Lessons+You+have+Taught


 * Lesson Plan Template**
 * Name: ______Whitney Moore__ _______________ Grade Level:__________Second Grade_____________**
 * Estimated number of days lesson will cover: _______________1__________________**
 * Lesson Subject/Title:

“Story Soup” Character, Setting, Plot ||
 * Performance Standards:

l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts. ||
 * ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student**
 * Lesson Objectives (What students will know and/or do) :

The students will identify the character(s), setting(s), and plot of a story and will identify and draw each on a sheet of paper.

Enduring Understanding: ||
 * Essential Questions:

What are the definitions of character, setting, and plot? What are the character(s), setting(s), and plot of a story? || Character: the person(s), animal(s), or thing(s) that are in the story
 * Key Vocabulary:

Setting: the place or places where the story happens

Plot: the events or problems that happen in the story ||

10   Minutes  || Instructional activities Demonstrate/Model (if appropriate)
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 10 minutes || Introduction/hook/activation of prior knowledge || Do you know that making a good book is kind of like making good soup? ||   ||   ||
 * 15 Minutes

Guided Practice (if appropriate)

Independent Practice (if appropriate) || Show the students how the characters, setting, and plot are like the “ingredients” to make a story. Put all of the “ingredients” in the pot, stir, and pull out Little Red Riding Hood book. Ask the students if they know what the character, plot, and setting of a story are?

Figure out and write down the definitions with each on the board together. Read Little Red Riding Hood and tell the students to verbally demonstrate the character, setting, and plot.

The students will get their A.R. book or a book in the classroom and draw the character, setting, and plot of that story. || Pot, wooden spoon, pictures or objects of the character, setting, and plot of Little Red Riding Hood, Little Red Riding Hood book

Paper || The students identify the all of them correctly with the story of their choice. ||
 * || Review and Closure || Ask the students if anyone can tell me the definitions of character, setting, and plot. ||  ||   ||

Lesson Reflection: What worked well in your lesson? Using the felt pieces to show the character, setting, and plot gave the children a visual perspective.

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? I differentiated with the independent practice by giving the students the option to either draw or write the character, plot, and setting of their story.

What follow-up instruction related to your objectives is needed either for remediation or extension? I do not think that any of my objectives should be changed because they both were answered in my lesson.

What would you still like to learn that might help you to better meet the diverse needs of your students? I would like to learn how to differentiate my activities more to meet all or more than half of the multiple intelligences.