Lesson 2
Lesson 2
Teacher
Date
Kelsey Wilkie
11/06/14
I. Objectives
How does this lesson connect to the unit plan?
This lesson builds off of lesson one. We review a few key topics, such as similes and metaphors, and we continue to fill out charts that were created at the beginning of
chapter one. We also continue to look back at our prediction paragraphs to see if they match up to the real plot line.
cognitiveR U Ap An E C*
physical
development
socioemotional
U, Ap
An
C
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.
5.2 Determine two or more main ideas of text and explain how they are supported.
5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Knowledge of what a metaphor and simile are. Basic organization skills, such as note taking and
charting.
Pre-assessment (for learning):
Filing out note taking sheets (sticky notes) while reading chapter 2
Summative (of learning):
Notes filled out on chapter 2, participation in class discussion.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Reviewing what was discussed
multiple times.
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
Lit. Circle folder, pencils, note taking handout, previous days charts, Morning Girl book, Name chart
handout, sticky notes.
As it normally is, in tables groups. Students will be able to move about the room to different places
when they read the chapter with their group.
Components
Motivation
(opening/
introduction/
engagement)
2mins
10mins
Development
(the largest
component or
main body of
the lesson)
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5mins
After reading, the students will add the new names
they found to their sheet and also new examples of
similes/metaphors on their chart.
Then have the students share these new
discoveries to the class so that we can add to the
class anchor chart.
10mins
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Teaching this lesson was easier than the first one. Not only did I have a less awkward presence in the front of the room, but I
also started to gain authority with the students. They viewed me as the teacher and gave me some respect by staying focused
and attentive. The one thing that I struggled with throughout this lesson was maintaining control of my class. Even though
the students saw me as the teacher figure in the classroom, they still tried to push the limits. I found myself struggling with
finding the balance between being the students friend and being their instructor. I want to maintain a relationship with the
students, but I also need to be able to be stern when needed. Teaching this lesson helped me to see the faults I have as a
teacher, and where I need to improve.
During the beginning of this lesson, the students were having a hard time staying in their seats and focusing on me. In my
teachers classroom, they try to get the students to track their speaker whenever someone is talking. This involves them to
actually move their eyes, head, and body. It took around 5-10 minutes to get the students fully focused and quiet. There were
a few students who go off track a few times throughout the lesson, but I believe I handled pretty well by having them switch
seats. The students did very well at getting their work done, even when they were in groups. They got all the answers they
needed to, and they were able to discuss them as a class together. The students did exceptionally well at regrouping and
sharing what they found in the book.
I think that this lesson went very well. It presented differentiated learning styles to the students as we discussed the book and
all of the contents. It didnt seem as dull and dry and the first lesson did.
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