ process writing portion of the assignment. (might need to
❏ product finish up during extra time)

1 female and 4 ❏ content I will give the students 1 minute to pick a picture out
male students ❏ process of the magazine. (set a timer)
❏ product

How will the teacher provide enrichment for students identified in Description of Students?

Who? What will I differentiate? How will I differentiate?

None ❏ content If the student were to finish writing their story

identified at ❏ process early, I would have them write 1-2 more sentences.
this time ❏ product

❏ content
❏ process
❏ product
 Terilyn Bufkin
Date of Lesson: September 18, 2018

5. Integration within and across content fields with the goal of extending student learning and fostering a
deeper understanding of the content.

Within Content Fields [if applicable] Across Content Fields [if applicable]

Reading is integrated with Reading when students _ [content field] is integrated with _ [content field]
apply their acquired knowledge on setting to create when _.
their own short story.

6. APA Reference List: