DAY 1

Name: Isabelle Tearse Grade level: Second Grade

I. Academic Content Standards.

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.

Prior Learning.

The children will have sufficient understanding of Characters, Elements of plot (Climax,
Resolution ect.) and setting.

II. Unit of Study.

This lesson will help students to identify literary elements of the text and be able to explain why
they are a literary element through use of evidence gathered from the text.

III. Academic Learning Outcomes.

TSW be able to gather literary elements related to Harry Potter and the Sorcerers Stone.

IV. Implementation.

A. Introduction to the lesson

Good morning scholars. Today we will be starting a new book, Harry Potter and the Sorcerers
Stone by J.K. Rowling. Raise your hand if you have read this book or seen the move. (Count the
number of hands raised) Wow that is a lot of people who already know what ti is about. Well lets
not tell our friends so that the people who have no read it can be surprised. As we read the book
we are going to look for literary terms like setting, characters, vocabulary. Can anyone tell me
what setting is? (call on a student to share). That is correct! Let all get our books and see what
happens in this book.

B. Sequence of Activities

1. TTW hand out a book, highlighter, and ABC literary elements worksheet to each child.
2. TTW explain how the students can see the categories at the top of the paper and
TTW read through each one.
3. TTW then explain how the students need to hgighlight words that fall into these
categories as they read through the book as a class.
4. TTW read the first page of the book and then stop to ask if anyone has found
anyterms yet. The teacher will continue stopping and asking every two pages for a
total of four times stopping or until they feel that the class has gotten the hang of the
directions. The teacher will then read the entire chapter.
5. TSW write down all of their terms on their paper along with the page number they can
be found on.
 6. TSW compare the terms they found to the terms that their partner found to see if they
missed any terms.

C. Closure.

The students will each share a term that they found with the class and explain why that term fits
under the category that they placed it in.

V. Assessment.

I will be able to see if they understood it by looking at the terms that they gathered as well as well
as looking at their worksheets to see what words they have added or missed

I will be able to formally asses the students understanding of the literary elements if they are able
to correctly explain why they placed a term in a specific category.

VI. Materials. List the materials and technology you will use to teach this lesson.

ABC literary element worksheet

Harry potter book class set
Highlighters
Pencils

DAY 2

Name: Isabelle Tearse Grade level for this lesson: Second Grade

I. Academic Content Standards.

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
Prior Learning.

The students will have been reading and completing their literary elements worksheet. The
students should only have one chapter left in the book to read.

II. Unit of Study.

This lesson will help students to identify literary elements of the text and be able to explain why
they are a literary element through use of evidence gathered from the text.

III. Academic Learning Outcomes.

TSW be able to explain what literary elements are and why certain terms fall under certain literary
elements.
TSW be able to give evidence from the book that supports why a term falls under a particular
literary element.

IV. Implementation.
A. Introduction to the lesson

Good morning class. Today we will finish up the book we have been reading, Harry Potter and
the Sorcerers Stone. We only have one chapter left can you believe that! Today we are going to
continue to fill out our ABC Element charts as we read through the last chapter. Lets all pull out
our books and ABC charts. We are going to listen to the last chapter and I would like everyone to
follow along and finish filling out your charts. Remember all you have to do is highlight to word
and we will go back afterwards and fill in our charts.

B. Sequence of Activities Sequentially list the steps of your lesson.

1. TTW play the audio recording for the last chapter of the book.
2. TSW students record their found words onto their paper along with the page numbers
as to where they found it when the audio book is finished.
3. Let students compare their words to other students so that they have a complete list
4. Give the students a moment to share out their reactions to the book and how they felt
about everything that happened.
5. TTW introduce the project, that they will be creating ABC books, and tell students
about the elements they need to include, specify that they may not have one for
every letter. (answer any questions)
6. TTW hand out the alphabet planning worksheet and have them use their alphabet
guide to pick one word for each letter that they found.
7. TSW complete the back of the alphabet planning worksheet by writing each word and
explaining what it means, who it is, when it occurs, or what happens, using
information they got from the book.

C. Closure.

The students will each share out their favorite sentence that they wrote and explain why it is their
favorite term.

V. Assessment.

I will informally assess the students ability to use evidence to explain why a term was placed
under a specific category based upon the sentence that they share out.

I will formally assess the students by looking at their sentences and seeing if they were able to
cite evidence for every term they chose.

VI. Materials.

ABC literary Element worksheet

Alphabet Planning Worksheet
Harry potter book class set
Audio book
Highlighters
Pencils

DAY 3
Name: Isabelle Tearse Grade level for this lesson: Second Grade

I. Academic Content Standards.

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
Prior Learning.

The students will completed their alphabet planning worksheet

II. Unit of Study.

This lesson will help students to identify literary elements of the text and be able to explain why
they are a literary element through use of evidence gathered from the text.

III. Academic Learning Outcomes.

TSW be able to give evidence from the book that supports why a term falls under a particular
literary element.
TSW be able peer review their written work so that it has no errors.

IV. Implementation.
A. Introduction to the lesson

Good morning class, this is our last day to work on our Harry Potter ABC books. Today you will
be peer reviewing your sentences that you wrote out yesterday and then writing them out on
special paper for your final book.

B. Sequence of Activities

1. TTW put the students into pairs

2. TSW review each others sentences making corrections as needed.
3. TSW receive the final half lined paper and write out terms and sentences putting one on
each page.
4. TTW do a final revision of their sentences as they finish each page.
5. TSW color a picture to depict the information given in their sentence.
6. TSW color a cover page to their ABC book.
7. TTW bind all of the individual books with staples.

C. Closure.

The teacher will select a few students to share out a few of the terms and sentences that they
created to the rest of the class.

V. Assessment. How will you know what students have learned? Address each learning
outcome specifically.
I will be able to informally assess the students ability to peer review by circulating the classroom
and watching each student review, their partners work.
I will be able to formally assess the students ability to peer review by checking the final
sentences before they begin to color.

VI. Materials.

Alphabet Planning Worksheet

Harry potter book class set
Pencils
Blank paper
Half lined paper worksheets