LESSON PLAN TEMPLATE
HOLMES COUNTY CONSOLIDATED SCHOOL DISTRICT
Teacher: Ms. Adams/Ms. Helm
Topic: Author’s Purpose & Compare/Contrast
OBJECTIVE/
COMPETENCY
STANDARD:
ENDURING
UNDERSTANDINGS/
PREREQUISITE SKILL: To meet
the standards, students will need
to understand that……
ESSENTIAL QUESTION: Big Idea
that frames student inquiry and
promote creative and critical
thinking.
FORMATIVE ASSESSMENTS
process used to provide feedback
to improve students’ achievement
of intended instruction
PROCEDURES:
BELL RINGER:
INQUIRY/STUDENT INPUT....
how does this lesson actively
engage students?
GUIDED PRACTICE….
Lesson should enhance students
collaborative learning skills
Grade: 2nd Date(s) February 1-February 5, 2021
Course: Reading/ELA
MONDAY
RI 2.6, RI 2.9, RL 2.9, L.2.5, W 2.2
Student Friendly Translation/Learning Target
I can identify the author’s purpose for writing the text.
I can identify the main topic (main idea) of a text.
I can explain how two texts on the same topic are alike and different.
Words and pictures contained in a text convey the author’s purpose for writing the text.
Basic story elements must be identified when reading a literary text (character, setting, plot).
Identifying the main topic (idea) in a text will assist the reader in understanding the whole text.
Big Idea: We can all make a difference.
Essential Question: How can stories be alike and different?
Small groups will be used to assess children informally
Paper packets will be used to assess children who are asynchronous.
Exit Tickets will be used to assess students daily/weekly using Freckle and TE21
TIME: ACTIVITY:
7:45-8:00
8:00-8:40 TTW begin the lesson by presenting the students with the ELA Focus Wall of the Week.
TTW explain the focus standards, big idea and essential question as well as the sight and
spelling words. TTW present and explain the target vocabulary words to the students. TTW
then lead the student in completing the Three-Part Drill on Phonics First Lesson 2-1. TTW
then lead the students into Lesson 21 of Michael Heggerty.
TTW explain to the students that this week they will be focusing on being able to
compare/contrast texts, settings and characters. TTW ask the students what they already
know about comparing and contrasting. TTW explain to the students that this week they
will be reading the story, “Dex: The Heart of a Hero”. TTW ask the students to define what
a hero is. TTW provide the students with the definition of compare/contrast and have the
students to copy it into their notebooks. TTW also provide the students with a video to
further explain compare/contrast.
https://www.youtube.com/watch?v=SBTldiZu8Sc
8:40-9:10 TTW lead the students in reading the text for the week, “Dex: The Heart of a Hero”. TTW
ask the students to open their Journeys book to pg. 151. TTW call on a student to read the
essential question. TTW then call on students to provide answers to the questions. TTW
 ask the students to take the handout, “Dex: The Heart of a Hero Compare and Contrast”(see
attachment). TTW explain to the students that in a story, the main characters will often go
through some changes from the beginning to the end of the story. They grow and change
because of things that happen to them. TTW explain to the student that as they are reading
they will write down the character traits of Dexter and Cleevis. They will first write how they
are different. By the end of the story, they will be able to determine how the two
characters are alike. TTW call on students to begin reading the story on pg. 152. TTW
assist the students while they are reading and pause to ask questions.

INDEPENDENT 9:10-9:30 TTW break the students into breakout groups. TTW provide the students with instructions
PRACTICE/ACTIVITY before opening the breakout rooms. TT &TAW monitor the students’ activity to ensure
Assignments should reflect
they are on task and understand the activity.
academic rigor
Teacher Group- Story Structure Activity
Teacher Assistant Group-Spelling City Activity
INSTRUCTIONAL STRATEGIES Discussion TECHNOLOGY/21st Century Skills:
Whole body movement Video
Writing Google Classroom
Listening PowerPoint
Technology
TTW direct the students to Google Classroom where they will answer the following question:
CLOSURE/MASTERY

INTERVENTIONS Small groups, broken down by students needs HOMEWORK:

Students with noted disabilities will work 1 on 1 with TSW complete Lesson 20: Spelling Sort worksheet (See
teacher during breakout group to be provided additional
Attachment)
small group instruction
 LESSON PLAN TEMPLATE
HOLMES COUNTY CONSOLIDATED SCHOOL DISTRICT
Teacher: Ms. Adams/Ms. Gulledge
Topic: Author’s Purpose & Compare/Contrast
OBJECTIVE/
COMPETENCY
STANDARD:
ENDURING
UNDERSTANDINGS/
PREREQUISITE SKILL: To meet
the standards, students will need
to understand that……
ESSENTIAL QUESTION: Big Idea
that frames student inquiry and
promote creative and critical
thinking.
FORMATIVE ASSESSMENTS
process used to provide feedback
to improve students achievement
of intended instruction
PROCEDURES:
BELL RINGER:
INQUIRY/STUDENT INPUT....
how does this lesson actively
engage students?
Grade: 2nd Date(s) February 1-February 5, 2021
Course: ELA/Reading
TUESDAY
RI 2.6, RI 2.9, RL 2.9, L.2.5, W 2.2
Student Friendly Translation/Learning Target
I can identify the author’s purpose for writing the text.
I can identify the main topic (main idea) of a text.
I can explain how two texts on the same topic are alike and different.
Words and pictures contained in a text convey the author’s purpose for writing the text.
Basic story elements must be identified when reading a literary text (character, setting, plot).
Identifying the main topic (idea) in a text will assist the reader in understanding the whole text.
Big Idea: We can all make a difference
Essential Question: How can stories be alike and different?
Small groups will be used to assess children informally
Paper packets will be used to assess children who are asynchronous.
Exit Tickets will be used to assess students daily/weekly using Freckle and TE21
TIME: ACTIVITY:
7:45-8:00
8:00-8:40 TTW begin today’s lesson by leading the students into Lesson 21 Michael Heggerty Phonemic
Awareness as well as the Phonics First Lesson 2-1.
TTW display and review the ELA focus wall for the day, reviewing with the students the sight
and spelling words.
TTW review with the students what they learned from the previous lesson. TTW remind the
students that when we compare and contrast, we are looking at how characters, texts and
settings are the same and how they are different. TTW call on students to recall parts of the
the story they read from the previous lesson. TTW continue modeling how to compare and
contrast by asking the students to take out the handout with “Write about how Clovis
changed during the story” (see attachment). TTW guide the students in completing the first
column of the handout.
GUIDED PRACTICE….
Lesson should enhance students
collaborative learning skills
INDEPENDENT
PRACTICE/ACTIVITY
Assignments should reflect
academic rigor
INSTRUCTIONAL STRATEGIES
CLOSURE/MASTERY
INTERVENTIONS
LESSON PLAN TEMPLATE
HOLMES COUNTY CONSOLIDATED SCHOOL DISTRICT
Teacher: Ms. Adams/Ms. Helm
Topic: Author’s Purpose & Compare/Contrast
OBJECTIVE/
COMPETENCY
STANDARD:
ENDURING
UNDERSTANDINGS/
PREREQUISITE SKILL: To meet
the standards, students will need
to understand that……
ESSENTIAL QUESTION: Big Idea
that frames student inquiry and
promote creative and critical
thinking.
FORMATIVE ASSESSMENTS
process used to provide feedback
to improve students achievement
of intended instruction
PROCEDURES:
8:40-9:10 TT&TSW continue reading the story “Dex: The Heart of a Heart”. TTW call on students to red
the story. TTW pause throughout the story to assist the students in completing the 2nd
column on the handout.
https://www.symbaloo.com/mix/rv2ndgraderesources1?searched=true
9:10-9:30 TSW complete the handout “Dex: The Heart of a Hero-IVF Summary Sentence”. TTW provide
assistance to the students while they are completing the handout.
Discussion TECHNOLOGY/21st Century Skills:
Whole body movement Video
Writing Google Classroom
Listening PowerPoint
Technology Nearpod
TTW call on students to read words with contractions
TTW call on students to define academic words
Small groups, broken down by students needs HOMEWORK:
Students with noted disabilities will work 1 on TSW complete the 3rd column on the Clovis Handout (see
1 with teacher during breakout group to be attachment)
provided additional instruction
Grade: 2nd Date(s) February 1-February 5, 2021
Course: Reading/ELA
WEDNESDAY
RI 2.6, RI 2.9, RL 2.9, L.2.5, W 2.2
Student Friendly Translation/Learning Target
I can identify the author’s purpose for writing the text.
I can identify the main topic (main idea) of a text.
I can explain how two texts on the same topic are alike and different.
Words and pictures contained in a text convey the author’s purpose for writing the text.
Basic story elements must be identified when reading a literary text (character, setting, plot).
Identifying the main topic (idea) in a text will assist the reader in understanding the whole text.
Big Idea: We can all make a difference
Essential Question: How can stories be alike and different?
Small groups will be used to assess children informally
Paper packets will be used to assess children who are asynchronous.
Exit Tickets will be used to assess students daily/weekly using Freckle and TE21
TIME: ACTIVITY:
BELL RINGER:
INQUIRY/STUDENT INPUT....
how does this lesson actively
engage students?
GUIDED PRACTICE….
Lesson should enhance students
collaborative learning skills
INDEPENDENT
PRACTICE/ACTIVITY
Assignments should reflect
academic rigor
INSTRUCTIONAL STRATEGIES
CLOSURE/MASTERY
INTERVENTIONS
LESSON PLAN TEMPLATE
HOLMES COUNTY CONSOLIDATED SCHOOL DISTRICT
Teacher: Ms. Adams/Ms. Helm
Topic: Author’s Purpose & Compare/Contrast
OBJECTIVE/
COMPETENCY
STANDARD:
7:45-8:00
8:00-8:40 TTW begin today’s lesson by leading the students into Week 21 of Michael Heggerty Phonemic
Awareness. TTW lead the students into the Three-Part Drill of Phonics First Lesson 2-1.
TTW display and review the ELA focus wall for the day, presenting the students with the sight
and spelling words.
TTW remind the students that this week they are learning how to compare and contrast characters
within a text. TTW call on students to define compare and contrast. TTW ask the students to take out
their homework assignment. TTW call on student to explain how Dexter and Clovis felt about each other
at the beginning of the story. TTW then ask the students to cite where they found their answers.
8:40-9:10 TT&TSW continue reading the story of the week. TTW ask the students to take out their
Clovis and Dexter handout. TTW pause throughout the reading of the story to ask questions
and to guide the students in completing columns 1 and 2 of their handout
https://www.symbaloo.com/mix/rv2ndgraderesources1?searched=true
9:10-9:30 Breakout Groups
-Breakout Group #1: Dex: The Heart of a Hero-Written Response (see attachment)
-Breakout Group#2: How Dexter changed in the story handout. Columns 1 and 2 (see attachment)
Discussion TECHNOLOGY/21st Century Skills:
Whole body movement Video
Writing Google Classroom
Listening PowerPoint
Technology Nearpod
Small groups, broken down by students needs HOMEWORK:
Students with noted disabilities will work 1 on 1 TSW finish The Heart of a Hero: Written Response and How
with teacher during breakout group to be provided Dexter changed in the story (Columns 1 and 2)
additional small group instruction
Grade: 2nd Date(s)February 1-February 5, 2021
Course: Reading/ELA
THURSDAY
RI 2.6, RI 2.9, RL 2.9, L.2.5, W 2.2
Student Friendly Translation/Learning Target
I can identify the author’s purpose for writing the text.
I can identify the main topic (main idea) of a text.
I can explain how two texts on the same topic are alike and different.
ENDURING Words and pictures contained in a text convey the author’s purpose for writing the text.
UNDERSTANDINGS/ Basic story elements must be identified when reading a literary text (character, setting, plot).
PREREQUISITE SKILL: To meet
the standards, students will need Identifying the main topic (idea) in a text will assist the reader in understanding the whole text.
to understand that……
ESSENTIAL QUESTION: Big Idea Big Idea: We can all make a difference.
that frames student inquiry and
promote creative and critical
Essential Question: How can stories be alike and different?
thinking.
FORMATIVE ASSESSMENTS Small groups will be used to assess children informally.
process used to provide feedback Paper packets will be used to assess children who are asynchronous.
to improve students achievement
of intended instruction
Exit Tickets will be used to assess students daily/weekly using Freckle and TE21.

PROCEDURES: TIME: ACTIVITY:

BELL RINGER: 7:45-8:00

INQUIRY/STUDENT INPUT.... 8:00-8:40 TTW begin today’s lesson by leading the students into Michael Heggerty Phonemic
how does this lesson actively
Awareness. TTW lead the students into the Three-Part Drill of Phonics First Lesson 2-1.
engage students?
TTW display and review the ELA focus wall for the day, presenting the students with the sight
and spelling words.
TTW remind the students that this week they are learning how to compare and contrast characters
within a text. TTW call on students to define compare and contrast. TTW ask the students to take out
their homework assignment. TTW call on student to explain how Dexter and Clovis felt about each other
at the beginning of the story. TTW then ask the students to cite where they found their answers.
GUIDED PRACTICE…. 8:40-9:10 TT&TSW finish reading the story of the week. TTW pause throughout the reading to check for
Lesson should enhance students understanding of the vocabulary words as well as to assist the students in chunking the text.
collaborative learning skills
TTW assist the students in completing the 3rd column on the Clovis and Dexter handout. (see
attachment)
INDEPENDENT 9:10-9:30 TSW complete the Problem and Solution handout on the story. TTW provide assistance if
PRACTICE/ACTIVITY needed.
Assignments should reflect
academic rigor
INSTRUCTIONAL STRATEGIES Discussion TECHNOLOGY/21st Century Skills:
Whole body movement Video
Writing Google Classroom
Listening PowerPoint
Technology Nearpod
CLOSURE/MASTERY TTW call on students to define a dictionary and to label its parts.
INTERVENTIONS Small groups, broken down by students needs HOMEWORK:
Students with noted disabilities will work 1 on 1 TSW finish working on any incomplete assignments given this
with teacher during breakout group to be provided week.
additional small group instruction
 LESSON PLAN TEMPLATE
HOLMES COUNTY CONSOLIDATED SCHOOL DISTRICT
Teacher: Ms. Adams/ Mrs. Helm
Topic: Author’s Purpose & Compare/Contrast
OBJECTIVE/
COMPETENCY
STANDARD:
ENDURING
UNDERSTANDINGS/
PREREQUISITE SKILL: To meet
the standards, students will need
to understand that……
ESSENTIAL QUESTION: Big Idea
that frames student inquiry and
promote creative and critical
thinking.
FORMATIVE ASSESSMENTS
process used to provide feedback
to improve students achievement
of intended instruction
PROCEDURES:
BELL RINGER:
INQUIRY/STUDENT INPUT....
how does this lesson actively
engage students?
GUIDED PRACTICE….
Lesson should enhance students
collaborative learning skills
INDEPENDENT
PRACTICE/ACTIVITY
Assignments should reflect
academic rigor
INSTRUCTIONAL STRATEGIES
CLOSURE/MASTERY
INTERVENTIONS
Grade: 2nd Date(s) February 1-February 5, 2021
Course: Reading/ELA
FRIDAY
RI 2.6, RI 2.9, RL 2.9, L.2.5, W 2.2
Student Friendly Translation/Learning Target
I can identify the author’s purpose for writing the text.
I can identify the main topic (main idea) of a text.
I can explain how two texts on the same topic are alike and different.
Words and pictures contained in a text convey the author’s purpose for writing the text.
Basic story elements must be identified when reading a literary text (character, setting, plot).
Identifying the main topic (idea) in a text will assist the reader in understanding the whole text.
Big Idea: We can all make a difference
Essential Question: How can stories be alike and different?
Small groups will be used to assess children informally
Paper packets will be used to assess children who are asynchronous.
Exit Tickets will be used to assess students daily/weekly using Freckle and TE21
TIME: ACTIVITY:
7:45-8:00
8:00-8:40 TTW begin today’s lesson by leading the students into Michael Heggerty Phonemic
Awareness. TTW lead the students into the Three-Part Drill of Phonics First Lesson 2-1.
TTW display and review the ELA focus wall for the day, presenting the students with the sight
and spelling words.
8:40-9:10 TTW assist the students into taking their weekly assessment in TE21. Upon completion, TSW
take their AR Quiz on the story of the week.
9:10-9:30 TSW complete their weekly assessments in TE21 and their AR quiz in Renaissance.
Discussion TECHNOLOGY/21st Century Skills:
Whole body movement Video
Writing Google Classroom
Listening PowerPoint
Technology Nearpod
TTW call on students to define academic vocabulary of the week
Video HOMEWORK: None
Google Classroom
PowerPoint
Nearpod