PART 1 – Differentiated Lesson Plans
Grade 2nd Grade
Standard 2.8 The student will read and demonstrate comprehension of fictional texts.
Reading Skill Conflict/ Resolution
Below Grade Level On Grade Level Above Grade Level
Book If You Give A Mouse A Cookie by
Laura Numeroff
Charlottes Web by E.B White I know an Old Teacher
By: Anne Bowen
Guided
Reading
Level
Guided Reading Level K Guided Reading Level J Guided Reading Level N
Objective
To have a small assessment on
conflict and resolution, students
will be able to comprehend and
understand more in depth about
the characters in this particular
story.
Give the lesson on conflict and
resolution to make sure that each
student in the classroom truly
comprehends the assignment in
hand.
During the lesson on conflict and
resolution will help the students un-
derstand more in depth.
Key Vocabu-
lary
1.Trim- To cut
2. Mirror- reflect image of a your-
self
3. Straw- plastic tube to drink
1. Anxious- causing or fraught
with or showing nervousness
2.acquaint- cause to come to
know personally
3.award- given as a honor
1.gulp: to drink something fast and
in a hurry.
2.Gobble- eat something in a hurry
3. Swallowed- cause or allow food
or drink to go down your throat.
Book Intro-
duction
Explanation of how you will en-
gage students in the reading of the
text:
- the teacher will lead the book
during discussion on the con-
flict and resolution
- The teacher will then tell the
students to answer questions to
have them understand their
thinking.
- The teacher will give as much
clarity to whatever area is
needed for the students
Explanation of the chosen reading
skill:
-teachers will prompt children to
continue the conversations or to
keep the children intrigued.
Set purpose for reading:
- Students will practice learning
the conflict while reading the
story by stopping twice while
while reading the story, one
time at the beginning of the
story and the end of the story.
Explanation of how you will en-
gage students in the reading of
the text:
-Students will read the book qui-
etly to themselves. The teacher
will, monitor to make sure that
they are truly understanding the
story at hand.
When the students are done read-
ing, to make sure that they think
about what the conflict and reso-
lution is.
Explanation of the chosen read-
ing skill:
- the teacher will listen to the
students reading the story aloud
in the classroom , while taking
notes based on the reading.
- The teacher will make sure that
the students ask questions to
help them understand the con-
clusion.
Set purpose for reading:
- students will read, reflect and
have a deep understanding of
each character in this story.
Explanation of how you will en-
gage students in the reading of the
text:
- students will work in groups and
by themselves through the text of
the book. The pictures could also
determine conflict in the story.
Explanation of the chosen reading
skill:
- students will identify the conflict
and resolution with no support
from the teacher.
Set purpose for reading:
- students will read this book and
begin to identify different con-
flicts that the teacher showed.
- Students will jot down and com-
pare and contrast the conflict of
the story.
During
Reading
Role of the students during read-
ing:
-students will read quietly
Students will look for conflict in
the story. Students will continue
reading in search of the solution.
I would make sure that each stu-
dent had their time to read in the
group.
Role of the teacher during read-
ing:
- the teacher would ask the stu-
dent to explain and try to look
for the conflict in the story. Stu-
dents that are having a hard
time finding the conflict,
- Teachers would make sure to
listen to the students with un-
derstanding the text.
Questions to ask:
1. What exactly was the mouse
looking for at the end of the
story?
2. What does the mouse like to
drink with his cookie?
3.How did the mouse hang the
pictures ?
4? What did the mouse want at
the beginning of the story?
Role of the students during read-
ing:
- Students will read quietly to
themselves. The teacher will
supervise the students reading
and assist if the students need
assistance.
-
Role of the teacher during read-
ing:
- the teacher will listen to the
students reading and taking
notes based on the story.
- The teacher could ask the stu-
dents question to help the stu-
dents understand more.
Questions to ask:
1. Why did Charlotte do her web?
2. Did she know she would even-
tually get sick ?
3. Does she enjoy helping the pig
in the story?
4. How long does it take to make
her webs ?
Role of the students during read-
ing :
- students will know to read the
book quietly to themselves, while
taking notes.
- Students will discuss all the con-
flict found while reading the
story.
Role of the teacher during reading:
- The student will listen to all of the
students reading and have them ask
questions about their responses.
Questions to ask:
1. What is the first conflict that was
noticed?
2. What did the teacher do?
3. How did the teacher handle swal-
lowing a flea.
4. Did it solve the problem?
After Read-
ing
Explanation of key teaching
points:
- the teacher will have students
finish reading the story in the
group.
- The teacher would read the
book and discuss the conflict
and the best resolution.
Explanation of how you will en-
courage conversation between
readers:
-teachers will ask open questions
that require the students to pro-
vide correct answers.
Explanation of key teaching
points:
-
Explanation of how you will en-
courage conversation between
readers.
- Teachers will ask questions that
will make sure that the students
comprehend the story.
Explanation of key teaching points.
-
Explanation of how you will en-
courage conversation between read-
ers.
-the teacher would encourage stu-
dents to share what they learned by
asking them questions to guide
them in the right direction.
Assessment
and Sample
Activity
Explanation of the sample activ-
ity:
- students will be able to identify
the characters, solutions, and
problems in this story.
Picture of a sample activity:
Explanation of the sample activ-
ity:
-
Picture of a sample activity:
Explanation of the sample activity:
-
Picture of a sample activity:
Part 2 - Lesson Plan Reflection (include word count in your responses)
Lesson/Book Choice Charlotte’s Web by E.B White
Summary of the experience (100
words) The process was informative and understanding with the amount of work that goes into each les-
son. The process made the students understand the aspects before walking into their classroom.
Teaching isn’t easy and it takes it time to fully feel comfortable in this position. Teaching has its
many conflicts that comes with the job, but it is a great thing for a teacher to find a solution to
become the best teacher you could be. It requires a lot of time and effort and planning to to ac-
complish your goal.
(Word Count: 90 )
List three ways that explain how
your lesson plan and teaching was
effective. (50 words)
1. Students will learn to identify conflict in the story with the assistance of the
teacher.
2. Students Learned to identify the conclusions in the story by reading and really
understanding the conflict in the story.
3. Students will have a strong understanding of the unfamiliar words.
(Word Count:48 )
List two ways that show you
demonstrated flexibility and altered
your lesson based on your interac-
tion with the student. (50 words)
1. To show flexibility during the lesson to follow and clarify the information
that is provided or the lack of information that is provided.
2. Another way that is used to shown flexibility is by changing the lesson to
meet where the students are and helping build their knowledge into the skill that
they can recreate on their own.
(Word Count: 59)
What data did you use to assess
whether the students met the objec-
tive? Explain how it was measur-
able and if your child met the ob-
jective. (50 words)
I would make sure that the students are able to meet the objective by taking
notes. These notes will be based on each student reading and understanding of
the text in the story. In addition, the student will get into groups and have a dis-
cussion talking about the different areas to help students understand more in
depth. When the students return back to their seats to complete the assignment..
I would ask the important questions correctly.
(Word Count: 76)
List two additional supports that
would have enhanced the lesson.
(50 words)
1.Additional support to make sure that the lesson is dealing with a poster and
different graphs explaining what each area means, such as different ways to ex-
plain what each setting, conflict, and resolution.
2. Another example would be by completing for them to look over. By using
this example using this story, That was already read.
(Word Count: ) 56
Based on what happened in this les-
son, what would be your next steps
for future instruction regarding the
chosen reading skill? (100 words)
The next step would be based on if the students successfully met or exceeded at
the task. If the student couldn’t meet the objective, then I would with the chil-
dren who will need more assistance in that area. I would then follow up by mak-
ing sure that they are clarifying and reteaching so those students can meet the re-
quirements.
Upon the completion of the standard I would identify the main ideas and use that to build knowl-
edge of the current standard.
Word Count: 89
