Reading Lesson Plan Real

Student: Justine Barker IWU Supervisor: Dr. Angie Leffler Teaching Date: March 19th, 2019

School: Kendall Elementary Co-op Teacher: Mr. Ethan Evans Grade Level: 2nd

Big Idea: Finding Harmony Lesson Rationale: ​In this lesson, students explore different aspects of plot and learn to summarize. Students need learn this skill in order to convey information about a text in an effective and organized way. Part of the natural response to reading is talking about a text, and learning ways to stay organized while explaining the components of a text is essential to conveying accurate information. Readiness: I. Goals/Objectives/Standards A. Goal(s): -Students will be able to make connections between the activities and making summaries and will be able to apply this knowledge when asked to give a summary or when talking about a book with a parents or friend. B. Objective(s): -After completing the stations regarding summaries, students will have a deeper understanding of the plot of the book and how to summarize the events of a book using beginning, middle, and end, as well as beginning, rising action, climax, and end through completion and participation in activities. C. Standard: 2.RL.2.2 Recount the beginning, middle, and ending of stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. II.

Management Plan A. Materials 1. 5 Roller Coaster Worksheets + 5 Coaster Carts 2. 5 Magic Summary Makers 3. 5 copies of “When Sophie Gets Angry...Really Really Angry” B. Time 48 minutes documents, approx. 2 minutes set aside for transitions 2 Rotations, 20 minutes at each of the 2 stations C. Space Anticipatory Set: On Carpet Stations: At students desks, around the room

Guided Reading Station: At the Kidney Table at the back of the room D. Behavior - Clap once if you can hear me - Repetition clapping - Say “eyes on me” when I need students to look at me - If Jamey or Riley act out, I will remind them of their behavior charts - Use a timer for transitions III.

Anticipatory Set (3 minutes) Okay students, I need one volunteer. I have these pictures of the life of a plant, can you put them in order? How did you know to put them in that order? What if I switched them into a different order? Would it make sense? When we tell stories, it makes more sense when we tell them in order, right? And sometimes we tell too much or do not give enough information. When telling someone about a story, it is important that you give just the right amount of information for the other person to understand what happened in the story. IV. Purpose Just like we put these pictures in the order that the events happened, today we are going to put events from a story in order so that we can tell others what happened in a story Plan for Instruction V. Adaptations to Individuals with Differences and Diverse Learners A. The groups are split up in such a way that the people who are below average will be challenged in a group with those who are average, and students who are average will be grouped challenged by those students who are above average. B. If Jamey or Riley act out in any way I will remind them of their behavior chart. C. Zara, who is not in any of my guided reading groups, often gets anxious when she has to talk to others. I will make sure that she has a partner while the other students are reading VI. Lesson Presentation (Input/Output) There will be 3 stations, one station that is the guided reading lesson with me. There is one more station for students to do that will touch on climax and sequencing for students who do not work with me will complete, and the other will be an opportunity for students to have time to work on their anchor folders, which help students explore vocabulary words (the explanation of these elements is at the bottom of the explanations of the explanations of the different station descriptions). I grouped the students based on their Lexile Reading Scores. The first group includes students with below average Lexile scores mixed with students with average scores. The second group includes students with average Lexile scores mixed with students with higher scores. My hope is that these students can feed off of each other and be challenged by each other.

Mini Lesson (3 minutes) Okay students. Can someone tell me what a summary is? A summary it is a short explanation of what happened in a story. Like we talked about earlier, sometimes when we are telling a story we give too much or too little information so whoever is listening or reading our summary might get confused. A really simple way to give a really good summary is to remember what happened in the beginning, middle, and end of a story. A really good way to think of this is to think about a roller coaster. Who has ever been on a roller coaster before? Normally there is a REALLY big hill--that’s kind of like how a story moves along. There is a beginning, which is like when the cart is moving up the roller coaster. The middle is like the very top of the hill of a roller coaster, and the end is like the bottom of the hill or the end of the roller coaster (Draw this on the board). Keep this in mind as you complete the stations today. Some of you will be working with me, others of you will be working independently. ​I will use this time to describe what students will be doing at their seats and call students back to the kidney table with me. Guided Reading Group 1 (20 minutes) Members: Kohlin, Kalliope, Khloe, and Randall Strategy: 5.3 Summarizing what’s most essential Book: When Sophie Gets Angry... Really Really Angry 1. Pre-reading Have you ever been angry? What are things that make you angry? Well this book is about a girl who gets really angry, and how she deals with that anger. This book is called “When Sophie Gets Angry--Really, Really, Angry…” there is something really interesting and different about some of the words in this book, who can show me in your book? Yes, those big words add effect to what the little words are saying. Look out for those words as you are reading. 2. Reading: Students will read the book on their own. Because we are mostly exploring the plot as a whole, I’m not going to ask students to look out for anything as they read. 3. Responding: 1. Did you like this book? Why or why not? 2. What was your favorite part? What was your least favorite part? 4. Exploring: 1. What does Sophie do when she’s angry? Show me. What do you do when you get angry? 2. What comforted Sophie when she was angry? There were a couple different things, can someone tell me at least one? Show me. 3. What happened when Sophie’s sister took her gorilla? Show me.

4. What do you think would have happened if Sophie hadn’t gone outside when she was angry? Okay students, who can tell me what a summary is? Does anyone know? It is a short explanation of what happened in a story. We talked about this a little bit earlier, but the most important parts of a story are usually the beginning, middle, and end. I have these magic summary makers, (see attachment) that will help us create a good summary of this story we just read. Can someone tell me a little bit about what happened in the beginning? Okay, let’s write that down under the “beginning” flap. In the beginning Sophie and her sister were playing, and she got angry because her sister took her gorilla.​ ​What happened in the middle? Sophie got really angry and left her house to go for a walk to calm down. Let’s write that under the “middle” flap. What happened at the end? Sophie walked back home and was no longer angry. Let’s write that under the “end” flap. Now if we open all of the flaps, we have a summary! It might not sound very pretty, so let’s work together to make these 3 statements a complete sentence. Look at that! We just made a complete summary! 5. Applying: ​Okay students, now you will go back to your seat and try this! Select a book and write down what happened at the beginning, middle, and end. Then find a partner and tell eachother the summary of your stories.

Guided Reading Group 2 (20 Minutes) Members: Jonathan, Valencia, Lucas, J’Leah Book: When Sophie Gets Angry...Really Really Angry Strategy: 5.4 Uh-uh...Phew 1. Pre-Reading: ​Okay students, today we are going to be talking about the different parts of plot. I have this roller coaster to help teach this to you all. This is normally how authors tell stories. ​I will be showing students using the roller coaster cart where the beginning, rising action, climax, and end are.​ Have any of you ever been on a roller coaster? What normally happens on a roller coaster? Right, there is normally a HUGE hill that you go up. Today we are going to use what we know about roller coasters to help us understand the parts of a story. The beginning of a story is where a problem is introduced. Based on what we know, what do you think the rising action is? It’s where something happens, maybe something bad. The problem might be growing! What do you think the climax is? It’s the peak of the story. Often times this is where we find out something new or the problem becomes a really big problem It seems like it might be at the middle of a story but it might not always be. Then, last we have the end. What do you think happens at the end? The loose ends are tied up. Now you are going to read this story and we will decide what the different parts of this story include. Have you ever been angry? This book

follows the story of a girl who gets angry and how she deals with it. When you’re reading, pay attention to the big words in the pictures, they add detail to the story! 2. Reading a. Students will read independently. I will challenge students to see if they can find what the climax of the story was while they are reading. 3. Responding a. Did you like this book? Why or why not? b. What was your favorite part? What was your least favorite part? 4. Exploring a. What does Sophie do when she’s angry? Show me. What do you do when you get angry? b. What comforted Sophie when she was angry? There were a couple different things, can someone tell me at least one? Show me. c. What happened when Sophie’s sister took her gorilla? Show me. d. What do you think would have happened if Sophie hadn’t gone outside when she was angry? Okay students, I’m going to give you each a roller coaster now. You’ll show me where you think the roller coaster goes based on what you know about plot. Where does the roller coaster go when Sophie is first playing with her gorilla?​ This is the beginning of the story. Students should have their roller coaster at the beginning of their ​ Where do you think the roller coaster goes when Sophie’s sister takes the gorilla? T ​ his is rising action, the cart should be on it’s way up the roller coaster. ​Where do you think the roller coaster goes when Sophie is really really angry? This is the climax of the story. The roller coaster should be at the top of the coaster.​ Where does it go when Sophie goes outside, and then back home? The cart should be at the bottom, this is the end of the story. Similar to the way that beginning, middle, and end help us with summaries, beginning, rising action, climax, and end help us summarize as well! 5. Applying Like the other students you will pick a book to read, and you will summarize. Once you are done, try to see if you can explain the climax and rising action of the book you picked. Independent Reading: (Everyone completes this section, it is part of the applying section of the guided lesson. One group is a little modified.)Students will read a library book of their choice. If it’s a picture book, they will read the entire book, or if it’s a chapter book, they will read a section (hopefully at least a chapter) After they read the chapter, they will write down what happened at the beginning, middle, and end of the story. Then, they will find a partner and try to summarize what happened in their book or chapter in a sentence or two. After they complete that, they can either read another book or begin to work on their anchor folders.

Anchor Folders: This station is only for students who do not meet with me individually. They will have time to work on and complete their anchor folders, which are vocabulary exercises they have the entire week to work on. I believe they could use the extra time to finish these exercises.

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Check for Understanding A. I will gaze up from the group I am working with to see if students are understand the task they are completing as well as see if they are comprehending beginning, middle, and end. I will leave the table while students are reading their books to check on the rest of the class. B. The activity where students tell the summary, I am hoping that students find that this is a natural response to reading. C. The guided reading groups will be for students to expand on what they know about summary and plot. VIII. Review Learning Outcomes (2 minutes) (on carpet) OKay students, who can remind me what we learned today? Someone tell me what book they read and what the summary was? Someone from the roller coaster group, tell me what we learned today. Someone from the magic summary maker group, what did we learn today? Good. Thank you all for working so hard today. Plan for Assessment Formative Assessment: The magic summary maker and roller coaster will be used as formative assessment as well as the review learning outcomes. Summative Assessment: This lesson is included in a larger unit as part of Mr. Evan’s regular literacy block schedule. The components of this lesson will be included on an assessment given by Mr. Evans at a later date. Reflection and Post-Lesson Analysis 1. How many students achieved the lesson objective(s)? For those who did not, why not? a. I believe all of the students I met with achieved the lesson objectives. The students participated and asked good questions, and demonstrated their understanding of plot. The students who did not work with me did not achieve the lesson objectives, and it’s because my instructions weren’t clear as well as a lack of developed stations. 2. What were my strengths and weaknesses?

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a. I fumbled with my words a few times because I got in my head while I was trying to explain climax. b. I think I’m transitioning into teaching to help students understand rather than teaching just to be observed and get a grade, which is really good. How should I alter this lesson? a. I would make more meaningful stations for the students I did not get time to meet with. How would I pace it differently? a. I would have spent more time on the mini lesson. I also would have tried to give an equal amount of time to both groups I met with. Were all students actively participating? If not, why not? a. The students I worked with were actively participating, except for two boys. They would not stop laughing! I don’t think I had enough behavior management techniques in place to stop them or for them to understand that I am also a teacher. What adjustments did I make to reach varied learning styles and ability levels? a. One of the groups had a more basic lesson on plot and summaries while the other group had a more in depth lesson including climax, rising action. Did students who did not work with me still understand and learn the concepts in regards to plot? a. I’m not sure that they did. And I think it’s because they didn’t understand what I wanted them to do while they were at their seats. I should have developed a better station for the students to work at while they were at their desks, especially because only half of the class was able to meet with me. Was I able to manage the class between rotations as well as during the guided reading station. a. Yes! I got up while students were reading at my table to monitor the room. Everything seemed to transition smoothly, but I could have explained the transitions a little more before we went into groups.

Magic Summary Maker

Roller

Coaster

Anticipatory Set Pictures: