Direct Instruction Lesson Plan Template

Central Focus: Describing how characters in a story respond to major

events and challenges.

Grade Level/Subject: 2nd grade

Essential Standard/Common Core Objective:

R.CCR.3 Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
RL.2.3 - Describe how characters in a story respond to major events and
challenges.

Date submitted:

Date taught:

Daily Lesson Objective:

Students will answer seven comprehension questions based on a read aloud.
21st Century Skills:
Collaboration

Academic Language Demand (Language Function and Vocabulary):

Explain and interpret
Vocabulary from the reading:
Car pool
carsick
double-decker
elevator
marble

Prior Knowledge:
Have seen the movie, Have heard of the book, have experienced bad days
Activity

Description of Activities and Setting

1. Focus and Review

2. Statement of Objective
for Student
3. Teacher Input

Tell them you are going to read Alexander and the Terrible Horrible
No Good Really Bad Day to them while each student fallows along
with a partner.
Ask students how they felt when they had a bad day.
Have a few students share some bad day experiences.
Students will describe how characters in a story respond to major
events and challenges

Have partners sit together. Explain that today the students will hear
you read a book aloud and then talk in pairs and with the class about
the stories. Ask Students when you talk about the story with your
partner, why is it important that both of you explain your thinking?

Show the cover of Alexander and the Terrible, Horrible, No Good,

Very Bad Day and read the title and the names of the author and
illustrator aloud. Explain that as they listen to the story you would like
the students to think about what happens to Alexander and why he is
having a very bad day.

Read the book aloud slowly and clearly, showing the illustrations and
stopping. If necessary, briefly define vocabulary words as you come
to them in the story.

Read pages 5-15 then stop after. Ask the students what are some
things happening to Alexander that make his day terrible? Tell them to
turn to their partner to discuss the question. Have one or two pairs
share their ideas with the class. Reread the sentence on page 15 and
continue to the end of the story.

Time

4. Guided Practice

At the end of the book, briefly discus the story, first in pairs, and then
as a class. Ask them why is Alexander having a terrible, horrible day.
What does Alexander learn about terrible days at the end of the story?

One part of their guided practice is throughout the read aloud when
they discuss the questions with their partner. The questions are from
the teacher input. Both partners in each pair will explain to each other
clearly their reasoning.
After the read aloud the students will reflect their thinking by
answering the following questions: How did your partner do with
explaining his or her thinking to you? If your partner didn't explain
his or her thinking clearly, what did you do?
Have the students read books at their appropriate reading levels
independently for up to 15 min.

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

Tell them that as they read today you will circulate among them and
talk to individual students about their reading. At the end of the
reading time, partners will talk about their reading.

As the students read make sure each student has a book she or he can
read and understand. Ask each student individually the following
questions to assess their skills at explaining their comprehension:
What is your book about? What is happening in your book? What is
happening in the part of the book you just read? They must include
the main ideas in their answers to meet the objective of the
assessment.
Formative Assessment asking discussion questions during the teacher input to
talk about with their partners.
Summative Assessment giving the students those three questions to answer that
relate to their independent reading and looking to see if they included the main
ideas in their answers.
Now you may ask any questions you still have. Remember that when you read
a book, being able to explain what the story is about, what is happening in it,
what is happening in the part you just read, and why characters feel a certain
way demonstrates quality comprehension.

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:
During their independent reading give them extra time
to read and think about their answers.
Materials/Technology:

Student/Small Group Modifications/Accommodations: Pair up

students with each other who have special needs and allow
them extra reading time.

Alexander and the Terrible Horrible No Good Really Bad Day

References:
file:///C:/Users/Tyler/Downloads/RL.2.3.pdf. Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith
Viorst and illustrated by Ray Cruz.
Reflection on lesson: