LESSON PLAN

Instructor(s): Nathalia Guarin and Amari Cooper

Subject & Grade Level: ELA -Second Grade
Lesson Topic: Retell key details in a text
Length of Lesson/Period : 45 mins

Common Core 2R2: Identify a main topic or central idea and retell key details in a text; summarize portions of a text. (RI
Standard &RL)
Content Objective Students will be able to retell key details in a piece of traditional literature by creating puppets of the
characters.

Language Objective Students will use story grammar to discuss the key details of a piece of traditional literature with the
words beginning, middle, and end.

Key Vocabulary retell, tortoise, hare, brag, hop

Assessment Observation, completion of graphic organizer,Totally Ten Activities

Materials The Tortoise and the Hare by Harriet Rosenbloom, whiteboard, markers, sound field system, paper bags,
scissors, crayons, colored pencils, paper, googly eyes, glue,

Co Teaching One teach, One assist & parallel teaching

Option/Models

INSTRUCTION:
Lesson Detailed Description of Lesson Component, including scripting Co-Teaching Model and
Component when direct instruction occurs. Plans for Differentiation
Do Now: T1= Teacher 1 (teaching), T2= Teacher 2 (assisting) For the Do Now component, we will use the one
(Motivation/ For the do now, we will be working in the one teach, one assist teach, one assist co-teaching model. While T1
Activating model. activates students’ background knowledge, T2
Students’ We will begin with the students sitting at the rug. To activate will support students who need additional help
Background students’ background knowledge, T1 will remind them of when we and will assist with observing students while
Knowledge) gathered key ideas and details in a text, specifically in traditional they turn and talk. The teacher assisting will also
literature (which is the standard we covered before). assist with writing things on the board and with
classroom management, since the students will
T1 will ask them to remember when we read “The Lion and the be sitting on the rug.
Mouse”.
T1: “Thumbs up if you remember when we read the fable “The Lion Our turn and talk is of use to our 3 ELL students
and the Mouse”? because they get to engage with native English
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Some students will raise their thumbs and some will not. speakers. Since our answers to the turn and talk
and vocabulary are written on the board, this
T1: “Now, you will turn and talk to the person next to you about also benefits visual learners since they will
some of the key details of “The Lion and the Mouse”. (T2 will be better learn information by seeing it.
walking around the rug and listening in). While previewing the book, the question that
allows students to act out how a tortoise moves
T1 will then ask the students to silently raise their hand for the could be beneficial to our 1 student who has
share-outs. Students will have answers such as “the mouse woke attention difficulties so that they stay engaged.
the lion up and he got mad” and “the lion didn’t think the mouse
could help him”. As the students share out, T2 will write down the
students’ answers on the board.

T1 will tell the students that today they will be reading “The
Tortoise and the Hare”. T1 will also tell them that since they are
experts at finding the key details of a text, they will be using these
details to retell the story.

T2 will write “retell” on the board and T1 will inform the students
that to retell means to tell again. T1 will then ask the students to
repeat what retell means. To make sure that the students know
what a tortoise and hare are, the definitions will also be written on
the board and discussed as a group.

“Hare - an animal like a rabbit with longer ears and legs”

“Tortoise- a turtle that lives on land”

T1 will introduce the book The Tortoise and the Hare. T1 will hold
up the book and will ask the students:
T1: “How does a tortoise move? Raise your hand if you know”
T1 will then call on two students and ask them to act out the way a
tortoise moves.

T1 will then ask the students to predict who they think would win
a race between a tortoise and a hare.
Presentation Read the book to all students. T1’s voice will be distributed
of through the sound field system throughout the classroom so that T1 and T2 will continue to work in a one teach,
Content/Teac everyone can hear well. T2 will hand out the graphic organizer the one assist model. T1 will do the read aloud while
h students will be working on in the We Do component. T2 will T2 monitors student’s behavior on the rug,
“I Do…” explain what the graphic organizer is and that we will be doing it supports ELL students in their understanding,
together. This will serve as a preview of the graphic organizer for
the students. The students will hold this on their lap while the
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book is being read to them. This will help the students to keep in and provides positive reinforcement for student
mind that we will be gathering details to retell the story. answers.

Furthermore, the sound field system will

T1 will stop at main points in the book. First, T1 will stop at page 3 support all students, In particular, it will support
and introduce the word brag to them. T1 will model out loud how our 1 student with hearing loss, our other 1
to brainstorm the meaning of the word brag. T1 will then call on student with attention challenges, and our 3
students for what they think. ELLs.

T1: Can someone act out someone bragging? The fable being read to the students will be
(This allows students to move and act out a quick scenario) beneficial for our visual learners because of its
pictures. The read aloud will also be beneficial
While reading, T1 will also stop at the main points of the book for our visual learners in the classroom as they
(beginning, middle, and end) and ask questions such as who are will be processing their information auditorily.
the main characters and what is going on in the story. To keep the
students’ energy flowing, T1 will stop on page 7, where the Hare ELL and students who need accommodations
hops to a field to have a snack. T1 will have the students act out a will have the pictures of the characters with the
hop. names in front of them during the discussion.

Guided When we are done with our read aloud, students will move back to In the We Do, teachers will be working in a
Practice their desks, where they will complete the graphic organizer. The parallel teaching co-teaching model. The class
“WE do…” graphic organizer will consist of 4 boxes labeled beginning, middle, will be split into small groups. Each teacher is
and end. In these boxes, they will have to draw a picture of one teaching/supporting from the same material but
detail they gathered from the beginning, two from the middle, and approaching the students in an individual
one from the end. They will draw a picture and then write one manner to better support them. The groups
sentence about it. The graphic organizer will consist of sentence consist of different numbers of students.
starters such as “In the beginning of the story….”
Furthermore, the graphic organizer will provide
When the students move to their desks T1 will give them the students with sentence starters. The graphic
instructions for group work. All students are receiving the same organizer will also have simple directions which
graphic organizer and will produce the same product but the helps differentiate in terms of student readiness
process will be different. Teachers in the room here will now be who respond better in single facet vs, multiple
working in a parallel teaching co-teaching model. facets.

ELLs will all be grouped together to work with the teacher’s Different groups are ideal for students in the We
support more closely. Students who need additional support will Do because they will receive teacher support at
have a buddy with them so they can brainstorm together. the individual level. ELLs will benefit from
having the teacher with them, gifted students
Teachers will each be at one group supporting while the students will be challenged through more analytical
complete their graphic organizer. The teachers need to keep in questions, and the students who have attention
difficulties will be more engaged and motivated.
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mind that the students write down accurate key details in their
appropriate time (beginning, middle, end). Visual and kinesthetic learners will benefit from
this graphic organizer as they get to both write
and draw pictures.
Student In the You Do, we will use the completed graphic organizers to Teachers will both be walking around and
engagement create paper bag puppets. Students will get to pick which character supporting while students create their puppets.
with Content they will create (either the tortoise or the hare). Teachers will
“YOU Do…” provide materials for the puppets. We will allow all our students including our ELL
and immigrant students to creatively express
Students will work on creating the puppets for the rest of the themselves through the puppet and the retelling
period. Students will be informed that they will be retelling key of the story. ELL and immigrant students can
details from the story to the class tomorrow using the puppets. include words from their native language in the
retelling of their key details.
Gallery walk: Students will briefly walk around to each table to
look at everyones’ puppet. This gives an opportunity for students We will differentiate the puppet activity by
to move around the classroom and still be engaged. interest through letting the students pick what
character to portray. We will also provide
different materials for which to create the
puppets.

Wrap Inform students that for class tomorrow, we will begin with our The student’s response will be projected through
Up/Closing role plays to retell key details. the sound system.

Ask the students to do a thumbs up if they remember one key

detail of “The Tortoise and the Hare”. Ask one student to share
their response that will be projected through the sound system.
Assessment Teachers will assess students via observation by their participation ELL students will receive a Totally Ten
in class, independent work, and homework assignments. worksheet with further explanations of each
task. For students with learning disabilities and
The students will be assessed tomorrow on their retelling of key ELLs we will provide them with pictures of the
details of the fable through the role playing of puppets. We will activities. If one of the activities require a lot of
look for a key detail of the beginning, middle, and end. writing, ELL students can use pictures to
complete the task that may be too challenging.
For the rest of the week, students will work on completing a totally
ten assignment in class and for homework. Totally ten gives the students options of simple
to complex activities that supports all levels of
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learners. The totally ten will consist of pictures

to demonstrate an example of the assignment.

Name ______________________________________________ GRAPHIC ORGANIZER Date_____________________________

Directions:
1. Draw a picture of a key detail that happened during that time in the story.
2. On the lines underneath the box, write the key detail.
BEGINNING MIDDLE END
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In the beginning of the story _____________________ In the middle of the story ______________________ At the end of the story __________________________

______________________________________________________ ____________________________________________________ ____________________________________________________

______________________________________________________ ____________________________________________________ ____________________________________________________

_____________________________________________________ ____________________________________________________ ____________________________________________________

______________________________________________________ ____________________________________________________ ____________________________________________________

Name_________________ Date ____________

TOTALLY TEN FABLES!
These activities relate to our understanding of key ideas and details in a text so that we can retell these details (in
relation to traditional literature).
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1. Choose any of the activities that add up to 10. There are many activities to pick from.
2. For whatever projects you choose, make sure their total value adds up to 10.
3. Work will begin in class and will be completed for homework.
4. For each activity, label what the task is and what the score value is.

Value 2 (knowledge, comprehension, application)

____ Draw a picture of your favorite detail of the story “The Tortoise and the Hare”, write why, and label it.

____ Create a story cheeseburger for “The Tortoise and The Hare” (like we have done before in class, including title,
author, key points, and the end).

____ Create a 5 finger retell (with 5 key details).

Value 4 (application, analysis)

____ Write about how you would feel if you were either the tortoise or the hare, using key details.

____ Write your own sentences with the vocabulary words

discussed (on the board).

____ Write or draw a picture about a time something like what happened in “The Tortoise and the Hare” has happened to
you. How did it make you feel?

Value 6 (evaluation, synthesis)

____ Write a NEW ending for the Tortoise and the Hare.

____ Write about which character you would want to be in “The Tortoise and the Hare” and why you chose that.
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____ Create a story puzzle, linking the key details together.

Value 10 (greater complexity)

____ Create your own fable. The fable must teach a lesson. The fable must include characters that are animals.

____ Create a shutter book of “The Tortoise and the Hare”

Differentiated Lesson Plan

Having differentiated lesson plans help create an inclusive classroom culture. When it comes to differentiating in an English Language Arts

lesson, there are many strategies and assistive technology that one can use to better support all students. Furthermore, our lesson on retelling the key

details of a piece of traditional literature included a read aloud. Instead of having our students sit there and assume they were all going to absorb
 LESSON PLAN

information in the same way, we differentiated beginning with the Do Now portion. In the Do Now portion, we had students turn and talk to each

other. Turn and talks do not only help students academically but also helps them build and maintain relationships. Turn and talks are beneficial for all

students but especially those ELL students, as they are often separated from native English speakers. Additionally, the turn and talk is also beneficial

for our students with learning disabilities and our one student with attention difficulties so that they will feel included in the classroom. Turn and

talks consist of active learning and engagement with peers of different academic levels.

Furthermore, when doing the I Do portion of the lesson, we incorporated Valle and Connor’s suggestion of the sound field system. Valle and

Connor (2018) hold that the sound field system distributes the teacher’s voice evenly throughout the classroom so that everyone can hear well. They

also suggest that “this type of assistive technology may help students with hearing loss, attention challenges, language delays, CAPD, and

developmental delays” (p. 109). We included this assistive technology to support our student with hearing loss, attention difficulties, learning

disabilities, and ELLs. Additionally, we also used it to motivate the students toward the end, to answer our closing question.

Moreover, we also incorporated movement throughout our lesson. In the Do Now, I Do, and We Do components of the lesson, we had

students engage in acting out parts of the book, such as how a tortoise moves and what it looks like to brag. Valle and Connor (2018) suggest that

“visual learners benefit from seeing a teacher’s facial expressions, hand gestures, and body movements to process and understand information” (p.

121). In other words, students who are visual learners benefit from seeing a teacher’s movements. However, we took the extra step and had our

students act out movements themselves to keep them actively engaged.

Our lesson plan demonstrates differentiation by interest,readiness and learning styles. In our lesson we allow students to be as creative as

possible with designing their puppets which demonstrates their interest in expressive learning. Another way we have differentiation by interest is the

totally ten assignments which allow students to pick a few different activities based on their interest. Differentiation in terms of readiness is how we
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allow students to complete the graphic organizer by drawings or written sentences which gives gifted supports the opportunities to write more than

their peers. Throughout our lesson plan, we have used various learning styles for our students.

The learning styles we incorporated into our lesson was visual with a book, puppets, and the graphic organizer which allows students to draw

pictures. We used the sound field system to support Ell and other students who may need audio to comprehend the material. According to Hoover

and Patton, “English Language Learners emphasizes learners’ prior knowledge and learning with students prior experiences(p. 2). According to

Tomlinson,“Matching pacing to your students’ needs is a critical differentiation strategy, and it is the hallmark of a class structured with enough

flexibility to support consistent growth for all students in the class”(p.5). For our totally ten assignments, we had challenging tasks for the gifted

students and simple activities for our students who need to start at a slower pace. We included written forms of learning for students who need to

write down the content in order to analyze the information. We included movement for students who may need time to get up and move around the

room.

Before starting the lesson, we brainstormed ideas of how to cater to more than one population of students. By doing this, we decided to take

notes on how each group of students may need support from the teacher in order to be successful in the class.
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