EDU 201 Lesson Plan

1. Standards:
a. Standard #3: Learning Environments - The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation.
b. Standard #6: Assessment - The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learning progress, and to
guide the teacher’s and learner’s decision making.

2. Objectives:
1. Students will be able to describe how characters in a story respond to major events and
challenges.
2. Students will be able to describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes the action.

3. Materials and Equipment

- Children’s Book: “Little Red Riding Hood” by Candice Ransom
- Student Worksheet: “Five Finger Story Structure”
- Colored Pencils
- Lead Pencils

4. Procedures
Miss Poliszuk will introduce the lesson.
Student(s): ELA for 2nd Grade
Goal (1): Students will be able to describe how characters in a story respond to major
events and challenges.
Goal (2): Students will be able to describe the overall structure of a story, including
describing how the beginning introduces the story and the ending concludes the action.

1. Gain student’s attention

Teacher: Hello class! We are going to start off today by recalling a time in our lives when
a life event happened or you faced a challenge. You may be as detailed as you wish and
the event or challenge can be as big or as small as you are willing to share!
*give students 5 minutes to discuss their answer with the students sitting beside them*

Student: Gives examples and tells a story to those seated beside them about a time when a
life event happened or they faced a challenge.
 Teacher: Now you may leave your seats and share your story to your classmates around
you.
*give students another 5 minutes to share their answer with others around the room*

Student: Leaves desk and shares examples with students all over the classroom.
Teacher: Now you can all sit back in your desks and face the teacher. I am now going to
invite any students who want to share their story with the entire class.

Student: Raises hand and shares story with the entire class. Listens to others share their
stories.

2. Explain all teaching strategies, activities, and how the lesson content will be taught.
Teacher: The point of the activity was to show that stories all have one thing in common,
a beginning, middle, and end. Every story has characters, a setting, and a plot that is
interesting to readers. Let’s think back to the stories we just told and think about where
the beginning, middle, and end is. Now I want you to turn to the person next to you and
tell them what you found.

Student: They turn to the person seated next to them and tell them where the beginning,
middle, and end is in their story. They can also point out who the characters are, where
the story is set, and the plot.

Teacher: Now let’s turn to the board and look at the following terms: character, setting,
problem, solution, ending. (Next, ask students questions regarding these terms to verbally
assess their knowledge.)
Ex. Johnny, what is an example of a problem in the last story you read.

Student: When I was reading *book title*, the main character ran away from home.

Teacher: Now that we have discussed the problem, solution, ending, characters, and
setting in a story, let’s start reading “Little Red Riding Hood” by Candace Ransom. Make
sure you pay close attention to the story structure we previously discussed.

(Once students are settled, start reading the book and have students enjoy it by listening
and looking at the pictures)

Once the story is finished, have students identify various components of the story
structure in the children’s book by discussing it in small groups of two or three. The
components they should discuss are: characters, setting, problem, solutions, ending.
 Students: Discuss the book they just read and name all the characters, where the story is
set, the reigning problem, the solution, and the ending.

Teacher: Now that we are finished discussing, I’m going to have you fill out a worksheet
where you are going to take what you just talked about and write it on your paper on each
of the fingers. You should only have one sentence filled out per finger, as multiple
sentences are not going to fit.

(hand out papers and pencils so students can start getting to work on their worksheet)

Student: Using pencil, students will write one sentence per finger, acknowledging the
main components of a story, based on the children’s book they just read.

Teacher: Once you have finished writing out your sentences, please bring me your paper
and I will tell you if you are ready to color it in.

(hand out colored pencils and allow students to decorate their work)

Students: After they get the go ahead from the teacher, students will decorate their work
and turn it in for a grade.

Teacher: Once decorations are complete, check all student worksheets and assess
sentences for student retention.

5. Closure
Once the lesson is complete, review all student worksheets to assess that students
understand the content taught within the lesson. Student worksheets are not only required
to have a formal grade, but the purpose of the review is to address any potential blind
spots or forgotten concepts in student learning throughout the lesson.

Give students the opportunity to reflect on the concepts learned by asking general and
specific questions related to the lesson/story. Have students discuss their ideas, opinions,
and answers in small groups to incorporate collaborative learning.

6. Assessment
At some point during the lesson, potentially while students are independently completing
the assigned worksheets, take students aside to discuss the lesson and test their retention
of the knowledge. Ask them random questions such as “What is the solution that is
discussed in the story” or “What is the main character’s name and what problem do they
 encounter”. As an added assessment, have students turn in their completed worksheet and
check it for a grade.

7. Resources

Lyon, Tammie, and Candice Ransom. Little Red Riding Hood. Carson Dellosa Education, 2013.

Mansaray, Hassan. “Nine Strategies for Reaching All Learners in English Language Arts.”
Edutopia.org, 22 May 2013,
https://www.edutopia.org/blog/stw-expanded-learning-time-individualized-learning-hassa
n-mansaray.

Ryan, Brenna. “Five Finger Story Structure.” Handout. Teachers Pay Teachers. California. 2014