Designing Lesson Plans: Evidence-Based Strategies

ESE 645

Content Area or Developmental Focus: ELA

Age/Grade of Children: Second Grade

Length of Lesson: 1 hour

Goal Students will identify the main characters, plot, and setting of stories.
Objective Answer questions who, what, where, when and how of the stories Identify plot and setting of stories Identify how the beginning of the story introduces the whole the story
Standards Included CCSS.ELA-LITERACY.RL.2.1Ask and answer such questions as who, what, where, when, and how to demonstrate understanding of key details in a text. 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.2.7Use information gained from the illustration and words in a print or digital text to demonstrate understating of its characters, setting, or plot.
Materials Copies of the story: Apples to Oregon by Deborah Hopkinson
Introduction At the beginning of the lesson students will learn about apple trees. They will learn how seeds are planted, how they are taken care of, and how they grow. Students will be asked if they have ever experienced planting a tree or plant. Students will be encouraged to share any experience or stories from their family.
Lesson Development: Direct Instruction: Students will learn vocabulary Setting Characters Plot Guided Practice Read aloud the story and ask questions to check understanding of the readingsTeach the students important parts of the book Identify the beginning, middle, and end of the story Fill in the sheet answering how, when, where, who and why questions Draw beginning, middle, and end Identify Plot of the story
Differentiation Create small groups for assignment Seat the student at the front of the class or close proximity of teacher Provide written copies of the stories with images that will be read aloud so the student can follow while teacher is reading. Provide a fill in the blank version of the how, who, when, why, and whereProvide extra time while completing assignmentsProvide student with a visual schedule of the what will happen during the lesson. Always let the student know ahead of time when there is a change in routine or teaching strategy.
Assessment(Practice/ Checking for Understanding) Independent Practice: Collaborative Groups:Group students in 2s or 3s Each group will share one of the answers of the how, who, where, when, and why One student from each group will discuss their drawing of the beginning, middle, and end of the storyWritten response:Students will write a journal discussing what they learned today during the readings.
Closing Close lesson by discussing the plot, setting, and characters Which was your favorite part of the story?Who was your favorite character?Did you like the story? Why or why not?


“The capabilities needed to become self-determined are most effectively learned through real-world experience, which inherently involves taking risks, making mistakes, and reflecting on outcomes” (Bremer, Kachgal, & Schoeller, 2003). Students learn self-determination skills when they have real life experience and practice what they learned. It is important for students to be given the opportunity to make meaningful choices rather than preventing or limiting student’s choices. When giving a student different options it is important to provide meaningful choices and provide what type of outcome the student might get if they chose a certain option. “Preteaching is a useful process when students have limited background knowledge or experiences on a topic. Preteaching orients learners to a new topic, vocabulary, and concepts” (Cohen & Spenciner, 2009). When teaching a new concept to a student it is fundamental to preteach the concept first, this involves recalling, prior knowledge, and the use of concept maps.

Reciprocal learning is another teaching strategy which involves modeling the technique or concept. “Reciprocal learning helps students learn important skills or information; increase understanding or application of new ideas; improve cooperative skills; and develop listening and positive feedback skills” (Cohene & Spenciner, 2009). This teaching strategy will best help Bianca learn self-determination skills needed throughout her life.

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