PART 1 – Differentiated Lesson Plans
Grade
2nd grade
Standard
English Standards of Learing for Virginia Public Schools
7. The student will read and demonstrate comprehension of fictional texts.
e) Identify the conflict and resolution.
Reading Skill
Conflict/Resolution
Below Grade Level
On Grade Level
Above Grade Level
Book
Chester
By: Syd Hoff
Chester’s Way
By: Kevin Henkes
Officer Buckles and Gloria
By: Peggy Rathmann
Guided
Reading
Level
Guided Reading J
Guided Reading K
Guided Reading L
Objective
Given a mini-lesson on
conflict/resolution, the students
will identify details from the text
about the main conflict and
resolution. With this information
they will fill out a big picture:
conflict and resolution worksheet
where they will write and draw a
picture of the conflict and
resolution.
Given a mini-lesson on
conflict/resolution, the student
will identify details from the text
about where the story takes
place, main characters, the
problem, why the problem
exists, and how the problem will
be solved. With this information
they will fill out a story roller
coaster worksheet.
Given a mini-lesson on
conflict/resolution, the students
will identify details such as main
characters, supporting characters,
setting, problem, and solution.
They will use this information to
complete a graphic organizer story
map worksheet. This worksheet
will help students identify
important aspects of the story, so
that they can best identify the
conflict and solution.
Key
Vocabulary
1. Wild: living in nature without
the help or care of humans
2. Stable: a building where
animals have shelter and food
3. Giddyap: command you give
to a horse to make it go faster
1. Duplicate: being the same as
another
2. Nifty: very pleasant or
enjoyable
3. Disguised: change of
appearance or way of dressing
1. Grinned: a facial expression that
shows amusement
2. State-college: institution of
higher learning, funded by the state
(school you can attend after high
school)
3. Enormous: great in size
Book
Introduction
Explanation of how you will
engage students in the reading of
the text:
-TTW ask the students to think
about a time where they wanted
to be loved and accepted. The
teacher will then ask the students
to share about that time. This will
get students thinking about the
theme of the book, prior to
knowing what the book is about.
Explanation of how you will
engage students in the reading of
the text:
-TTW ask students to take out
their individual white boards and
draw a picture of something that
they like to do in their own way.
For example this could be
something like how they make
their bed, what they eat for
lunch, the way they tie their
shoes, etc.
Explanation of how you will
engage students in the reading of
the text:
-TTW ask students to look at the
picture and discuss as a group what
they think is going on in the
picture. Once the students have
discussed what they think is going
on, the teacher will verify the
correct answer.
-TTW lead students in a discussion
about what the purpose of school
assemblies is. All students should
-TTW ask students how we can
show love to others and make
others feel included.
-TTW then show students the
cover to the book and then ask
them what they think it will be
about based off of the cover
photo and the conversation we
just had.
Explanation of the chosen
reading skill:
-TTW briefly explain what
conflict and resolution is to the
students. TTW have students
look at a picture of conflict and
resolution and will be asked to
point out what pictures show
conflict and what pictures show a
resolution. The students will take
turns identifying and talking
about why they think their
answer is correct.
Set purpose for reading:
-TTW make sure that the
students have a visual
understanding and verbal
understanding of conflict and
resolution prior to reading.
-TTW tell the students that the
purpose of reading today is to
identify the conflict and
resolution in the story. The
teacher should tell the students
where to look out for the conflict
and resolution (ex: near the
beginning or end).
-TTW show students the cover
of the book and ask them to
predict what the story will be
about. TTW give a hint that the
activity we just did relates to the
book we are about to read. The
students should look at the cover
for about 30 seconds prior to
making their predictions.
Explanation of the chosen
reading skill:
-TTW briefly explain conflict
and resolution to the students.
The teacher will then ask three
students in the group to act out a
given scenario that depicts a
given conflict and resolution.
TTW have the rest of the
students that are watching turn to
their partner and discuss what
they think the conflict and
resolution is in the scenario that
was just acted out.
Set purpose for reading:
-TTW make sure that the
students understand conflict and
resolution prior to reading.
-TTW write 4 bullet points on
the white board: where the story
is taking place, main characters,
the conflict, and the resolution.
TTW remind the students to pay
attention to these details while
reading the book.
-TTW pause when reaching each
bullet point throughout the book
so that they can discuss what the
answer is. Student participation
is necessary to ensure they are
following along.
be participating during this
discussion.
-TTW then show students the
cover of the book and ask them to
predict in their heads what they
think the book is going to be about.
Explanation of the chosen reading
skill:
-TTW briefly explain conflict and
resolution to the students. TTW
make two circles on the white
board and label them conflict and
resolution. Together, before
reading, the students will give
examples to the teacher of a
conflict and the resolution to the
conflict. TTW write their ideas in
the circles on the white board.
Set purpose for reading:
-TTW make sure students
understand identifying conflict and
resolution prior to reading.
-TTW put 5 circles up on the white
board with the labels: main
characters, supporting characters,
setting, problem, and solution.
TTW tell students to look out for
these concepts while reading. The
teacher will remind students to put
sticky notes in the book while they
read, so that they can reference the
focused concepts.
-TTW let the students know that
they will pause when they read
the conflict and resolution so that
they can identify and discuss it.
During
Reading
Role of the students during
reading:
-Students will whisper read into
their “phones”, so that they can
only hear themselves read.
-Students will have their
whiteboards out so that they can
write down what the conflict and
resolution is as they read.
Role of the teacher during
reading:
-TTW individually pause
students as they are reading and
make sure that they are
understanding the book.
-TTW pause the group together
to identify the conflict and
resolution.
-TTW make sure that everyone is
on task and reading quietly into
their phones, as well as writing
their discoveries of the conflict
and resolution.
Questions to ask:
1. Why does Chester think it is
not fun to be living in the wild?
2. Why do the men with ropes
not want to take Chester?
3. How do you think Chester is
feeling as he goes around town
meeting different people and
animals?
4. Why do the men with ropes
end up wanting Chester towards
the end of the story?
Role of the students during
reading:
-Students will whisper read into
their “phones”, so that they can
only hear themselves as they
read.
-TTW pause students
periodically throughout reading
to discuss the mentioned bullet
points from the set purpose of
reading.
Role of the teacher during
reading:
-TTW pause students as they are
reading to ask them questions to
deepen their understanding of
the reading skill conflict and
resolution.
Questions to ask:
1. How would you describe
Chester and Wilsons
personality?
2. How do Chester and Wilsons
personalities cause a conflict
with Lilly, their new neighbor?
3. How is the problem between
Chester, Wilson, and Lilly
solved?
4. Towards the end of the book
how are Chester, Wilson, and
Lilly acting with each other?
Role of the students during
reading:
-Students will whisper read into
their “phones”, so that they can
only hear themselves as they read.
-Students will put sticky notes on
the pages where they find the 5
focused concepts. TTW remind
students the most important
concepts to be looking for is
conflict and resolution since that is
the focus of the lesson.
Role of the teacher during reading:
-TTW pause students a few times
during reading to ask questions and
ensure they are understanding what
is being read.
-TTW listen to students as they
read to make sure they are keeping
up with the advanced reading
level.
Questions to ask:
1. Why do Officer Buckle and
Gloria make a good team?
2. What is the problem that Officer
Buckle ends up facing?
3. How does Officer Buckle
eventually solve his problem?
4. Do you think that it was good
that Officer Buckle found out what
Gloria was doing? What would
have happened if he never found
out?
After
Reading
Explanation of key teaching
points:
-TTW talk to the students about
what the conflict and resolution
is:
Explanation of key teaching
points:
-TTW reference back to the four
bullet points on the white board:
main characters, where the story
takes place, conflict, and
Explanation of key teaching points.
-TTW reference to the 5 circles on
the white board: main characters,
supporting characters, setting,
problem, and solution. Since this is
a small group of students, the
Chester the horse wants to be
loved and taken care of by
someone. When the men with
ropes come around to take some
of the horses they don't want
Chester since he doesn't know
how to run(this is the conflict).
As the story progresses Chester is
sad, but he begins his endeavors
into the city trying to find
somebody that wants him.
Eventually he ends up at a merry
go round and there he meets a
little boy. The little boy and his
friends ask the horse to run by
saying “giddyup”. When they
said this Chester ran fast and the
men with ropes saw Chester
running. They ended up wanting
Chester when they realized he
could run (this is the resolution).
-TTW ask the students if they
have any questions or need any
clarification on what they
discussed.
-TTW dismiss students back to
their seats to work on their big
picture:conflict resolution chart.
Students will use the information
they learned about the conflict
and resolution to complete the
worksheet.
Explanation of how you will
encourage conversation between
readers:
-TTW have students pair up with
a partner and discuss what they
learned from reading. Then
together the partners will choose
one thing they talked about to
share with the rest of the group.
This is a great way for students to
learn from their peers and learn
how to work together when
deciding what to share.
resolution. Together the group of
students and the teacher will
come up with answers to write
down on the white board for
each bullet point.
-TTW briefly explain the
conflict and resolution in the
book:
Wilson and Chester loved doing
things their own way which is
why they were best friends.
When Lilly, their new neighbor
moved nearby, they did not like
that she also liked to do things
her own way. This caused a
conflict for Wilson and Chester.
Eventually the conflict was
resolved when Lilly saved
Wilson and Chester from some
mice that were being mean to
them. Lilly, Wilson, and Chester
all became friends after this and
they learned how to do things
each other's way.
-TTW ask the students if they
need any clarification or have
any questions on what they
discussed.
-TTW dismiss the students back
to their seats to work on the story
rollercoaster activity for the
book. Students will use the
information they discussed with
the teacher to fill out their story
roller coaster worksheet.
Explanation of how you will
encourage conversation between
readers.
-TTW ask students some
questions to provoke
conversations about the main
idea in the story:
1. After reading this book, what
is the main idea that you think
the author was trying to convey?
2. What information from the
book helped you decide that this
is the main idea?
teacher will call on one student to
fill out every circle. This gives
every student an opportunity to
contribute to the discussion.
-TTW briefly gives the students a
break down of the conflict and the
resolution in the book:
Officer Buckle gives safety tips to
schools. He soon is joined by an
officer dog, named Gloria, to help
him give safety tips at schools.
Officer Buckle does not realize
that Gloria is acting out the safety
tips he is giving. Because of the
popularity they gained with their
assemblies, the news wanted to do
a newscast on them. Officer
Buckle went back to watch him
and Gloria on the news and he
realized what Gloria was doing.
Officer Buckle became upset when
he realized that people only liked
him because of Gloria. He did not
want to give school safety tips
anymore (this is the conflict).
Though eventually, some of the
students wrote Officer Buckle
cards saying how much they
missed him being at the school
assemblies. Because of this Officer
Buckle realizes that he and Gloria
are a great team, so he decides to
go back and do assemblies with
her (this is the resolution).
Explanation of how you will
encourage conversation between
readers.
-TTW have students pair up with a
partner and discuss another
alternative for a resolution to the
story. This is a creative discussion,
so students are encouraged to think
outside the box on how the author
could have a different resolve to
the problem. This activity is great
to get students thinking on how to
resolve conflicts in their own lives.
Assessment
and Sample
Activity
Explanation of the sample
activity:
-TTW explain to the students
how to complete the big picture
worksheet. TTW tell the students
that they need to draw a picture
and write one sentence for the
conflict from the story. The
students also need to draw a
picture and write one sentence for
the resolution. When students are
done they can show their pictures
to each other, then silently read at
their desk.
Picture of a sample activity:
Explanation of the sample
activity:
-TTW explain to the students
how to complete the story roller
coaster worksheet. TTW briefly
go over all the sections the
students need to fill in. Students
are required to write at least one
complete sentence in every box.
When students are done they can
read a book silently at their desk.
Picture of a sample activity:
Explanation of the sample activity:
-TTW explain to students how to
complete the story map. The
teacher should explain every
section of the story map. TTW
reference students to the white
board or their sticky notes in the
book to complete this worksheet.
When students are done they can
silently read a book at their desk.
Picture of a sample activity:
Part 2 - Lesson Plan Reflection (include word count in your responses)
Lesson/Book Choice
Officer Buckles and Gloria
Summary of the experience (100
words)
(Word Count: 121 )
Overall I really enjoyed creating a guided reading lesson for Officer Buckles and Gloria. This
book, out of the three lesson plans, was the most intriguing to read. The author did a really great
job creatively writing a book that is enticing to the eyes and ears. I also believe that because I
chose to do the above grade level book last, I became familiar with how to come up with ideas
for each section of the lesson plan. This assignment is great to become acquainted with planning
lessons for students in the future. I also enjoyed creating a lesson plan for three different levels
because I got to compare books and evaluate what books would be sufficient for each level.
List three ways that explain how
your lesson plan and teaching was
effective. (50 words)
1. I created engaging book introductions that will prepare and intrigue every
student for the book being read.
2. I gave a lot of opportunities for students to participate and discuss with their
peers and the teacher. Students need to be involved in this process so that they
feel involved in the learning process.
3. I chose sample activities that are appropriate for each level of reading. The
below grade level had a simpler activity to complete, while the advanced grade
level had a more challenging activity to complete.
(Word Count: 88 )
List two ways that show you
demonstrated flexibility and altered
your lesson based on your
interaction with the student. (50
words)
1. For the below reading level group, I made sure to give students more
opportunities to ask questions. I also asked them more questions than the other
reading level groups.
2. With the advanced grade level group I tried to give them more challenging
questions and vocabulary to focus on. I also gave them more responsibility
while reading since their comprehension is higher.
(Word Count: 62 )
What data did you use to assess
whether the students met the
objective? Explain how it was
measurable and if your child met
the objective. (50 words)
(Word Count: 82 )
I used worksheets to assess if students are meeting the objectives. Each worksheet contained all
the objectives that we focused on throughout reading the book. These assessments are
measurable because they focused directly on what was being taught to the students. If students
are able to fill out the worksheets completely and correctly that shows the teacher they
understand what was being taught. If they did not meet these expectations, the teacher should
pull students aside to help them meet the objective.
List two additional supports that
would have enhanced the lesson.
(50 words)
1. A video or short clip could have been of good use for engaging students in
the book introduction. This video could focus on a theme in the book or the
focused objective.
2. An interactive game could enhance the lesson to help students review the
objective being focused on. Most students love games, so this type of activity
would definitely help students in the learning process.
(Word Count: 66 )
Based on what happened in this
lesson, what would be your next
steps for future instruction
regarding the chosen reading skill?
(100 words)
(Word Count: 105 )
I believe I would try and implement some of the additional supports to enhance the students'
learning experience. As I am learning it is important to have a unique and different quality to
every lesson. Without uniqueness students will feel like they are always doing the same
activities. Everyone needs new ways to have an engaging learning experience. I would also try
to think of different assessment activities students can complete, rather than a worksheet.
Worksheets are easy and great for teachers to evaluate, but it could be a good idea to do one on
one assessments to check in with students comprehension of objectives.
References
Conflict and resolution tiered practice worksheets. TPT. (n.d.-a).
https://www.teacherspayteachers.com/Product/Conflict-and-Resolution-Tiered-practice-Worksheet
s-622900?st=306eab66d1d38f50158e3effc36e5c06
Education.com. (2018, August 24). Story rollercoaster: Worksheet. Worksheet | Education.com.
https://www.education.com/worksheet/article/story-rollercoaster/
Henkes, K. (2020, April 9). Chester’s way. YouTube. https://www.youtube.com/watch?v=LHseG0SDYzc
Hoff, S. (2020, May 14). Chester (read out loud). YouTube.
https://www.youtube.com/watch?v=tXIybGNwKyY
Merriam-Webster. (n.d.). Merriam-Webster. https://www.merriam-webster.com/dictionary/disguised
Rathmann, P. (2021, September 6). Officer Buckle and Gloria - read aloud book for Kids . YouTube.
https://www.youtube.com/watch?v=QH0o5XT6cls
Powered by TCPDF (www.tcpdf.org)
