Lesson #1:

Date: ​October 6​th​, 2020

Lesson Title: ​Let’s Become Story Element Detectives!

Class / Grade: ​Second Grade Language Arts (Inclusion Setting)

Central Focus (Similar to “Enduring Understanding”):

● The central focus of the learning segment is for the readers to utilize story elements in a
fiction text using the S.T.O.R.Y. strategy to find new key details. Throughout the learning
segment, the students will define, analyze, and recount story elements to develop
stronger reading comprehension abilities through the use of a fiction text that is
specifically assigned to each student.

Student Learning Goals / Objective(s):

● Students will be able to define setting and talking characters in a fiction text
● Students will be able to recount the setting and talking characters within an assigned
fiction text.
● Students will be able to analyze the setting and characters to develop a stronger
understanding of a fiction text.

Academic Standards (NJPST, NJSLS, others…): ​NJSLS for English Language Arts
● 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.
● RL.2.2​ Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.

Assessments:
● Formal (“Summative”): The students will complete a summative assessment at the
conclusion of the learning segment that will display their knowledge of story elements
and the S.T.O.R.Y. strategy.
● Informal (“Formative”): The TC (Teacher Candidate) will monitor students’ understanding
and progress by walking around the room to all students to ensure that they are on task
while the teacher takes anecdotal notes. The TC will ask questions to the students
throughout the lesson during guided and independent practice to check for
understanding. At the end of this lesson, the students will hand in their Day 1 detective
mission for teacher review.

Academic Language:
Examine the learning goal/objective to complete the chart.

Identified Language Demands Planned Language Supports

Language Function: Students will be able The TC will model how to retell story
to retell the setting and talking characters elements while reading ​Katy and the Big
within an assigned fiction text. Snow

Vocabulary: Fiction, Story Elements, The TC will use the S.T.O.R.Y. anchor
Setting, Talking Characters chart to review vocabulary words
 Discourse: Describe the setting and talking The TC will model the detective mission
character(s) activity and how to describe the story
elements using a mentor text with the
entire class

Syntax: Sentence Starters The TC will model the sentences and

sentence-starters during the read-aloud of
Katy and the Big Snow ​using the book’s
corresponding anchor chart
- The setting in my story is……
- The talking characters in my story
are……

Instruction Strategies and Learning Tasks (Procedures):

Introduction:
● The TC will direct the attention of the students to the front of the room.
● The TC will explain to the students that today we are going to be learning about story
elements and the S.T.O.R.Y. strategy and we are going to conduct a detective mission
to find those elements in a story. The TC will explain the general purpose of the
S.T.O.R.Y. strategy is and how we can use it to become better readers. The TC will tell
the students that over the next few days, we will be learning about our S.T.O.R.Y.
strategy and different story elements in fiction books.

Direct Instruction / Guided Practice:

● The TC will tell the students that today we will be specifically focusing on finding our
setting and talking characters in our stories today.
● With the help of student responses, the TC will define what each story element is while
filling in the “S” and “T” sections of the S.T.O.R.Y. anchor chart with the class.
● The TC will read aloud ​Katy and the Big Snow​ with the entire class to model how we can
find the setting and talking character(s) in the story. The book will be displayed on the
SMARTboard that can be seen by the virtual learners at home.
○ The TC will ask questions while reading to the students to engage the students
and have the students contribute to finding our setting and talking characters in
the story.
● As the TC progresses through the read aloud, the teacher will complete the “S” and “T”
sections of the ​Katy and the Big Snow​ S.T.O.R.Y. Anchor Chart with the help of the
class to model the activity of being a story element detective.
● The TC will stop on Page 9 and discuss the classroom’s findings of the setting and
characters.

Independent Practice:
● The students will be given a fiction text within their reading level that the TC has
pre-decided.
● The TC will tell the students that today we are working on Day 1’s mission: Finding our
Setting and Talking Characters.
● As the students are working on their missions, the TC will monitor student understanding
and progress by walking around the classroom and checking in with each student. The
teacher will also take anecdotal notes to record how the students are progressing.
 ● When all of the students have completed today’s mission, the TC will direct the students
to turn to the person in front/behind them and discuss the setting and characters they
were able to find in their books.

Closing:
● The TC will ask the students to raise their hands and share the setting and characters
that they were able to find in their books today with the rest of the class.
● The TC will review the story elements that we discussed for today’s lesson.

Support for Accommodations and/or Modifications:

● Specific support strategies outlined for students in the class (examples below):
○ Support for ELLs
■ There are no ELL students present in this class.
○ Support for Students with IEPs or 504 Plans
■ For students who have an IEP or a 504, the students will complete the
story element activity detective with a book that is within their comfortable
reading level.
■ The Story Element Activity will have sentence starters to help the student
focus their responses towards identifying and describing the setting and
talking characters in their story.
■ The In-class-resource teacher will be available to provide additional
assistance to students with IEPs.
○ Support for Highly Advanced Students
■ For students who are highly advanced readers, the students will complete
the story element activity with a book that is within their instructional level.
■ The TC will challenge the students to describe their setting and
characters with additional adjectives and/or supporting-detail-sentences
to provide more detail.
○ Support for Struggling Students (who do not have IEP/504 Plans)
■ The TC may work one-to-one with the students to clarify the activity and
answer any questions
■ The TC may use verbal reminders to keep the students on task and
focused. The TC may also reward ClassDojo points to students who are
working productively during the lesson!
■ The book that the students will be using for the detective activity is based
on their comfortable reading level.

Materials / Use of Instructional Technology:

● Teacher Materials
○ S.T.O.R.Y. Elements Anchor Chart
○ Katy and the Big Snow​ S.T.O.R.Y Anchor Chart
○ Markers
○ Pointer
○ Digital Book of ​Katy and the Big Snow​ by Virginia Lee Burton

● Student Materials (Include adapted materials for differentiated instruction)

○ Fiction books of varying reading levels for each student
○ Story Element Detective Mission Day 1 Sheet (2 versions)
○ Pencil
Homework / Assignment for Next Class: ​While reading your book for your reading log tonight,
find the setting and the talking character(s) in your story!
 Lesson #2:

Date: ​October 7​th​, 2020

Lesson Title: ​Diving into the Problem and Resolution!

Class / Grade: ​Second Grade Language Arts (Inclusion Setting)

Central Focus (Similar to “Enduring Understanding”):

● The central focus of the learning segment is for the readers to utilize story elements in a
fiction text using the S.T.O.R.Y. strategy to find new key details. Throughout the learning
segment, the students will define, analyze, and recount story elements to develop
stronger reading comprehension abilities through the use of a fiction text that is
specifically assigned to each student.

Student Learning Goals / Objective(s):

● Students will be able to define problem and resolution in a fiction text
● Students will be able to recount the problem and resolution within an assigned fiction
text.
● Students will be able to analyze the problem and resolution to develop a stronger
understanding of a fiction text.

Academic Standards (NJPST, NJSLS, others…): ​NJSLS for English Language Arts
● 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.
● RL.2.2​ Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.

Assessments:
● Formal (“Summative”): The students will complete a summative assessment at the
conclusion of the learning segment that will display their knowledge of story elements
and the S.T.O.R.Y. strategy.
● Informal (“Formative”): To check for understanding, the TC will ask the students to briefly
describe the story elements from Lesson #1. The TC will ask questions to the students
throughout the lesson to check for understanding while taking anecdotal notes. At the
end of this lesson, the students will hand in the Day 2 activity of their detective mission
for teacher review.

Academic Language:
Examine the learning goal/objective to complete the chart.

Identified Language Demands Planned Language Supports

Language Function: Students will be able The TC will model how to find story
to retell the problem and resolution within elements while reading ​Katy and the Big
an assigned fiction text. Snow

Vocabulary: Setting, Talking Characters, The TC will use the S.T.O.R.Y. anchor
Problem, Resolution, Story Elements chart to review vocabulary words
 Discourse: Describe the problem and The TC will model the detective mission
resolution activity and how to describe the story
elements using a mentor text with the
entire class

Syntax: Sentence Starters The TC will model the sentences and

sentence-starters during the read-aloud of
Katy and the Big Snow ​using the book’s
corresponding anchor chart
● The problem in my story is……
● The resolution in my story is……

Instruction Strategies and Learning Tasks (Procedures):

Introduction:
● The TC will direct the attention of the students to the front of the room.
● The TC will review the S.T.O.R.Y. elements that we talked about during Lesson #1 by
asking students to raise their hands and remind the class of what the “S” and the “T”
stand for.
● On the anchor chart, The TC will write a small explanation next yesterday’s newly
learned story elements to refresh the memory of the students.
○ S​etting: When & Where
○ T​alking Characters: Who is in the story
● The TC will explain to the students that today we are going to continue learning about
story elements and continue to use our S.T.O.R.Y. strategy.
● The TC will tell the students that we are going to conduct another detective mission to
find those new elements in their assigned stories.

Direct Instruction / Guided Practice:

● The TC will tell the students that today we will be continuing our detective mission and
we will specifically be looking for problems and resolutions in our books today.
● The TC will write what each story element is and fill in the “O” and “R” sections of the
S.T.O.R.Y. anchor chart with the class.
● Picking up where the class left off in ​Katy and the Big Snow​ during Lesson #1, the TC
will read aloud Katy and the Big Snow with the entire class to model how we can find the
problem and the resolution in the story. The book will be displayed on the SMARTboard
that can be seen by the virtual learners at home.
○ The TC will ask questions while reading to the students to engage the students
and have the students contribute to finding our problem and resolution in the
story.
● As the TC progresses through the read aloud, the teacher will complete the “O” and “R”
sections of the ​Katy and the Big Snow​ S.T.O.R.Y. Anchor Chart with the class to model
the activity of being a story element detective.
● The TC will finish reading the book in its entirety and discuss the classroom’s findings of
the problem and resolution in the story.

Independent Practice:
● With the same books used in Lesson #1, the TC will tell the students that today we are
working on Day 2’s mission: Problem and Resolution.
 ● As the students are working on their missions, the TC will monitor student understanding
and progress by walking around the classroom and checking in with each student. The
TC will also take anecdotal notes of the student’s progress.
● When all of the students have completed today’s mission, the students will turn to the
person in front/behind them and discuss the problem and resolution that they were able
to find in their books today.

Closing:
● The TC will ask the students to raise their hands and share the problem and resolution
that they were able to find in their books today with the rest of the class.
● The TC will review the story elements that we discussed for today’s lesson.

Support for Accommodations and/or Modifications:

● Specific support strategies outlined for students in the class (examples below):
○ Support for ELLs
■ There are no ELL students present in this class.
○ Support for Students with IEPs or 504 Plans
■ For students who have an IEP or a 504, the students will complete the
story element activity detective with a book that is within their comfortable
reading level.
■ The Story Element Activity will have sentence starters to help the
students focus their responses towards identifying and describing the
problem and resolution in their story.
■ The In-class-resource teacher will be available to provide additional
assistance to students with IEPs.
○ Support for Highly Advanced Students
■ For students who are highly advanced readers, the students will complete
the story element activity with a book that is within their instructional level.
■ The TC will challenge the students to describe their problem and
resolution with additional adjectives and/or supporting-detail-sentences to
provide more detail.
○ Support for Struggling Students (who do not have IEP/504 Plans)
■ The TC may work one-to-one with the students to clarify the activity and
answer questions
■ The TC may use verbal reminders to keep the students on task and
focused. The TC may also reward ClassDojo points to students who are
working productively during the lesson!
■ The book that the students will be using for the detective activity is based
on their comfortable reading level.

Materials / Use of Instructional Technology:

● Teacher Materials
○ S.T.O.R.Y. Elements Anchor Chart
○ Katy and the Big Snow​ S.T.O.R.Y Anchor Chart
○ Markers
○ Pointer
○ Digital Book of ​Katy and the Big Snow​ by Virginia Lee Burton

● Student Materials (Include adapted materials for differentiated instruction)

 ○ Fiction books used in the previous lesson
○ Story Element Detective Mission Day 2 Sheet (2 versions)
○ Pencil

Homework / Assignment for Next Class: ​While reading your book for your reading log tonight,
find the problem and resolution within your story.
 Lesson #3:

Date: ​October 8​th​, 2020

Lesson Title: ​Finding our Ultimate Ending!

Class / Grade: ​Second Grade Language Arts (Inclusion Setting)

Central Focus (Similar to “Enduring Understanding”):

● The central focus of the learning segment is for the readers to utilize story elements in a
fiction text using the S.T.O.R.Y. strategy to find new key details. Throughout the learning
segment, the students will define, analyze, and recount story elements to develop
stronger reading comprehension abilities through the use of a fiction text that is
specifically assigned to each student.

Student Learning Goals / Objective(s):

● Students will be able to define ultimate ending in a fiction text
● Students will be able to recount the ultimate ending within an assigned fiction text.
● Students will be able to analyze the ultimate ending to develop a stronger understanding
of a fiction text.

Academic Standards (NJPST, NJSLS, others…): ​NJSLS for English Language Arts
● 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.
● RL.2.2​ Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.

Assessments:
● Formal (“Summative”): The students will complete a summative assessment at the end
of the learning segment that will display their knowledge of story elements and the
S.T.O.R.Y. strategy. This will be collected by the teacher at the end of the lesson to
check for a general understanding of what each story element is and how the S.T.O.R.Y.
strategy can help us as readers.
● Informal (“Formative”): To check for understanding, the TC will ask the students to briefly
describe the story elements from Lesson #1 and #2. The TC will ask questions to the
students throughout the lesson to check for understanding while taking anecdotal notes.
At the end of this lesson, the students will hand in the Day 3 activity of their detective
mission for teacher review.

Academic Language:
Examine the learning goal/objective to complete the chart.

Identified Language Demands Planned Language Supports

Language Function: Students will be able The TC will model how to find the story
to retell the ultimate ending within an element while reading ​Katy and the Big
assigned fiction text. Snow
 Vocabulary: Setting, Talking Characters, The TC will use the S.T.O.R.Y. anchor
Problem, Resolution, Ultimate Ending, chart to review vocabulary words
Story Elements

Discourse: Describe the ultimate ending The TC will model the detective mission
activity and how to describe the story
element using a mentor text with the entire
class

Syntax: Sentence Starters The TC will model the sentences and

sentence-starters during the read-aloud of
Katy and the Big Snow ​using the book’s
corresponding anchor chart
● The Ultimate Ending in my story
is…..
Sentence starters utilized in summative
assessment.
● The S.T.O.R.Y. strategy helps me
as a reader by…….

Instruction Strategies and Learning Tasks (Procedures):

Introduction:
● The TC will direct the attention of the students to the front of the room.
● The TC will review the S.T.O.R.Y. elements that we talked about during Lesson #1 and
Lesson #2 by asking students to raise their hands and remind the class of what the “S”,
“T”, “O”, and “R” stand for.
● The TC will explain to the students that today we are going to continue to learn about our
last story element (“Y”) and continue using our S.T.O.R.Y. strategy.
● The TC will tell the students that we are going to complete our final detective mission to
find the last element in our stories today.

Direct Instruction / Guided Practice:

● On the anchor chart, The TC will write a small explanation next yesterday’s newly
learned story elements to refresh the memory of the students.
○ O​ops, a Problem: Something that goes wrong
○ R​esolve the Problem: How the problem is solved
● The TC will tell the students that today we will be continuing our detective mission
learning segment and we will specifically be looking for our final story element, The
Ultimate Ending!
● The TC will define what the ultimate ending is while filling in the “Y” section with its
definition on the S.T.O.R.Y. anchor chart with the class.
○ Y​ay! Problem Solved: The Ultimate Ending: Returns to normal / “The bigger
picture”
● The TC will re-read the last 3 pages from ​Katy and the Big Snow​ to remind the students
of what we were reading about in the previous lesson. The book will be displayed on the
SMARTboard that can be seen by the virtual learners at home.
● While re-reading the last few pages in the book, the TC will read aloud Katy and the Big
Snow with the entire class to model how we can find the ultimate ending in our story.
 ○ The TC will ask questions while reading to the students to engage the students
and have the students contribute to finding our ultimate ending in the story.
● As the TC progresses through the read aloud, the teacher will complete the “Y” section
of the ​Katy and the Big Snow​ S.T.O.R.Y. Anchor Chart with the help of the class to
model the activity of being a story element detective.

Independent Practice:
● With the same books used in Lesson #1 and #2, the TC will tell the students that today
we are working on Day 3’s mission: The Ultimate Ending.
● The TC will hand out the S.T.O.R.Y. bookmarks to the students so they may review all
the story elements and mark their places in their books both in school and at home.
● As the students are working on their missions, the TC will monitor student understanding
and progress by walking around the classroom and checking in with each student. The
teacher will also take anecdotal notes to write down observable student progress.
● When all of the students have completed today’s mission, the students will turn to the
person in front/behind them and discuss the ultimate ending that they were able to find in
their books today.
● The TC will ask the students to raise their hands and share the ultimate ending that they
were able to find in their books today with the rest of the class.

Closing:
● The TC will instruct the class to put everything away and take out their Chromebook.
● During the last 10-15 minutes of class, the TC will open the summative assessment on
google classroom. The assessment focuses on the general knowledge of story elements
and using the S.T.O.R.Y. strategy.
● The TC will give verbal directions for how to complete the assessment on their
Chromebooks. As the students are working on their assessments, the teacher may
assist students in answering the prompts virtually and solve any technical difficulties that
may arise.
● When the students finish, they will submit their completed assessment through Google
Classroom.

Support for Accommodations and/or Modifications:

● Specific support strategies outlined for students in the class (examples below):
○ Support for ELLs
■ There are no ELL students present in this class.
○ Support for Students with IEPs or 504 Plans
■ For students who have an IEP or a 504, the students will complete the
story element activity detective with a book that is within their comfortable
reading level.
■ The Story Element Activity and assessment will contain sentence starters
to help the students focus their responses towards identifying and
describing the ultimate ending in their story.
■ The In-class-resource teacher will be available to provide additional
assistance to students with IEPs.
○ Support for Highly Advanced Students
■ For students who are highly advanced readers, the student will complete
the story element activity with a book that is within their instructional level.
■ The TC will challenge the students to describe their ultimate ending with
additional adjectives and/or supporting-detail-sentences to provide more
detail.
 ○ Support for Struggling Students (who do not have IEP/504 Plans)
■ The TC may work one-to-one with the students to clarify the activity and
answer any questions
■ The TC may use verbal reminders to keep the students on task and
focused. The TC may also reward ClassDojo points to students who are
working productively during the lesson!
■ The book that the students will be using for the detective activity is based
on their comfortable reading level.

Materials / Use of Instructional Technology:

● Teacher Materials
○ S.T.O.R.Y. Elements Anchor Chart
○ Katy and the Big Snow​ S.T.O.R.Y Anchor Chart
○ Markers
○ Pointer
○ Digital Book of ​Katy and the Big Snow​ by Virginia Lee Burton

● Student Materials (Include adapted materials for differentiated instruction)

○ Fiction books used in the previous lessons
○ S.T.O.R.Y Bookmarks
○ Story Element Detective Mission Day 3 Sheet (2 versions)
○ Summative Assessment (2 versions)
○ Pencil
○ Chromebook

Homework / Assignment for Next Class: ​While reading your book for your reading log tonight,
find the ultimate ending within your story.