Maryam Ahmad

CBSE 4221
Professor Eng
05/05/2023

Link to video: https://youtu.be/6d187REUk7g

Lesson #5 Grade 2

Central Focus Life lesson of a story

Standard 2R2: Identify a main topic or central idea and retell key details in
a text; summarize portions of a text.

Focus Students will be able to describe the behavior of bats by

identifying the life lesson

Materials Anchor Chart

Stellaluna
Lesson of a story worksheets
Epic

Purpose The purpose of finding the lesson of the story is so students

know that when characters face a problem they are able to learn
a life lesson as well.

Teach (Model) Introduction

(Students have already read Stellaluna and finished identifying
the problem and solution on a graphic organizer below.)

Tell students a story about a life lesson that you learned as a

connection. “One day, I was playing video games with my little
brother. We were both having fun and trying our best to win. But
then, my brother's character lost and he got really upset. Instead
of letting him be upset, I decided to help him. I showed him
some tips on how to play the game better. After a few more tries,
my brother's character was doing much better. I learned that
sometimes it's important to help others and not just focus on
winning for ourselves.”

Mini Lesson
Tell students that when writing stories, authors try to teach a
lesson about life. The author will not always tell you what the
lesson of the story is. Instead, you will have to think about what
problem the character faced and what those characters learned
about life by the end of the story. To do this the teacher will be
following the steps on the anchor chart.

Think out loud, “what’s one problem Stellaluna had?” Turn to the
graphic organizer and point out the first problem where
Stellaluna is attacked by an owl. Say out loud, “I notice that
Stellaluna looks upset. Let’s read to see what happened. This
was a problem because Stellaluna is no longer with her mother.”
Go to number 2. Think out loud, “What did the character do to
solve the problem?” She had to live with the birds and began
calling them her friends at the end. Go to number 3, Think out
loud, “Now that we know Stellaluna’s problem and her solution,
what lesson was Stellaluna able to learn? Remind students what
the life lesson is again. Then say out loud by using the sentence
frame, “One lesson Stellaluna learned is that you can be friends
with those who are different from you.”

Ask students can this lesson be applied to our lives?

Guided Practice
Ask students what other problems Stellaluna had in the book by
looking at the graphic organizer. Ask a student to share. Flip to
the page where the problem is. Ask students, “What did
Stellaluna do to solve this problem?” Then go to number 3, ask
students “What lesson did the character learn?” Students will
think, put a thumbs up and then turn and talk for 2mins. Partner
A will go first and then Partner B and C. Tell students to use the
sentence frame if they need it:
One lesson Stellaluna learned is_____.
 Teacher will bring everyone back and then call on a couple of
students to share what lesson Stellaluna learned. The teacher
will write them on the board.

Then the teacher will ask, “Can we apply these lessons to our
own lives?” “How can we do that?” Students will think, put a
thumbs up and then share with each other.

Anticipated difficulties
One anticipated difficulty is that students may not understand
that a life lesson needs to be applied to their own lives as well,
not just the characters' lives.

Independent work (10 min) Students will go back to their seats and continue reading their
fiction book. While they are reading, the teacher will remind
students to fix their task which is to find the lesson of the story.
they will think about the lesson of the story.
Differentiation As differentiation, the teacher will hand out three different levels
of worksheets. For students who are lower level, they will
receive a lesson of a story worksheet with both sentence frames
and examples of life lessons. Students who are on the middle
level, will receive the same worksheet with sentence frames only
and students who are higher level will be given worksheets with
no sentence frames.
 Students who really struggle understanding what the life lesson
is will work in a small group with the teacher during independent
reading. The teacher will go over what the life lesson is and how
to find it one more time using a smaller version of the anchor
chart.

Also during the mini lesson, the teacher will model using the
graphic organizer and using sentence frames so students have a
clear understanding on how to find the life lesson of a story.

Assessment Students will be asked to fill out the graphic organizer to write
out the problem, solution and the life lesson of the story.

For pre assessment they will be given a short fiction story and
answer the problem, solution and the life lesson of the story.
For post assessment, the teacher will collect their independent
worksheets to assess whether they were able to figure out the
life lesson of their fiction book that they have been working on
the entire week.

Share (5 min) The teacher will ask students to share their life lessons with the
entire class. As well as if they can apply any of the life lessons to
their own lives.

Centers (15 min) Students work independently in centers while the teacher meets
 a guided reading group.

Graphic organizer

Anchor Chart
Independent Worksheets/Post assessment +Pre Assessment(Milkmaid)
 Student Achievement Chart (SAC)
Standard: .22R2: Identify a main topic or central idea and retell key details in a
text; summarize portions of a text.

Objective: Students will be able to describe the behavior of bats by identifying the lesson

FAME Description of Student Assessment Data

Mastery Work in each Mastery Outcomes:
Levels Category
Description for ‘Highly Proficient’ - Pre Post

Number Correct: 3/3 5/3/23 5/5/23

Highly
Characteristics of student work:
Proficient
Post: Students were able to identify the
problem, solution and the life lesson of
the story.
 Number of students:

pre: pre:3 Post: 19

post:

Percent of Total class: 15% 90%

Student Initials Zi, E.C, C.C, Zi, E.C, C.C, G.L,

J.M, K.D, L.D,
D.D, A.C, J.L,
Y.C, N.T, A.L, J.C,
L.Z, N.L, R.Z,
G.L, J.L

Description for ‘Proficient’ - Number of students:

Number Correct: 2/3 Post: Pre: 7 Post: 1

Characteristics of student work: Pre: 7

Proficient Post: Students were able to identify what
Percent of Total class: 35% 10%
the problem of the story was and the
solution but unable to write the life
lesson. Student Initials: G.L, J.M, K.D, K.A
L.D, D.D, A.C, J.L

Description for ‘Developing’ - Number of students: 8/20 0

Number Correct: 1/3 Percent of Total class: 50%

Characteristics of student work:

Developing Student Initials: Y.C,N.T, A.L, J.C,
L.Z, N.L, R.Z, K.A
Proficiency Pre: Students were able to identify the
problem of the story but unable to
identify how the character solved the
problem and the life lesson.

Description for ‘Emerging’ - Number of students: 2/20 0

Emerging Number Correct: 0/3 Percent of Total class: 2%

Proficiency Characteristics of student work:

Student Initials: G.L, J.L,
Students did not attempt the questions

Absent: 1