Lesson Plan Template

Module 6 – Story Element

Name: Tori Hamon

Lesson: Lionni, Leo. Swimmy. New York: Scholastic Inc., 1963

Target Grade Level: Grade 2

Standard(s): Put the RL.2.7 Use information gained from the illustrations and
appropriate common words in a print or digital text to demonstrate
core standard here. understanding of its characters, setting, or plot.

Objective(s): What are The students will be able to identify the main character(s),
your goals for this the setting(s), and plot of a story by drawing illustrations of
lesson? What do you the character(s), setting, conflict, and resolution.
want your kids to be
able to do afterwards??
Why are you doing this
lesson??
Materials: List  Copy of the book Swimmy
absolutely EVERYTHING  Pencils and coloring utensils (colored pencils,
you need to do this markers, crayons)
lesson—especially since  Worksheet:
you are going to be
sharing it. From
paper/pencils, chart
paper or whatever.
Instructional Strategy:
This is your step by step
guide to what you are
going to and in what
order. Put ideas about
time involved to do it
step.
Be specific so others can
follow this plan.
1. I will begin this activity by asking the students what
they know about fish and the ocean to help activate
prior knowledge to encourage comprehension. Most
children are intrigued by the ocean so this should
help to get them interested. (5 minutes)
2. I will then have them sit on the ‘reading rug’ and I
will read the story Swimmy aloud to the students.
Throughout the book, I will highlight the key
concepts so that the students are made aware of the
big events. (10 minutes)

3. We will have a group discussion about what the

class thinks the “conflict” of the story is, and what
they think the “solution” to the problem was. (5
minutes)

4. After brainstorming their ideas, I will partner the

children into groups of 3-4 and will have them
complete the above worksheet together where they
will draw illustrations of the character(s), setting,
conflict, and resolution. (25 minutes)

5. Once the children have completed their worksheets,

we will go around to each group and have them
show their images and explain them to the rest of
the class. (15 minutes)
Differentiation: Put at For below-typical students, I would make sure to spend
least two strategies as to extra time with them during the class activity to answer
how you can address questions and to help guide them, and I would also allow
students with varying them to use a copy of the book to look over as they
abilities, both above and complete their worksheet.
below typical students.
For above-typical students, I would encourage them to also
summarize the story by listing the series of events that
happened throughout the book. They could write these
events on the back of the worksheet. This would add an
extra challenge to the task and would help with learning
sequences of events while also helping them to identify the
big events.
Assessments: How will As the children are completing their worksheets, I will stop
you know if your at each group and will observe their drawings as I ask them
students learned what questions about the conflict, resolution, setting and
you wanted them to characters. The students will also turn in their worksheets
learn? How can you at the end of class for me to look over and identify whether
prove it??? the students identified the correct story elements.