Lesson 4-Reading

Dakota State University
College of Education
Lesson Plan Format
Reflection from prior lesson:
The lesson on Monday was very successful. The students seemed to really enjoy the flag story
for the week. We will need to review the main vocabulary words again, and have more of a
discussion about what they know about the flag. The students really liked the American Flag
collage we did. While the students were cutting colors from the magazines, we discussed facts
about the flag as a review. The art projects are not complete so we will need to take about 15
more minutes to complete the project.
Lesson Goal(s)/Standards:
CCSS.ELA-LITERACY.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as
needed by revising and editing.
Objectives:
Students will use prior knowledge, context clues, and discussion with their classmates to
determine the meaning of key words and phrases for the text with 100% accuracy.
After reading the text, students will demonstrate comprehension and understanding of key details
of the text by answering who, what, when where, why, and how questions with 100% accuracy.
After reading the story, students will write and edit a short paragraph about their thoughts when
they see the American flag with 100% content and convention accuracy.
Materials Needed:
Red, White and Blue: The Story of the American Flag story, 2 song flip books, student reading
workbook, construction paper, magazines, scissors, glue, lined writing paper, writing prompt on
page 348 of book, large colored paper
Contextual factors/Learner Characteristics:

There are 9 students in the class, 5 girls and 4 boys. There is a promethean board in the
classroom and students have daily work books that contain several worksheets for each math
lesson. The majority of the students are visual, hands on learners. They are highly engaged in
active learning opportunities.
A. The Lesson (90 minutes)

1. Introduction (15 minutes)
Getting Attention/Relating to Past Experience: Ask the students about the story
from yesterday. What was it about? What are some facts we learned from it? Who
is said to have created our first flag? What General asked for 13 stars in a circle?
Go over the vocabulary words on the back board, discuss meaning of some of the
bigger words. Have the student read them aloud. Next, play the song in the big
song book and sing aloud two times. Sing the song in the smaller book two times.
Discuss if they have ever been to a parade that has flags. (10 minutes)
Sharing Objectives/Need to Know: Tell the students that we are going to read the
story Red, White, and Blue: The Story of the American Flag again to find out
more about the history of our flag. Remind the students to read very carefully
and look for our vocabulary words within the text. (5 minutes)
2. Content Delivery (70 minutes)
Read aloud (popcorn read): Read the story aloud a class. Go around the room and
have each student read a page. While the students read ask questions about key
points in the text. For example, have you ever seen a flag as big as the one on the
Brooklyn Bridge? Ask the students what they learned from the story, what
questions they have, if there was anything they thought was interesting etc. (15
minutes)
Practice Book Pages: Go through the first page as a group (pg 116). Answer the
questions. Instruct the students to complete page 115 on their own. Ask what is a
fact? What is an opinion? Look at the sentences about the Statue of Liberty,
which are facts and which are opinions?(15 minutes)
Activity: Finish the art projects from Monday. 15 minutes should be enough time
to complete the flags. As students complete and turn in their art projects, have
them pick up one sheet of lined writing paper. Students will turn to page 348 of
their text and answer the writing prompt. They should have one introductory
sentence, at least two content sentences, and one closing sentence. Students will
write a rough draft on their paper and have a partner (assign elbow partners)
proofread it. Once it has been peer edited, they will copy it on another sheet for
their final draft. Have students glue or staple their flags to the top of a large sheet
of red paper and the stories on the bottom of the sheet. (35-40 minutes)
Sharing: One at a time, have students come up and share their art and read their
story. Make sure they read their story before coming up so they are ready to
present. (5-10 minutes)
3. Closure
Ask the students what they learned from the story. When was the flag created?
Who is said to have made it? What were the wars the story talked about? How
many stars are there? How many stripes? etc. (5 minutes)
A. Assessments Used: The main assessment will be formative. The teacher will observe the
students during the group reading, class discussions, worksheets, and during the closure
questions. The workbook pages and the writing prompt will be used as a quantitative
assessment to check for understanding and will show need for review/re-teaching.
B. Differentiated Instruction: Students will be able to ask the class/teacher questions if
they need assistance during the lesson. If needed, students can work in groups to
complete the lesson and worksheets. Lastly, students will be able to show their
understanding in several different ways through observations, discussions, and
worksheets.
C. Resources: Reading book, Student workbook

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Dakota State University

Contextual factors/Learner Characteristics:

A. The Lesson (90 minutes)

2. Content Delivery (70 minutes)

B. Differentiated Instruction: Students will be able to ask the class/teacher questions if

C. Resources: Reading book, Student workbook

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