EDUC 318
DAILY L P #2ESSON LAN
PRELIMINARY INFORMATION
Candidate Name: Grade Level: 2ndGracie Frame
Candidate’s Endorsement: Elementary
Education
Central Focus: Using text evidence to confirm
predictions
Subject/Topic: Reading/Literacy Learning Segment Theme: Identify clues to make
prediction
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.2.1. Ask and answer such questions as who,
what, where, when, why, and how to demonstrate
understanding of key details in a text.
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.
Given the text “The Best Seat in 2 Grade” and a list of predictions,
nd the student will correctly
identify the text evidence that confirms each prediction by answering multiple choice and true
and false questions with 8/10 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 start the class off by gathering with a pen and paper. I will have them write on the paper
numbers 1, 2, 3. I will start off by asking them, “I am going to the grocery because I am going to
make a pizza; what am I going to get at the grocery story?” I will allow them to answer. The
answer should be along the line of ingredients for a pizza. Then, I will ask them, “How did you
know that is what I was going to get?” They should answer along the lines of “Because you told
us you needed to make a pizza.” Then, I will explain to them, that they just used information that
I had mentioned to make a prediction of what I was going to get at the grocery store without even
giving them the answer.
MIDDLE: I S F S LNSTRUCTIONAL TRATEGIES TO ACILITATE TUDENT EARNING
For example: How will you engage students with ideas/texts to develop understanding? What questions will you
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EDUC 318
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. I will explain to the class that we can use text
clues such as information in the story, the title, and
the cover of the book as well as prior knowledge to
make predictions. I will read “The Best Seat in 2nd
