Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
- Students will read a text closely to determine one or more character's point of view by asking and answering questions and describing how the characters respond in certain situations.
- Students will also be able to write an opinion piece in response to a text-based prompt using grade-appropriate organization, grammar and conventions.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to:
- Ask and answer questions about key details in the text.
- Describe characters, setting, and major events in a story, using key details.
- Identify who is telling the story at various points in a text.
- Write opinion pieces in which they introduce the topic or name of the book they are writing about, state an opinion, and provide some sense of closure.
Guiding Questions: What are the guiding questions for this lesson?
- Why is it important to ask questions about the text when we read?
- How does describing how the characters respond in the story help us better understand the story and the characters?
- How does thinking about the characters and how they respond in the story help us better understand the characters' points of view?
- Why is it important to cite specific textual evidence when supporting our answers in writing?
Teaching Phase: How will the teacher present the concept or skill to students?
Synopsis: One morning at the breakfast table, eight year-old Fern sees her father, Mr. Arable, leave the house with an ax. Fern asks her mother where he's going. Her mother delivers the shocking news that he is going out to kill a runt that was born the night before.
1. Reading dialogue is not something that is explored too much in second grade, but point of view, and meaning, can be lost if students do not understand how to read dialogue. Create a dialogue anchor chart to review before having the students read. Show students that when there are quotations this means a character is speaking. Demonstrate the first few sentence in quotations, modeling for students that voices change when different characters speak, and then let the students try with partners.
2. Introduce the lesson's guiding questions. These can be written on an anchor chart or discussed orally. You can either introduce them all before the first reading or ask them at points in the lesson that you feel are appropriate.
Day 1: First Reading
1. Students will read the text excerpt from Charlotte's Web independently. Provide students with sticky notes during their first reading so they can write down any questions they have or words they don't understand as they are reading (or they can highlight words on their copy of the text and write their questions in the margins). Students need to grapple with the text on their own. If you have students who struggle with reading the text independently, you may choose to partner them with higher-level readers who can read the text aloud. I recommend that the struggling reader should read a smaller portion with their partner.
2. Once students have finished reading the text, display targeted vocabulary words on chart paper or project them on the board and give them a Charlotte’s Web Vocabulary Handout. Next, the teacher and students will locate each of the vocabulary words in the story, filling out the graphic organizer together. Suggested vocabulary: runt, shrieked, sopping, injustice, weakling.
3. After the vocabulary activity, allow students to share their questions with a partner and discuss possible answers.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Day 2: Second Reading
1. During the second reading, stop at various places in the text to discuss the attached text-based questions. It may be easier to mark the text in appropriate places with your text-based questions, written on sticky notes. Pair students up before the second reading so they can turn and talk with their partner after the text-based questions have been posed. Monitor partner conversation and, after they have had a moment or two to share with their partners, pick a couple of student partners to share with the group. Remind students to support their responses with text-based evidence.
2. After the second reading, ask students, "Why is it important to track which character is speaking and what they are doing?" Discuss. Distribute the "They Said What?!" handout and have students jot down their thoughts on their handouts, using their copy of the text as needed. Students can write at a designated meeting spot in classroom with a clipboard or back at their desks if more comfortable. Once the task has been completed, students need to be paired up so that they can share their responses from their "They Said What?!" handout. Pairs will help each other determine an agreed-upon answer after discussing the text. After giving them an appropriate amount of time to talk and write, say, "Let's take another look at our" "They said what?!" as a class and see what different partners answered." Discuss students' responses.
Day 3: Third Reading
1. Say, "When we wonder about who is speaking, what they are saying and why they are saying it, we are thinking about the character's point of view. We tried reading dialogue yesterday and today we will practice it a little more. Using our Charlotte's Web text, turn to your partners and use different voices to show how the different characters speak."
2. Once students have practiced reading the dialogue, state today's objective: Readers read a text closely to determine one or more character's point of view by asking and answering questions and describing how the characters respond in certain situations. Say, "Readers, now that we have read the passage closely, we will determine the characters' point of view." Provide students with a copy of a Point of View Handout. Demonstrate completion of the first question for the students. It is important that students not only hear your thinking but that they see the step-by-step process you use to understand character point of view. Make it a priority to emphasize how many times you reread the text.
3. Have students complete the Point of View Handout as you circulate, providing guidance and feedback as needed. Students can work with a partner if extra support is needed. Once students have completed the handout, go over their responses whole group, correcting responses as needed.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
1. Begin by reminding students why it is important to use text-based evidence to support their answers. Pass out the Charlotte's Web Culminating Task to the students and remind them of their objective. Remind them that they can use their previous days' work to guide them through their current work. Read the writing prompt to students and allow them time to gather text-based evidence from the reading.
2. When they are ready to begin writing, display the Opinion Writing Rubric. Go over the writing expectations for an opinion paragraph.
3. Students will respond to the following prompt: Whose point of view do you agree with: Mr. Arable or Fern? State your answer and support it with evidence from the text.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. Allow students to share their opinion paragraphs either whole group or with a partner.
2. To wrap up this lesson, review the guiding reading questions you introduced in the teaching phase or posed throughout the lesson.
The students will gather evidence from the text in response to the prompt, "Whose point of view do you agree with: Mr. Arable or Fern?" The Charlotte's Web Culminating Task will be used as a planning sheet for the summative writing task.
Students will then write an opinion paragraph in response to the following prompt: Whose point of view do you agree with: Mr. Arable or Fern? State your answer and support it with evidence from the text. Use examples from the text to support your point of view.
The students' summative writing will be assessed using the attached opinion writing rubric.
- Students will ask and answer questions about the text throughout the lesson.
- Students will determine the meaning of unknown words in the text.
- Students will complete a character point of view handout, citing specific textual evidence.
The teacher will be able to ascertain student understanding of the text based on oral and written responses to the above tasks.
Feedback to Students
The teacher will provide verbal feedback throughout the lesson. Corrective feedback will be provided when needed based on students' responses to text-based questions. Remind students to base their responses on the text, their thoughts, and their discussions with their partners.