Lesson Plan Template
Name: ______Shelby Hobbs______Grade Level:___2nd_____
Estimated number of days lesson will cover: ______Five______
Lesson Subject/Title:· “The Thanksgiving Day From the Black Lagoon”
· Talking about Thanksgiving and giving thanks
Performance Standards:
o ELA2R1 - The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
o ELA2R2 - The student demonstrates the ability to read orally with speed, accuracy, and expression.
o ELA2R4 - The student uses a variety of strategies to gain meaning from grade-level text.
Lesson Objectives (What students will know and/or do) :
· Students will read the story fluently and comprehend what is being talked about and why.
Enduring Understanding:
· Students will learn more about Thanksgiving and how it began.
· Students will be able to identify where Thanksgiving is celebrated and who the first people to celebrate it were.
· Students will be able to tell when the first Thanksgiving was and who participated.
Essential Questions:
· Why do we give thanks?
Key Vocabulary:
· Mayflower
· Parade
· Thanksgiving
· Holiday
· Uniquely
· Float
· Papier-mache
· Loch Ness Monster
· Pilgrims
· Settlers
· Native Americans
· Plymouth Rock
· Harvest
Time / Procedures / Differentiation / Materials/Resources / Assessment /
Monday
10:40 – 10:45 / Introduction
· “Who can tell me what holiday is celebrated in November?”
· “A holiday is a special day where we remember something important that happened in the past. In November, we celebrate Thanksgiving! Who knows what Thanksgiving is about?”
· “Thanksgiving is a time where families and friends get together and give thanks for all that they have been given. We are going to read “The Thanksgiving Day From the Black Lagoon” today and talk about what Thanksgiving means to us.” / None / -“The Thanksgiving Day From the Black Lagoon” / -Assessing prior knowledge of Thanksgiving
10:45 – 11:00 / Instructional activities
· “We are going to read the first two chapters of the book today.”
· Pg. 8: “What did we say a holiday is?”
· Pg. 11: “Did you know that Thanksgiving is always on the fourth Thursday of November?”
· Pg. 14: “What do you think the word uniquely means?”
· Pg. 14: “Who can tell me where New England is?”
· Pg. 16: “What is a parade and when do we see parades on TV?”
· Pg. 17: “What are a few things that we can be thankful for this year?”
· Pg. 18: “What kind of float are they talking about?”
· Stop reading on page 19.
· “What did we read about in these two chapters?”
· “What are some of the floats that you usually see during the Thanksgiving parade, if you have seen one.” / -Asking What and Who questions.
-Allowing students to relate the vocabulary to prior experiences and what they already know.
-Allows students to use map skills, also. / -Book / -Monitor comprehension when asking questions
-Assess using context clues when answering words like uniquely.
· “Now, on your reading ticket, you can choose to create a float of your own. Predict what kind of floats you think would be in a Thanksgiving Parade or what kinds of floats you think the kids in Hubie’s class are going to create. Or, you can write a journal entry about what you are thankful for this year or about how you celebrate Thanksgiving with your family or friends.” / -Students get to choose the activity they want to do.
-Create, draw, write… / -Book
-Colored pencils
-Crayons
-Journal
-Construction paper / -Assess comprehension of the story
-Prediction skills
-Relating subject to personal experiences
· “Once you have finished your seatwork, turn it in to the basket, or if you have written in your journal, just come and show me. After it has been turned in or checked, read quietly at your desk or you may go to the library.” / -Papers / -Completed task
Technology
No technology was used.
Lesson Reflection:
What worked well in your lesson?
I think the subject of the book was well picked. The book wasn’t a typical informational book, yet still presented factual information in a fun way. The kids love the “Black Lagoon” series.
What modifications did you make in your instruction for varying abilities of students based on your formative assessments?
If students finished reading early, they were asked to make predictions as well as relate the story to themselves. Once they had done both of those, they were allowed to read ahead.
What follow-up instruction related to your objectives is needed either for remediation or extension?
The students were only able to read to chapter 6 (there are 11 total chapters) so we met again and finished the book the next day. Before beginning the book again, we reviewed what had already happened to ensure the students had actually comprehended and remembered what they had read.
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 provide remediation for students who do not understand what they are reading or what to do about students who are reading very slowly. It is hard to limit the amount of pages student’s can read when it take 2 minutes for one student to finish five pages of a story while it takes 5 minutes for a student to finish two pages of the same story.