Lesson Plan Template

CONTEXT

Grade(s): Grade 2

Subject(s): English Language Arts

Long-Term / Big -an idea of some of the different kinds of stories (fairy tales, fables
Picture Sequencing etc.)
and Scaffolding: -some knowledge of story structure and how they’re organised
(main idea, supporting details, start middle end etc.)
-difference between real and imaginary (fiction vs. nonfiction)
-future learning of bigger story structure

GOALS

Curricular Students explain how the organisation of ideas and information

Expectations: within texts can support the purpose or meaning of messages.

Implicit Learning: -active listening skills

-following instructions
-how to transition into different spaces and into different activities

MATERIALS & RESOURCES

-storybook Beneath by Cori Doerrfeld

-writing utensil
-worksheet
-exit slip

OVERALL INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES

-pre-assessment of what they know about stories (title, author, beginning, middle, end
etc.)

TIMING, SEQUENCING, TRANSITIONS OF LESSON

KEY PROMPTS & INSTRUCTIONS

Introduction / Hook -Gather class into a story circle set up.

5-10 minutes -Show the book Beneath
-Ask them initial details (title, author, what they think the book will
be about based on the cover, fiction or nonfiction etc.)

10 minutes Read the story

10 minutes After reading the story, ask them what they can remember that
happened. Have them verbally identify each piece of the story:
Beginning
Problem
Solution
End
 10- 15 minutes Get one or two students to pass out a worksheet to set up
preparation for a project

Worksheet will include:

Thinking of either their own story or a well known story and have
them identify the elements of story structure for the story they pick
(does not have to be fully completed on this day, can be worked on
again later)

Conclusion / Give an exit slip asking them what the 4 elements of story
Wrap up (5 mins) structure that we learned about today

ASSESSMENT(S)

-Worksheet
-Exit slip

For this lesson, the three types of curriculum are explored in a few different ways. For
explicit curriculum, students are directly learning about story structure and how it applies to
different types of stories such as fables, and fairytales, the differences between fiction and
nonfiction stories, learning where to find information about books such as titles, authors etc.
and how to identify what parts of the story are what. This is a precursor to understanding
the full story structure consisting of exposition, rising action, climax, falling action resolution
denouement etc. that come later on as they advance in grade level. The implicit aspects of
this lesson are active listening skills, writing skills, reading skills, practical application skills,
planning skills, transitional skills from place to place and from activity to activity and
fostering an environment where reading is encouraged. These skills will be useful
throughout their time in school and beyond, as each of these has real-life applications. The
null topics they are not learning about in this lesson are background information on the
author of the story, how to locate and choose stories at their reading level, the context for
the lesson in the sense that they may not need to be taught what class this lesson is for etc.,
the direct curriculum expectations in that they may not need to learn the exact reason for
this lesson and what the exact outcome says they should be learning and how to interpret
the pictures that are in the book. That is something that cannot be taught as the words and
the pictures can influence students' understanding of the story in different ways.