The Promise: Reading Lesson Plan

Grade Level/Subject: Second Grade

Central Focus: Kindness makes a

difference.

Essential Standard/Common Core Objective:

Date submitted: 10/18

Date taught:
10/19

CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and
folktales from diverse cultures, and
determine their central message, lesson, or
moral.
Daily Lesson Objective: Students
21 Century Skills:
Leadership & Responsibility: Act
responsibly with the interests of the larger
community in mind
st

Academic Language Demand

(Language Function and Vocabulary):
Recount
Vocab: Point of view, predictions,
bullying.

Prior Knowledge: Students need to know how to write a complete sentence. Students
need to identify the main character, and discuss attributes. Students need to know what
bullying is.
Activity

Description of Activities and Setting

Time

1. Focus and
Review

Good morning! So this week your school has been

talking a lot about bullying. What does bullying look
like? Lets make sure we talk in complete sentences,
like Bullying look like someone. Why is it
important to stop bullying? It is important to stop
bullying because

1-2 mins

2. Statement of
Objective
for Student

Today we are going to start off by reading a Story

Called The Promise. This book is fiction. What do
you know about books that are fiction? (follow up
question: Is it a true story or make believe?) Your
right! This book is made up story, so it didnt actually
happen. That doesnt always mean the story is going
to be silly, or impossible every time. Sometimes, it
could be sad, or happy or include things that could be
possible, but never happened. That very similar to our
story. It just means that the events have not ever taken
place. This is not a silly book, but it is a story with a

1-2
mins

lesson. So I am going to read the story out loud, and I

will stop so we can group think about how the
character may be feeling. When we try and figure out
what the main character is thinking, this is called point
of view. Point of view is seeing the world the way one
person sees it. For example, when you all play outside
at recess, do you all play the exact same games? (NO).
What are some games you play outside? (Allow
students to answer). So, if I were to ask you at the end
of the day, how was recess?, some of you may say fun,
some may say tiring. So even tho you all played at
recess, you will have a different point of view. So as
we are going to read the story together, and then we
are going to practice Comparing by looking at how the
main characters point of view changes from the
beginning of the novel and the end of the novel. The
reason why we are trying to figure out the main
characters point of view, then we can see how her
point of view changes from the beginning or the end!
And I think youll agree that the main character in this
book changes a whole lot! After we read you will
get the chance to do some writing as you reflect what
you think the The Promise means. Ready? Lets
jump in.
Teacher: So before I begin reading our book for
today, Let take a look at the cover. Turn to a partner
and share: What do you think this book could be
about? How do you think the Illustrator wants us to
feel about the book, based on the colors of drawing?
Why do you think its called The Promise. Can I get
some volunteers to share what you think the Promise
might be? (Let at least one student per question share).
Thank you to those who shared! Lets get started.
Take 5 mins to read the book slowly and clearly to
model good prosody.
3. Teacher Input

Stop on page 1, ask: Who knows what a hungry dog

acts like? (allow students to act out what a hungry
dog sounds like.) That is how our main character
thinks the wind is acting and sounding like. SCARY!!
Stop on page 3: Now the main character is describing
herself! How do you?

5-7 mins

Page 4: Stop! What do you think may happen next in

our story? ( Allow 2 students to share).
Continue reading to the end of the book. What do you
think of our book today?

4. Guided
Practice

Teacher: Today we are going to work to compare the

Main characters attitude from the beginning of the
story and the end of the story. Think back to the
beginning, based on the pictures you saw, and the
words we read:What words can we use to describe the
main characters point of view at the beginning of the
story? Write down three words to describe the main
character at the beginning of the story. Questions to
keep in mind: How did the author describe her city?
What did she spend her time doing? This all helps you
figure out her point of view. As you do that I will hand
out sticky notes. I want you to chose one of the words
and we will post them to the board.
Take 2 minutes to read aloud the responses that
students share.

10-15
mins

Teacher: Next we are going to write down the main

characters attitude at the end of the story. Questions
to keep in mind. What did the Main character do
different? How did she view her city after planting the
trees? Write down 3 words to describe her new point
of view.
Take 2 minutes to read aloud the responses that
students share.
Teacher: Great job describing her point of view! Now
its your turn.

5. Independent
Practice

Teacher: The main character in this story worked to

make her world a better place. How? By keeping her
promise to plant the acorns. And we can see how her
point of view changed, and so did her city. This week
your school has been talking a lot about bullying. I
think we can agree that if we lived in a world of
bullies it would be a lot like our the beginning of the
story :sad, ugly world, right? Think about ways you
can help your friends, your teacher and the school. I
want each of you to write down ways you can promise
to stop bullying. Start with, I promise to take a stand

5-7 mins

against bullying because... You can even talk about

your hive that you represent. Write at least 4
sentences from your point of view about what your
promise to do different. Remember that a sentence and
can not begin with because.
6. Assessment
Methods of
all
objectives/skills:

Students will be graded on a writing 4 complete sentences with

from their point of view. Each sentence is worth 2 points.

7. Closure

Can I have a few volunteers share how they would

make the classroom a better place? ( Allow 2 students
to share). Awesome job today friends!

8. Assessment
Results of
all
objectives/skills:

Formative Assessment: Students are to write 4 sentences

beginning with: I promise to take a stand to bullying because

1-2 mins

Targeted Students
Modifications/Accommodations:

Student/Small Group
Modifications/Accommodations:

Students can write more than 5 or more

complete sentences on ways to stop
bullying when they see it.

Directions can be repeated out loud.

Students who struggle with writing will

receive one on one help.

Small group: Students will read The

Rainbowfish in a small group. Students will
compare the main character of The Promise
and The Rainbowfish with a discussion by
answer questions: Who, What,
Where,When and Why?

Materials/Technology: Book: The Promise, 1 reading journal per student, one pencil
per student, white board, white board markers, sticky notes (for questions throughout
the book)
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart
Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)
References:
Reflection on lesson:
Strengths: This was an enjoyable lesson to teach! The students were very excited for a
read aloud, especially of a novel that none of the students were familiar with. At first, I
was hesitant to read The Promise because the novel uses a lot of metaphoric language,
and my concern was that students would not grasp the message. However, the lack of
color matched with the bleak beginning and the colorful pictures matched with a
colorful ending helped to visually portray the message. I implemented metacognition
with questions throughout the reading to ensure that the metaphors became common

knowledge.
Another strength was that, even though this was my first lesson and did not yet know
all students names, I found that students were eager to learn and participate! I allowed
for participation with discussion of the overall topic of bullying, and why it is
important to be kind. The young second graders impressed me with their understanding
of bullying. This made the discussion of the importance of kindness, and writing for
some students much easier.
Lastly, I had not planned to, but I sat down for the reading of the text, and I believe that
this helped to build repertoire with the students. Later in the week, I went to Media,
one of the specials with the students. Many of the students pointed out The Promise
book that was on display in the library and many opened it to admire the pictures one
more!
Weaknesses:
One thing I will do again, is incorporate discussion of the book before and after
reading, however spend more time brainstorming with the students writing. During the
writing period of the lesson, many students struggled with writing in complete
sentences. Upon realizing this, I stopped the class and reviewed an example complete
sentence. This proved to be very helpful. In retrospect, I should have allowed students
to brainstorm ideas first, possibly share them, and then begin writing. Unfortunately,
because I did not get a whole class period to teach this was impossible.
Another weakness was that students were not able to finish their assessment due to
other activities. The Cooperating Teacher informed me that writing is a weakness
with the students, therefore finishing their writing in one day would not be possible.
Regardless, many students were able to practice writing.
Overall this was an enjoyable lesson to teach. I realize that I had minimal interaction
with the students therefore, in many ways I had to prepare objectively. Regardless, I fell
in love with the message of the book, and hope to use it again in the future.