Lesson Plan: Girl Wonder

Teacher Candidate: Annie Gbaford Date: September 2, 2021

Grade/Subject: Second Grade/ Reading Estimated Time for Lesson: 30 – 45 mins

Lesson Title/Focus: Making Predictions and Discussing Parts of a Story

Materials, Resources, and Technology used in this Lesson:

Materials/Resources Girl Wonder, Prediction Chart
Technology None

Central Focus of Learning Segment

The central focus of this lesson plan is for students to learn how to make predictions and talk about stories to
build upon their comprehension skills. Students will be able to listen and discuss part of a story. Students will
make predictions to show their understanding of the story. Students will also discuss their ideas in small groups.

State Learning Standard(s):

CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other
media.

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and
adults in small and larger groups.

Learning Targets (Objectives) and Assessments:

Learning Targets: Write the objectives in Assessments: Describe the assessment(s) that will be used
student friendly language. to measure the learning targets. Include rubrics if
applicable.
 I will be able to make predictions I will have students share their predictions with the class
about what will happen in girl wonder. to and write them on the board.

 I will be able to discuss my ideas with I will watch the class to see who is participating in small
a partner. group discussions.
 I will be able to review the first part of N/A
Girl wonder and the predictions I
made last class.
Examine your learning targets. How will you provide opportunities for language development for
students? Include: Academic vocabulary, Language function, Discourse, & Syntax

Students’ Prior Knowledge or Experiences with the content of this lesson:

Prior to this lesson students will have listened to the first half of Girl Wonder and made a prediction chart. So,
they should be familiar with making predictions, sharing with a partner, and discussing what they read to
develop understanding. Students should also be a little familiar with baseball and innings from the first time we
read the story together. The students are familiar with the structure of our reading lessons so they should know
that they are supposed to be listening attentively and observing the photos to help them comprehend the story.
Sequence of Learning Activities: (beginning, middle and end - include revisiting the learning target)
 Include short descriptions of what the students will be doing (application), placed alongside
corresponding teacher actions & minutes. Include major statements (such as definitions or directions, as
needed). Include major questions the teacher will ask. Include a motivational intro & strong conclusion.

Sequence of Learning Activities:

Minutes What will the teacher be doing? What will the student be doing?
3 Introducing the lesson “Hi class, today we’re Push their chairs in quietly and move to a spot
going to sit on the carpet to finish reading on the carpet.
Girl Wonder.”
5 Assigning partners, then show the students Students will be sitting quietly next to their
the cover of Girl Wonder and reading the partners and awaiting more instruction
name of the author and illustrator to them.
3 Remind the students about what happened in Students will be looking at the photos and
the first 17 pages of Girl Wonder they read thinking about what they read the day prior.
and discussed the day prior. Slowly flip
through images until page 17.
3 Ask the students “What do you remember A few students will share what they
about Girl Wonder from yesterday? Raise remember as the rest sit and listen attentively.
your hand if you would like to share with the
whole class what you remember from Girl
Wonder.” I pick a few students to share what
they remember.
5 Bring out the prediction chart made They will be looking at the prediction and
previously and have them turn to their recalling to their partner about the predictions
partner to discuss the predictions they made the made last class.
last class “Turn to your partner and take
turns sharing the predictions that you made
last class. Its ok if you don’t remember your
prediction, you can look at our prediction
chart to help you remember.” Use this time
to reiterate what a reader does when they
make predictions. “Good readers make
predictions about what will happen next in
the story”. Such as using examples from
their own lives to make connections to the
story.
5 Ask the students “what other predictions do Students will brainstorm with their partner
you have about what will happen in the and share their predictions with the class.
story? Brainstorm with your partner for 30
seconds. Have one person in your group
raise your hand to share your answer.” Then
I will write down the new predictions
students have made on our prediction sheet.
10 Before I read aloud the rest of Girl Wonder I They will listen to the story, look at the
will the tell students that “As I read to you, I pictures taking note of if their predictions
want you remember the prediction you made were correct
and as we read take notice of your
prediction. Were your predictions, right?”.
This is when I’ll clarify new vocabulary
words as I read stopping at any new words
 for example twitter. I would then say “Can
anyone tell me what twitter means? Twitter
means talking in a quick and nervous way.”
During the reading I will also make sure to
stop and show the pictures to everyone and
ask questions like “What do you think they
were thinking in this moment? Why do you
think Coach made this face? Do you think
the crowd was there to support her?” (STOP
at pg. 27).
5 Once I finish the book, I will ask students Students will discuss their ideas with their
“What happened in the story we just heard? peers.
Turn to your partner and tell them”. Then I
will signal for them to turn back to me
(macaroni cheese or all eyes on me). Then I
will reread the page 27 and continue to the
end of page 32.
5 Wrap up reading the book. Then ask the Students will use the think pair share to
students “How would you describe Alta and discuss their ideas and then share with the
what kind of person she is?” Turn to your class.
partner and share. After that I will ask them
“Why do you think people called Alta Girl
Wonder?” Turn to your partner and share.
5 Bring out the prediction chart and ask the Students will raise their hand and wait their
students “What did you learn about making turn to answer the question.
predictions today?” After the students share
what they learned about predictions then I
will tell them that. “Good readers make
predictions about what will happen next in
the story, and they keep reading to find out if
their predictions actually happen.”
5 Wrap up the lesson by saying “Good readers Sitting quietly and listening.
make and check their predictions as they
read it helps keep them interested in the
story and helps you learn better.”

Answer the Questions:

 How will you differentiate instruction and outcomes to meet needs of students?
Include as appropriate:
o Universal design, grouping, learning styles/intelligences, ELL, special ed, interests, culturally
responsive supports, etc.
o Differentiating this lesson for different intellectual levels, and interest I would pick a book at a
higher or lower level to meet my students who are at a lower reading level and those who are at a
higher reading level. For example, I would pick a picture book for the students who are at a low
reading level and a chapter book for the students who are at a high reading level. To change this
lesson for students who have different interest I would let them pick the book or pick a topic I
know that they all really enjoy.

o If I were differentiating instructions for my ELL students will be given a list 7 vocabulary words
from the book. As a class we will do a word web for each of these words. We will put the main
word in the middle and Identify things we know about this word or can help them describe it.
 The word web would consist of what comes to mind when we hear this word other words with
similar meaning. This will encourage student to make personal connections to the word and
really break the word down to understand the word.

 What are your supporting theories/principles? (Why are you doing what you are doing?)
At Kamiak Elementary we follow the Being a Reader curriculum. This curriculum follows researched

based curriculum for kindergarten to second grade students. Which means we use foundational skills

instructions (Intentional alignment with SIPPS Systematic Instruction in Phonological Awareness, Phonics, and

Sight Words) intervention combined with comprehension works that also incorporates social emotional

learning. So basically, this curriculum uses zone of proximal development techniques to build upon students’

prior knowledge and make many new connections. Research has shown that making connections to students

prior knowledge and personal lives makes the content more intriguing and helps them learn.

 How will you provide opportunities for student voice? (Student self-assessment/metacognition related to
the learning target)
Include as appropriate:
o In this lesson I will let students share their ideas aloud with the class. There not really an
opportunity for student voice in this lesson.

 Reflection/ How did the lesson go? (Complete after the lesson is taught)
   This was the first lesson that I presented to my students. I think it was horrible. I have a lot to work on. I was

nervous so my voice was shaky. I didn’t speak loudly enough, and I went too quickly through my reading lesson.

I felt that I hadn’t really made a connection with the kids yet, so they didn’t listen to me as much as I wanted them

to. Another thing that made this lesson not go exactly as planned didn’t have any class management/ engagement

techniques prepared. I felt severely unprepared for this lesson. I had gotten so used to teaching to my peers, so I

wasn’t prepared for the many behaviors that my students displayed during my lesson. Another thing that I need to

work on was reviewing the previous lesson with my students.

            Since we’ve been online and practicing teaching lessons with our peers, I got into the routine of assuming

my students know or remember information from a prior lesson. I didn’t give my students time to review the prior

lesson that connected into our new lesson, so the students weren’t able to make the proper connections that I

needed them to. I didn’t give the students enough time nor did I review what we did last class. I was nervous, and

all my students looked so bored and uninterested. A lot of them weren’t listening because I was boring and
monotonic. I had practiced and really prepared for my lesson. I just forgot to take into consideration the outside

factors that would impact my lesson and the way my students received the lesson. I’m glad my first lesson went

like this because it showed me just how crazy things will be in my own classroom and I need to be more

adaptable and prepared for things that life will throw at me. Being a teacher is all about being adaptable. You will

never be able to predict what’s going to happen. You will always have to be open to change things to make them

work for your students that’s what I learned from this experience. I’m very excited to see how much I grow and

improve and come into my own teaching style.