1. Lesson Title: Reading Story Problems
  1. Grade/Age Level: Second Grade
  1. Subject Area: Math – Story Problems
  1. Time allotted for the lesson:

This lesson could be done in one or two parts depending on the attention span of the children. It would probably about 20 minutes if split in two or 40 minutes total.

  1. Short description of lesson:
  2. In this lesson, the learners will be able to make a connection between reading stories and reading story problems in math. The skills they already know and use in reading transfer over to math.
  1. State Curriculum Standards met in this lesson:Fix these

Math Goals

  • Represent and solve problems involving addition and subtraction. (CCSS: 2.OA)
  • Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.3e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (CCSS: 2.OA.1)
  • create visual models to explain addition and subtraction

21st Century Skills

  • create mathematical models of real-world phenomena
  • students offer ideas, strategies, solutions, justifications, and proofs for others to evaluate
  • Mathematics is a discipline grounded in critical thinking and reasoning. Doing mathematics involves recognizing problematic aspects of situations, devising and carrying out strategies, evaluating the reasonableness of solutions, and justifying methods, strategies, and solutions

Reading, Writing, Communication

  • Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CCSS: SL.2.6)
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.2.1)
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.2.2)
  • Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (CCSS: SL.2.1)
  • Use key ideas and details to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSSRL2.2)
  1. Instructional Objectives:
  2. The students will be able to state all the elements of a fictional story, Rumplestiltskin, after watching a video of the story. This would include telling who the characters are, what the setting is, what the problem and the solution of the story are, what is the lesson of the story, and being able to make a connection to the story.
  3. Students will be able to transfer the idea of making connections by connecting the same ideas of reading a story to reading a story problem in math. They will understand that it is important to read a math story problem carefully and be able to determine who is in the story, what is the data in the problem, what the problem of the story is and find a solution to the problem.
  1. Instructional Procedures
  2. Lesson Set (How will you open the lesson to motivate the learners?)

The lesson will be set by using something they already know how to do, analyze a story. Tell the students they will be watching a video of the story of Rumplestiltskin. Tell them they will be discussing the elements of a story after watching so they should be thinking about the characters, setting, problem, solution, lesson, and a connection. They also could take out 6 sticky notes and put them on their desk and label each note with the headings and take notes as they watch.

  1. Techniques and activities:
  1. Introduce the lesson and watch the video. (Lesson 1 tab)
  2. Have the students fill out sticky notes about each element of fiction.
  3. Have students talk to a partner about their answers and check for agreement and have the opportunity to adjust answers. Then have them check their answers against the answers on (Lesson 1 – Story Discussion tab)
  4. The teacher can then make the connection to math, saying that we need to read in math as well and that math has stories also.
  5. Look at next tab (Lesson 1 – Connecting to Math tab) and make connections.
  6. Lesson Closure: Now that you know reading is important in math as well as reading we will be working on reading and solving math story problems using the same ideas we already use for reading. We will be working on this next time.
  1. Adaptations for special learners:

This lesson should work well for all learners since they are watching a story instead of reading it. If writing is a problem for some students they could work with an adult or partner and dictate their ideas or just orally discuss their thoughts instead of writing their ideas. Since all students will be working with a partner sometimes, when they check their work with the answers, they can help each other with that reading as necessary.

  1. Supplemental Activities - Extension and remediation:

Since this is an introductory lesson I would probably not have any extensions. This is also something that has been worked on in reading since the beginning of the year, and most students should be successful at naming the elements of a story. If there was someone or several students struggling with this, I would continue with more practice in reading time.

  1. Assessment/Evaluation:

There would be no assessment at this time because of the introductory nature of the lesson. As stated previously if students were identified as having difficulty with this task remediation could take place in reading.

  1. Learner Products:

The products of this lesson would be their sticky note answers on the elements of fiction. The other outcome or product would just be knowledge gained from discussion.

* Note for learners: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for Technology Integration.