Preservice Teacher:

Date:
Title:
Learner Profile:

Subject(s):
Standards:

K-3 Lesson Plan Framework

Veronica Ramirez
Feb. 19, 2015
Jaguar Lesson
2nd grade class with 19 students. 7 students are ELL (One level 1, one
level 2, two level 3, and three level 4). One student level 5 is being
monitored as she exited the program last year. Two students have ADHD
and are under medication.
Language Arts
LAFS.2.SL.1.2
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
LAFS.2.SL.1.1
Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a
time about the topics and texts under discussion).
b. Build on others talk in conversations by linking their comments
to the remarks of others.
c. Ask for clarification and further explanation as needed about the
topics and texts under discussion.

Time Frame:
Objectives:
Materials:
Anticipatory Set:

30 Minutes
The student will discuss what occurred in the story by answering
questions with support from the text with 80% accuracy.
Students books, paper, pencil
Ask students to recall the story about the country mouse and the city
mouse
-What do they remember about the story
-Discuss this story for about 5 minutes

Activities:

Tell students that they will be reading a book that is similar to the country
mouse and the city mouse.
-Tell them that they will be reading waterfall style.
Ask if they remember what waterfall reading is
Have the students read the story.
As they read ask:
-Where does Carlitos/Charlie live?
-How does Charlie/Carlitos get to school?
-What does Charlie/Carlitos like to eat?
-What does Charlie/Carlitos like to play?
-Once done, have them write a little on what the story was about.
Tell them to recall the questions asked while they read.

Assessment:

ESOL Strategies:
Adaptations:
Remediation:
Home Learning:
Resources:

Preservice Teacher:
Date:
Title:
Learner Profile:

Subject(s):
Standards:

Time Frame:
Objectives:
Materials:

Oral discussions and questioning.

Student work: The information the students wrote using information from
the text in regards to what happened in the story.
Read aloud
English or Spanish response allowed
Oral response
Discuss the step from beginning to end with the students step by step.
Explain where the story begins until it ends.
N/A
Student book

K-3 Lesson Plan Framework

Veronica Ramirez
Feb. 19, 2015
Tiger Lesson
2nd grade class with 19 students. 7 students are ELL (One level 1, one
level 2, two level 3, and three level 4). One student level 5 is being
monitored as she exited the program last year. Two students have ADHD
and are under medication.
Language Arts
LAFS.K12.R.4.10
Read and comprehend complex literary and informational texts
independently and proficiently.
30 Minutes
The student will compare and contrast the book and their own life
experience through the use of a graphic organizer with 80% accuracy.
Student book, graphic organizer, pencil

Anticipatory Set:

Activities:

Assessment:

ESOL Strategies:
Adaptations:
Remediation:

Home Learning:
Resources:

Preservice Teacher:
Date:
Title:
Learner Profile:

Subject(s):

Ask students to recall a time in their life where they went on vacation. Have students discuss the differences and similarities between where the
students vacation was and what they did.
Tell students that they will be reading a book that is similar to country
mouse and the city mouse that was previously read.
-Tell them to read independently for a few minutes.
-Once they are able to grasp some information on the text ask students to
find a partner.
-Have them first compare the two boys within the story.
-After they can already determine the difference between the two
characters in the story, hand out the graphic organizer
Explain how the graphic organizer works
Tell students that on one side the students will compare the story,
while the other will be their life, and the middle will be things that
are things they do as well.
Student discussion
Student work: the comparison of what occurred in the story to things they
do at home.
Think/pair/share
Fill out a graphic organizer with students regarding the story, then asking
which students do that activity as well and help them fill out another
graphic organizer. (Two days, first graphic organizer to do the characters
in the book, the second to complete the comparison of the story to their
lives)
Describe a follow-up activity that can be completed with the family to
make learning meaningful and applicable to the childs life.
Student book

K-3 Lesson Plan Framework

Veronica Ramirez
Feb. 19, 2015
Cheetah Lesson
2nd grade class with 19 students. 7 students are ELL (One level 1, one
level 2, two level 3, and three level 4). One student level 5 is being
monitored as she exited the program last year. Two students have ADHD
and are under medication.
Language Arts

Standards:

Time Frame:
Objectives:
Materials:
Anticipatory Set:
Activities:

Assessment:
ESOL Strategies:
Adaptations:
Remediation:

Home Learning:
Resources:

LAFS.2.SL.1.2
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
LAFS.K12.R.1.1
Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
30 minutes
The student will determine the events that happened at the beginning,
middle, and end of a story using a graphic organizer with 80% accuracy.
Student book, graphic organizer, pencil
Ask students to think about what the story will be about. Have them share their predictions
Tell students the teacher will read a story.
-Ask students to point at the text and follow along as the teacher reads.
-Ask questions as the story is being read:
- Where does Charlie /Carlitos live?
-How does Charlie/Carlitos get to school?
-What does Charlie/Carlitos like to eat?
-What does Charlie/Carlitos like to play?
-Show students what the graphic organizer should look like. -Tell
students to draw a picture on what happened at the beginning,
middle, and end of the story.
-Tell them to fill in what occurred at the beginning, middle, and end of
the story.
Student work: Students work will determine what they remembered from
the story and the sequence of the story.
Read aloud
Reread the story, as teacher reads the story, tell students where the
beginning is, the middle, and the end. As teacher reads the story, have
students fill in the first block on their graphic organizer. Ask questions
like what happened on the first page, what happened on the last page, etc.
N/A
Student book