Matching Objectives to Instruction

KUD Lesson Planning Template

Grade Level
I chose the 2nd grade level, due to my experience with currently working in this age group (through teaching at church). Students are growing their vocabulary and developing their critical thinking skills.
Instructional Model
Collaborative learning (student-centered model) instruction will be used for this lesson. Students will read a non-fictional passage and predict what happens next. Students will be able to retell the story with nouns using the 5 W’s. This body of research strongly indicates that, compared to traditional instructional methods, students engaged in small-group learning achieve higher grades, retain information longer, have reduced dropout rates, and have improved communication and collaboration skills (Hansen, Buczynski & Puckett, 2015)
LAFS.2.RL.1.1 – Ask and answer such questions as who, what, where, when, and why, and how to demonstrate an understanding of critical ideas in the text
Students will KNOWStudents will know how to identify the main idea of the storyStudents will know the meaning of each W.
Students will UNDERSTANDStudents will understand the importance of each W.
Students will be able to DO Use a noun in a story Identify critical ideas in the text
Assessment Plan
Formative: Students will engage in strategic questioning and engagement in our small groups. As students are in the groups, As students are in their groups, we will read the story aloud and engage in each learning vocabulary word. I will clarify which words are nouns so that they understand what each word means. Making sure that they understand what a noun is, will allow them to identify the 5 W’s. We will engage in a worksheet which has the MAIN idea, and the 5 W’s in a star format to write down our answers together.
Summative: Students will be given a white board in their group with sentences regarding nouns. 1. A bear is a(n) ____ with ____.2. The woods are filled with ____ and ____.3. A nest is for ____.4. Birds have ____ and can ____Students will have a quiz on the following questions regarding the 5 W’s.1. Who are the characters in the story?2. What is happening in the story?3. Where does the story take place?4. When does the story take place?5. Why was the ____ crying Each student will be able to discuss their prediction of the ending of the story in their group while sharing it on their white board.
Review previously learned material
I would start by presenting a picture to the class of my family playing at the playground. I would ask them to identify what is occurring in the picture. I would start asking the 5 W’s and present them on the white board using a star story organizer method.
2. State objectives of the lesson
I would present the lesson to the students by letting them know we will be engaging in a story and identifying what is occurring by using the 5 W’s. This will develop an understanding of the critical ideas in the text.
3. Present new material
As we identify new words in the text (bear, woods, nest and bird), we will review the nouns, what the different word meanings are and how they relate to the passage.
4. Guided practice
As the class identifies each word in the passage, we will use vocabulary cards with meanings and pictures on cards.
5. Independent practice
Independent practice would consist of students being grouped in pairs to generate as many nouns as they can. I would call on students to offer their answers Students would also engage in their worksheet describing their ending to the passage.


Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and instruction for the 21st century. Retrieved from

Common Core State Standards Initiative (2019). English Language Arts Standards. Retrieved from