Name: Joleen Rhoden

Class: Grade 2
Date: 11/28/2022

Subject Reading (ELA)

Title of Lesson Identifying key details in a Nonfiction Text

Standards • CCSS.ELA-LITERACY.RI.2.1- Ask and answer such questions as who,

what, where, when, why, and how to demonstrate understanding of key
details in a text.
• CCSS.ELA-LITERACY.RI.2.2 - Identify the main topic of a
multiparagraph text as well as the focus of specific paragraphs within the
text

Objectives
Four components:
Learner, Behavior, Students will be able to self-monitor parts of nonfiction texts as they read.
Condition, Criterion

Prior Instruction The students completed prior lessons on how to pick out what is most important to
remember by paying attention to the big parts (subtopics)

Academic Language
Demands and prior
knowledge “Summary”, “Caterpillar”, "Chrysalis”, “Larva”, “Pupa”, “Exoskeleton”, “Wings”
List academic “Metamorphosis”
vocabulary required

Assessments Pre-Assessment - An assessment activity that reflects the skills needed to identify
the main idea of a text. Before the teacher read from the text “The Fascinating
Indicate ongoing World of Butterflies and Moths” by Angels Julivert, students will be asked to
assessments share what they already know about butterflies. (Background knowledge) They
throughout the lesson will share with the class.
as well as the final
check for Ongoing assessment – The teacher will read from the nonfiction text and ask
understanding students to listen then identify what that passage was about and jot on post its
something new they learned about butterflies.
Attach rubric if
applicable To check for understanding, the students will turn and talk and share with their
partners the new information that they have learned about butterflies. The teacher
will walk around and listen to each pair responses and record them on post its.
 Possible questions to prompt students’ response:

- What is one new thing that you learned about butterflies?

- Did you understand what was read? Or was it confusing?
- What was confusing here?

Final Assessment- Students will try to identify key details and facts on their own
in their notebooks after they read the nonfiction text of their choice. Students who
need additional help will be pulled and assisted.

Materials • Nonfiction text summary organizer

• Anchor charts
• Grade appropriate nonfiction texts
• Vocabulary sheet
• Pencils
• Post its

Procedure

Gain Student “Raise your hand if you have ever abandoned a book”
Attention “it's true! we have all abandoned books before. Let's take a minute and talk about
some of the reasons we might abandon a book”

Students may say/share responses such:

- “It’s boring”
- “It’s confusing”
- “I don’t like the topic”
- “I can’t connect to it”

“Great job everyone you were obviously being thoughtful about this, and your
answers are going to help us with our lesson today”

“Let’s talk about confusion.”

“Whenever we read nonfiction, we should expect that we are going to get a lot of
information presented to us all at once. So, what do we do as we read? we have to
slow down and give our brains time to process the new information that we are
learning, so we can monitor our own understanding.
We should always bear in mind that if we are reading and it's not making sense
then we are not really reading. Therefore, if you're reading a book and you feel
confused or feel like something is not clear, it is important to stop and reread. Try
to figure out why you were confused and try to get a clearer understanding before
you move on.”

Review Critical Identifying important details in a text, retelling and background knowledge.
Prerequisite Skills
All students should
show ability to
perform skill
State the daily lesson Students when reading may feel confused. Readers will stop, go back, notice
objective that will be confusion, and reread.
communicated to the
students
This needs to be
written in student
friendly language.

“I do” Modelling
Explicit Modeling
Time required is “OK students so we have been reading a lot of nonfiction texts and we spoke a lot
based on objective about gathering important information. Also, we have been jotting down what we
requirements. already know about a topic and one thing we learned after reading a chunk of
Think aloud of the information on that topic.”
skill. Including clear,
consistent and concise Today we are going to be reading about butterflies. Before I open this book, I
language. want you to tell me what you already know about butterflies.
Provide several
models. After students share background knowledge on butterflies, teacher will read from
Involve students in the page 10 of Angels Julivert’s “The fascinating World of Butterflies and Moths.”
later models (ask Teacher will model following the anchor chart. Also, jotting new information I
questions in which the learned on a post it, something fascinating and something confusing.
answers rely on
knowledge from the
first model or previous
knowledge)

Use text features to help model (Glossary, diagrams, labels etc.)

“We do” “OK guys you noticed what I did there? after I read the first two sentences I
Prompted or Guided paused because I was confused. I had no idea what a lepidoptera was and I reread
Practice the sentence a bit slower, and I also use the pictures in the book to help me.
(taking them through I didn’t know what metamorphosis mean, I could not find it in the book, and I went
guided practice). More to the glossary to help me understand what it meant
than one practice I also use my text features to help me understand.
opportunity.
Indicate faded What else did I do?
prompts. (TAR: Tell I wrote on my post it the new information I learned.
the students how to do
it, Ask them how to - Notice that I didn’t wait until I reach to the end of the book to jot down
do it, Remind them what I learn?
out to do it) - Why do you think I did that?

Physical prompts to
verbal prompts when The teacher will continue to read the passage and will read in a way where it is
applicable. really confusing and have students suggest what to do.

“You do” *Students will be given 8-10 mins to work independently. *

Unprompted
Practice The teacher will continue to read while students follow along on projector.
Demonstration of the Afterwards students will try on their own.
skill while being
monitored. Some Questions that will help them to think:
lessons will not have - What made the fact confusing?
an opportunity for - Did I go back and reread?
independent mastery.
Small groups do not “When the timer goes off, you are going to stop wherever you are, you are going
count as independent to turn and talk and share with your partners what new information/fact you
performance. learned, one thing that was confusing and how you were able to make it clearer.”
(small groups may be
to keep students at a *Teacher will walk around and listen to each pair responses to see if they were able to
level of higher correctly understand the concept of rereading confusing details in order to identify key
prompting) details. *

Closing After their independent work time and sharing with partners, the teacher will share
1) Brief review of responses with the whole group.
what was learned. • Students’ questions will be discussed as needed.
2) Preview the next
lesson “Everyone did a great job today,
3) Assign Independent You are going to go back to your seats, and you are going to try doing the same
Work thing in your books. (Nonfiction texts on their topic of interest)
Tip: This should I am going to give you a “Nonfiction Text Summary Organizer” worksheet to
bring lesson to full help you organize the information and I will collect them afterwards.”
circle and address
the daily objective
and the language *This organizer is a great tool to use when you want to gather information as you
function (s) read. It makes it easier to share information with others as you read and capture
the big ideas from a nonfiction text. *

Targeted Students • Extended time

Modifications/ • Visual cues
Accommodations • Small groups
(IEP)
(e.g., extended time)

Small Group This Lesson plan is developed for a small group of students who are between
Modifications/ “approaching grade level” to “above grade level.”
Accommodations if
applicable Cover up and zoom activity will be done with students who need extra help.
(e.g., simplified
vocabulary read
aloud).
Technology • Projector to display lesson, charts, and worksheet.
Applications Used • Anchor chart on google slide

Blooms Taxonomy During the lesson I will ask various questions that represent different levels of
Please indicate the Bloom’s Taxonomy. For example-
levels of questioning
addressed in this 1. What text features are you seeing on this page? (recall)
lesson. 2. What are some facts that were mentioned in the text? (Skills, concepts)
3. What did you do after you read the passage and it was confusing?
(execution)

The knowledge level will be present in the assessment when they are asked to
explain what they did after they come across confusing information that they
found in the text.
Anchor Chart
 Caterpillar
Summary Chrysalis/Pupa
Caterpillars are the
a brief statement or larvae, or young, of the form a caterpillar
account of the main butterflies and moths. takes before it emerges
points of something. from its cocoon as a
fully formed butterfly.

Vocabulary butterfly
Larva Exoskeleton
Cocoon
an insect after it a shell made of silk by a hard covering that
hatches from an egg most kinds of moth supports and protects
and before it changes caterpillars and other the bodies of some types
into its adult form. insect larvae. of animals.