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Lesson Plan Design

Name__Laura Jetton ______________
Grade Level Chosen ___2nd ____ Subject Area Chosen __Comprehension_____________

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create
bridges from past learning, behavior expectations)
.
CA Standards:
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 State the purpose in reading.
2.5 Restate facts and details in the text to clarify and organize
ideas.
Focus Learner/Behavioral Expectations:
Students are very active, social, kind, and cooperative. Most of
the students have motivation to read and are reading at grade level
or close to it. The class will be expected to stay focused and
involved in the lesson. Students will be asked to wait to be called
on in sharing their work.
There are two target students in the class. They both have very
low comprehension levels and cannot retell a story that they had
just read.

Rationale:
This lesson is to ensure that students reach
the California standards for comprehension.
The purpose of reading is to gain an insight of
a story and learn meaning from it. In order to
do so students must be able to comprehend
what words mean.
This lesson will give all the students,
specifically target students #1 and #2 in
practicing comprehension.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure
mastery of the outcome?)
Students will create mental pictures of the words they hear or read
with 90% accuracy.
Students will be able to highlight the words from the story that
made them come to that mental image.
Mastery of creating a mental picture will be measured by teacher
observation of the students drawings.
Mastery of deciphering the important words in comprehending
the story will be measured by having one-on-one meetings with
the students.

Rationale:
90% of the class are at phonics grade level
and should be able to comprehend this lesson.
Students will be asked in this lesson to create
pictures and underline words that made them
come to that conclusion, which will check for
comprehension.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and prescribe
instruction accordingly. Consider: linguistic background, academic language abilities, content knowledge,

cultural and health considerations, interests and aspirations, physical development, social development,
emotional development. )
1. Linguistic Background
Rationale:
Primary home languages: 35% ELL, Primary home languages:
English for 75% of students. 30% home language is Spanish; 5%
Vietnamese, Lao, or Chinese
2. Academic Language Abilities, Content Knowledge And
Skills
Assessment tests taken; DRA and MAP testing
Phonics: 90% at grade level
Letter Identification: 90% identify all letters
Expected text level DRA 18/20
25% reading text at DRA level 10-14
35% reading at DRA level 16-18
30 % reading above DRA level 18
3. Physical, Social, Emotional
Students very active and social. Group tends to be kind and
cooperative.
4. Socioeconomic Considerations
1 student on free and reduce lunch program. Parents work in
professional and service occupations. 30% with college degrees.
5. Cultural Considerations
Students engage in sports and religious activities outside of
school Ethnic diversity: 12% African American; 10% Asian; 10%
Filipino; 38% Hispanic: 30% White; 3 students in Special Ed with
IEPs
6. Health Considerations & Attendance.
1 child with physical disabilities. Good attendance by students
7. Interests, Motivations, & Extra Curricular
Developmentally appropriate interests. Average motivation to
read.
Preassessment for the assignment will be done by having the
students remain at their desks, turning off the lights in the class,
and playing a cd with nature sounds. Once they are able to listen
to one song, the lights will be turned on, and the students will take
turns sharing what mental images the sounds created in their
mind. Those thoughts will be written on the board.

Using music rather than text is an easy way to

make the students comfortable and gaining
insight if they understand what a mental
image is and if they can decipher their own
mental images.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs students, highly
achieving students and low achieving students)

All students will practice comprehension through creating mental

pictures based on a poem the instructor reads as well as a poem
that is read independently.
Modifications for ELL:
Difficult words will be discussed, reviewed, and written on the
board before the reading begins. Words will be connected to
familiar words that they already know.
Modification for special needs students:
If the student with physical disabilities is unable to draw the
picture, the child will give instructions and descriptions of what
he or she would like his or her picture to look like to the
instructor.
Target Student #1:
He is an English speaker with the highest scores in phonemic
awareness, concepts of print, letter identification, and letter sound
correspondence. He reads independently at a first grade level,
low comprehension, and low fluency. He is Asian American with
no health concerns and regular attendance. He is very quiet and is
very interested in dinosaurs.
Modifications:
Since he is very quiet, the instructor must be patient and make
the atmosphere as comfortable as possible.
He reads at a first grade level so he will be placed in a group
during independent reading with higher achieving students.
To gain his focus and attention, the poem chosen for independent
reading can be based on dinosaurs.
Target Student #2:
She is primarily a Spanish speaker but scored high in phonemic
awareness and identified all letters. She can only recognize
consonant letter sound correspondence and independently reads at
first grade level. She also has low comprehension and low
fluency. She is active, loves talking to peers, and roams. Her
parents are both bilingual and she is very curious with high
interest in reading and writing.
Modifications:
Since she roams and loves to talk to her peers, to keep her focus
she will placed in a group close to the teacher.
She also reads at a first grade level so she will be placed in a
group with higher achieving students.

Rationale:
Reviewing the words before they are read
gives students including ELLs the tools to use
once they do come across the word. And by
using words they are already familiar with
can better help them understand meaning.

High achieving students will be able to stay

on task by helping their peers.
By choosing a poem based on dinosaurs, the
teacher gains the interest of student #1.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Preassessment Instruction:
A nature sound CD. White Board.
Explicit:
White board and an age appropriate poem.
Guided:
Blank pieces of paper, crayons, and an age appropriate poem.
Independent:
Blank pieces of paper, crayons, and print outs of age appropriate
poem (preferably based on dinosaurs) for each student

Rationale:
A variety of materials is used to ensure that
the lesson is made up of group work as well
as independent work.

Many students are interested in dinosaurs, but

most importantly target student #1.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
The teacher will first share the learning objectives for this lesson
and why it is important to comprehend what one reads. She will
then move on to explain how we all create mental pictures and
how a student should create mental pictures while they read. It
can make one create new images or remember old images.
The teacher writes down the poem on the board and reads the
poem aloud while underlining the words with her finger so the
students can follow. The teacher will then draw a picture of the
mental image the poem gives her. She will then explain with
detail the picture and underline the specific words of the poem
that made her come to that mental image.

Rationale:
Sharing the objective with the class enables
students to know what is expected of them
and the reason for the lesson.
By explaining and modeling the lesson for the
students, they will be more comfortable with
completing it themselves.
Writing the poem on the board allows the
entire class to be involved and see the words
as they are read.

Check for Understanding:

Teacher will observe the students and welcome questions.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide
feedback and re-teaching)

Teacher will erase the work on the board, pass out blank pieces of
paper and crayons to each student. Explain that they will then
work on a poem together as a class, draw their mental pictures,
and then share those pictures within their groups.
The teacher will write a new poem on the board that will be read
as a class. Students then will be instructed to draw the ideas they
have. Working as a group on these pictures are okay. Once the
students have completed their drawing, they can share them to
their group.
Class will come back together and take turns pointing out words
that made them come to that mental picture. Once completed, the
teacher will review the words that the students had underlined and
then review the pictures that the students had created.

Rationale:
Students have the opportunity to work as
groups and to share their ideas with their
peers. Some students excel in group
environments such as target #2 and it is great
practice for those who do not such as target
#1. However, they are not quite ready to
complete the assignment without guided
instruction from the teacher.
By discussing with their peers, students can
gain insight of the lesson that they had not
understood before.

Check for Understanding:

Teacher will check by keeping an eye out for the students who are
reading the poem as a class and those who are keeping quiet. The
check will also be done by observing the class and their group
discussions.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities
are assigned assuming that students understand the concept well enough to work on their own.)
If the students understand the concept well enough they will be
given the opportunity to work independently. Another set of
blank papers, crayons, and print outs of a poem based on
dinosaurs will be handed out to each student. The students will be
instructed to read the poem independently or if those students
struggling with the text need they can read in pairs or groups.
They are to draw another picture of what this poem makes them
imagine.
They will then be asked to underline the words that made them
create the mental image on the print out. The teacher will have an
individual discussion with each student and review the words they
came up with and ask them to explain the connection between the
words and the picture.

Rationale:
Students who do better independently now
have an opportunity to excel.
Considering that a quarter of the class is well
below grade level independent reading,
receiving help from their classmates or
teacher may be necessary.
Underlining the words further emphasizes
that the text helped the students create a
mental image and it is important for them to
realize that those words tell a story.

Check for Understanding:

Understanding will be checked by observing the students
independently reading and drawing. The individual conferences
will also check the students comprehension of the text.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly achieving
students and low achieving students.)

Teacher observation throughout the lesson will evaluate the

students learning. The pictures that the students created will also
be used to assess their comprehension levels.

Rationale:
Evaluating the students enables the teacher to
know how successful the lesson was and what
further instruction is necessary.

10. Closure: (Describe how students will reflect on what they have learned.)
The class will come back together and the teacher will again
review that words make one create new images or remember old
images of what they may have already seen before. The teacher
will ask the students to share their feelings on the importance of
words and the meaning they have.
The students will then have the opportunity to pick one of their
pictures to hang on the wall to remind them that words tell stories
and mental images can assist them in comprehending them.

Rationale:
Reflecting on the lesson further emphasizes
the importance of what was discussed.
Reflection allows them to realize what they
learned and what they need help learning.
Having their pictures on the wall will make
them proud of their work and ultimately
remind them of what was discussed in the
lesson.