Introduction

Student Name Nicholas Jacinto

School Name Dolphin Bay Elementary
Grade Level(s) 2nd grade
Class Size 20 students
Subject Area(s) Reading/Language Arts
Lesson Plan Title Big ideas in the Big Show
Time Frame 45 minutes
CT’s Name Mrs. Kappelman
Learner Profile (Describe the composition of the class to include general education, English Language Learners (ELL) and
Exceptional Student Education (ESE) students. List unique characteristics of learners such as eligibilities, ability levels, etc.)

20 Gen. Ed students
2 of which are ESE

Florida Standards and/or Next Generation Sunshine State Standards

(visit http://www.floridastandards.org/Standards/FLStandardSearch.aspx to select the appropriate standards for this lesson.)
LAFS.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
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.

WIDA Standards (visit https://www.wida.us/get.aspx?id=540; then see Page 3)

☒ WS1: For Social and Instructional purposes within the school setting.
☒ WS2: Information, ideas and concepts necessary for academic success in the content area of Language Arts.
☐ WS3: Information, ideas and concepts necessary for academic success in the content area of Mathematics.
☐ WS4: Information, ideas and concepts necessary for academic success in the content area of Science.
☐ WS5: Information, ideas and concepts necessary for academic success in the content area of Social Studies.

Learning Outcomes (State what the student will be able to do. Align outcomes with the standards identified above.)
Students will be able to form and answer questions after reading a nonfiction
passage.

Instructional Materials and Technology (List everything needed in order to implement this lesson.)

 1 white board for each of the five groups

 5 dry erase markers and erasers
 PowerPoint presentation
 Implementation
Entry Event (Describe your opening activity that will activate prior knowledge and engage students.)
Ask the class if any of them have been to the circus or know what it is like to be an
audience in one.

Direct Instruction (Describe how will you present the concept/skill to students.)
Students will take turns reading aloud a passage, with the help of the teacher. After
the first passage, the teacher will provide examples as to what questions are
expected from the students.

Experiential Learning (Describe the activities the students will complete with teacher support and/or peer collaboration to
reinforce concepts presented during direct instruction.)
After each passage, the teacher will guide and assist students in creating questions
that can be answered by the text. When every group finishes making questions,
students will have the opportunity to answer each other’s questions.

Closure (Describe the reflection methods and reinforcement strategies you will use to conclude the lesson.)

After the PowerPoint, the teacher will orally ask students about whether or not every
kind of question can be made. A discussion can evolve out of it, leading to how one
can formulate proper inquiries from texts.

Evaluation and Monitoring

Accommodations and/or Modifications (Describe how you will accommodate students with special needs.)

Students with special needs have the opportunity to work within a group. This allows for
help with spelling, writing, expressing ideas, and sharing.

ELL Strategies (List specific strategies you will use to support ELLs.)
ELLS will have the opportunity to work in groups, especially with those they can better
communicate with. Also, all reading will be done orally and at an even pace. Use of a
translation dictionary is allowed. Pictures are provided during the lesson to allow for better
understandings.

Differentiated Instruction (Describe how you will tailor instruction to meet individual student needs.)
Students will be cooperatively working together to form questions, after the class reads a
passage together.

21st Century Competencies (Describe how students will demonstrate 21 st

Critical Thinking:
Analyzing text to word a
specific question that is
supported by what can be read.
Collaboration:
Working in groups to formulate
questions based on what is
presented in text.
century competencies throughout the lesson.)
Creativity: Communication:
Looking through a passage and Working in groups to formulate
creating finely crafted questions based on what is
questions for others to answer. presented in text.

Integration of Literacy (Describe how you will integrate reading, writing, and oral language skills in the lesson.)
Reading: Writing: Oral Language:
Reading aloud the passage presented Writing down a specific question that Sharing created questions and having
as a class. can be answered with information another student orally answer.
provided in the text.

Assessment (Describe how you will assess student attainment of the lesson objectives.)
Formative: Summative:
Guiding question creating and answering, so that each Oral discussion on question creating and how to find key details
group has the chance to voice their thoughts and in texts.
conclusions.

Extension (Describe how you will re-teach, remediate, and enrich after lesson implementation.)
Re-Teach: Remediate: Enrichment:
A short nonfiction reading passage will More markers and whiteboards for Improvement would come from the inclusion of
be provided, allowing students to write students to use, that way every student more passages to read and more time to
out their own questions and have their has the opportunity to write down their discuss every question proposed.
fellow classmates answer. ideas and questions.

Reflection (Evaluate student learning outcomes and reflect upon your experiences. How would you modify this lesson?)