SalzLP


 * Grade Level**: 2nd

The lesson should take approximatley 3 days, 40 minutes per day.

Learning goal and Objectives are located on home page home.

Easel with markers The book //Chester's Way// by Kevin Henkes //Henry and Mudge The First Book// -depending on the reading level of all students, I may need to a few lower reading level books. A story map sheet
 * Materials**:

I will gather the students at the rug to have a brief discussion about story grammar. I will ask students to name some of the important things that make up a story. I will be looking for responses such as the characters and the setting. I will also ask them what the term //events// in a story means. Once I feel the students have fully answered my questions about elements of a story I will then continue the discussion by asking the students "If you are asked a question about a part of a story, and you do not know the answer, where can you go to look for the answer?" I will be looking for responses such as pictures in the story, or to go back in story and reread certain parts. Once the class discussion is finisher, I will then move on to the lesson.
 * Introduction:**

I will begin the lesson by reading //Chester's Way// by Kevin Henkes aloud to the class. Once I have finished reading the story, as a class, we will complete a story map on the easel. I will ask them to help me fill in the characters, setting, and events that occured. After the story map is complete I will then share with the class what the story reminds me of, for example one of the character may remind me of friend, or it may remind of another book I have read. I will give the students an opportunity to share with the class if the story has reminded them of anything that has happened in their life, a person, or another story they have read. Once the class activity is complete, I will send the students off to read //Henry and Mudge the First Book,// independently. After the students have finished reading the story, they will then be asked to fill in a story map which will include, the title, author, characters, setting, and events. After the story map is complete students will be given a writing prompt to write about in their journals. The prompt will state: //1. Did the story of Henry and Mudge remind you of anything that has happened to you, or people you have met? Who or what did it remind you of? 2. Did the story remind you of a different book you have read before? What book was it and why did it remind you Henry and Mudge? 3. Did Henry or Mudge remind you of any other characters from different books you have read? Who were these characters and why did they remind you of the characters in Henry and Mudge?//
 * Lesson Development:**

I will close the lesson by gathering the students at the rug and allowing them to share their story maps and journal entries to the rest of the class. After each student has shared, I will allow the other students to ask questions and give comments about their classmate's story map and/or journal entry.
 * Closure:**

Objective 1.1 Objective 1.1 will be assessed by examining the students' completed story maps. I will make sure that the students have properly filled int the title, the author, the characters, the setting, and events in proper sequence, of //Henry and Mudge the First Book//. story map
 * Assessment:**

Objective 1.2 I will assess Objective 1.2 by individually asking students to answer questions about the plot of the text. The questions I will ask will be in this order: - Who are the main characters in the story? -Where does the story take place? -Can you please retell the story to me in your own words. If the students are able to answer the questions and retell the story correctly, I will place a check next to the question, if they are not able to, I will write their response next to the question.

Objective 1.3 I will assess Objective 1.3 by reading their journal responses to the prompt I provided for them. I will make sure that the connections students made to //Henry and Mudge the First Book// make sense. I will assess whether they were able to relate the story to something that happened in their own life, another text, or were able to connect the characters in Henry and Mudge to people they know or characters from other stories. I will use a rubric to guide me in assessing this objective.

Objective 1.4 I will assess Objective 1.4 by individually asking students to answer questions about the story aloud. Once they have stated their answer, I will then ask the student to show me in the book where the answer is. They will be able to flip threw the book and use a picture, words, or sentences from the text to identify the answer. If students are able to answer all questions accuratley and can demonstrate where the answer is, I will determine that they have achieved Objective 1.4.

- For students who are below a second grade reading level, I will provide a book that is approriate for their reading level. They will be able to us that text to complete the lesson. - For students who struggle with writing I will assess the written parts of this lesson orally. I will ask them to list the title, author, characters, setting, and events, orally. I will also allow them to respond to the writing prompt orally.
 * Learner Factors:**

The lesson will take place at the students' desks, the teacher's desk, and the rug. Their will not be any issues with safety.
 * Environment:**


 * 3/5/07: Lauren - Great job - this is a comprehensive set of of activities and assessments that should give you a good picture of what students know/can do. Thank you for addressing my previous feedback; your objectives and pre-assessment are good. Your instructional activity is very thorough and appropriate. The questions you ask students as a prompt for their journal writing are all yes/no questions. Theoretically, students could simply write yes, yes, yes, and they will have fulfiled the assignment. How can you modify the questions so that they have to do some more extensive writing? Also, whenever you are assessing students by speaking with them orally, make sure you use a checklist so you have written evidence of their performance. (Dr. Adamy)**