EDUC 318
ED ESSON LAN EMPLATETPA L P T
DAILY L P #1ESSON LAN
PRELIMINARY INFORMATION
Candidate Name: Grade Level: 2Gracie Frame
Candidate’s Endorsement: Elementary
Education
Central Focus: Using text evidence to make and
confirm predictions.
Subject/Topic: Reading/Literacy Learning Segment Theme: Identify clues to make
predictions
Where in the learning segment does this
lesson occur?
☐Beginning ☒Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
Student Assets (Knowledge of Students)
Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.
Personal (Interests, family backgrounds,
experiences, etc.)
N/A
Cultural (Traditions, dialects, worldview,
literature, arts, etc.)
N/A
Community (Landmarks, community
events, etc.)
N/A
Developmental (Cognitive, physical,
social, and emotional)
N/A
CONTENT STANDARDS
State Standards 2.8 The student will read and demonstrate
comprehension of fictional texts.
a) Make and confirm predictions
National Standards RL.2.5. Describe the overall structure of a story,
including describing how the beginning introduces
the story and the ending concludes the action.
InTASC Standards Standard #4: Content Knowledge
LEARNING O )BJECTIVE(S
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three
domains). Include condition, performance, and criterion.
After reading “No, David!” the student will correctly identify the evidence that confirms each
prediction with 4/6 accuracy.
B /H /AEGINNING: LAUNCH OOK NTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you
use to engage students?
I will open the lesson by asking the students if there has ever been a time in their lives when they
were told not to do something but did it anyways. A couple of students will get the opportunity to
raise their hand and briefly talk about the time the incident happened. Then, I will tell them of
the time that my mom told me not to let my dog off the porch without her collar on and how I
disobeyed and did it anyways. I will have the students try to predict what happened to my dog
and then tell them what happened. I will explain to them how they just used information that I
had already told them to make predictions of what would happen next. Lastly, I will show them a
short video that includes tips for making predictions using clues and words in the story.
MIDDLE: I S F S LNSTRUCTIONAL TRATEGIES TO ACILITATE TUDENT EARNING
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EDUC 318
For example: How will you engage students with ideas/texts to develop understanding? What questions will you
ask? How will you promote question generation/discussion? What activities will you use to engage students in
learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you
address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach
every task/problem students will solve during the lesson—with the correct answers.
Instruction/Modeling 1. Introduce the concept of making predictions:
Explain to the students that making predictions
means using clues from the text and their own
experiences to guess what might happen next in the
story.
