EDR 317 Planning Sheet
Skill Lesson Title: Problems and Solutions The Mouse and the Motorcycle
Objectives
Clearly states specifically verb)
what students will do &
how they will do it.
Easy to understand, and
reflects both the teachers
knowledge of literacy
instruction and
development.
Formative & Summative
Assessment
Explains how teacher will
determine whether
objectives are met.
What evidence will you
have that the objectives
were met? What,
specifically, are you
looking for?
Name Alyssa Carmona Date April 13, 2016
Grade 2nd
Comments/Points
Methodology
By the end of the lesson, students will be able to: (bold active
Recall and discuss key information from the
portions of The Mouse and the Motorcycle
called to attention by the teacher or peers.
Identify the new problem introduced in chapter
ten, and cite textual support/evidence to do so. /3
Predict what the solution to the new problem
will be, and identify reasoning for this
prediction.
Actively participate in one-on-one and small
group discussions.
Formative
The teacher will be able to assess each students
ability to recall and discuss key information
from the portions of The Mouse and the
Motorcycle being addressed throughout this
lesson by his/her ability to answer posed
questions. In addition to carefully and actively
listening and responding to students verbal /3
responses, the teacher can also look for instances
during which students use/offer textual evidence
to support their answers. Furthermore, the
teacher will be able to assess students abilities
to meet the first objective via the questions they
pose for discussion.
The teacher will assess each students ability to
meet this lessons second and third objectives in
a number of ways. For one, the teacher will be
able to listen in on each of the students turn and
talk opportunities. In addition, as group
discussions related to this objective are taking
place, the teacher will actively listen and
respond to the verbal responses offered by each
student. The teacher will be able to use students
completed graphic organizers in order to assess
whether or not these two objectives have been
met. Due to the fact that students will be
recording written responses (after the oral
discussions have taken place), the teacher will
have concrete evidence as to what the students
were/were not able to do. The teacher will be
able to look at the students graphic organizers
both during the lesson and after the lesson, being
that each students sheet will be collected at the
end.

Standards & Materials
Includes appropriate PA
Common Core standards and
materials to be used (includes
website address(es) if used)
Anticipatory Set
Activates/builds/organizes/
assesses background
knowledge
Defines the skill and tells why
the skill is useful/important to
know
In order to assess each students ability to
actively participate in one-on-one and small
group discussions, the teacher will ensure that
all students are consistently offering
responses/sharing their ideas during instances of
discussion that involve all group members, in
addition to the turn-and-talk opportunity at the
end of the lesson. As part of this
objective/assessment, the teacher should also
make sure that students are communicating
respectfully, and listening attentively when they
are not speaking.
Summative
There will be no summative assessment for this
lesson.
Standards:
Standard - CC.1.3.2.B
Ask and answer questions such as who, what,
where, when, why, and how to demonstrate /2
understanding of key details in a text.
Standard - CC.1.3.2.G
Use information from illustrations and words, in
print or digital text, to demonstrate
understanding of characters, setting, or plot.
Standard - CC.1.4.2.F
Demonstrate a grade appropriate command of
the conventions of standard English grammar
and spelling.
Standard - CC.1.5.2.A
Participate in collaborative conversations with
peers and adults in small and larger groups.
Standard - CC.1.5.2.F
Add drawings or other visual displays to
presentations when appropriate to clarify ideas,
thoughts, and feelings.
Materials:
The Mouse and the Motorcycle by Beverly
Cleary (one copy per student)
Problem/Solution/Prediction Graphic Organizer
(one per student)
Pencil (one per student)
Good Morning, Team Twain! I know weve had
some things that have come up that have
prevented us from meeting on our regular
schedule, but today we are back in action! The
last time we met, we discussed the loss of Keiths
motorcycle, and how the event made both Ralph /3
and Keith feel. Its been a while since weve last
met, so lets do a little recap of whats been
going on in our story. Who can remember
whats happened in our story so far?

Procedures
States specifically what
students will do. Actively
engages children during the
lesson and elicits higher level
thinking.
Model s/thinks aloud to
show how to use the skill
Write exactly what you will
say.
Includes guided practice
(students try strategy w/
support)
Includes independent
practice
(students try strategy on
their own or in a new
situation)
The teacher will allow for students to respond,
making sure that the key points of the story are
mentioned. If students fail to mention a
particular key detail, the teacher will ask
students to respond to guiding questions. He/she
may also have students choose to refer back to
their individual copies of the text to recall the
key points of the story thus far. Once the
students have recalled the key points of the story
to date, the teacher will carry on with the rest of
the days lesson.
For today, you all should have read chapter 10
of our book, The Mouse and the Motorcycle.
When we last met, I told you that a new problem
was going to come up in our story, and thats
what were going to be talking about today
during our meeting. We are going to be talking
about what our new problem is, and how we
know (what in our story tells us that this is the
problem). We are also going to make predictions
about what we think the solution to our new
problem may be, and explain why we think (talk
about what makes us think) that will be the
solution. As we talk about each of these things,
we will also be filling out these graphic
organizers one step at a time. The teacher will
hold up a copy of the graphic organizer for the
students to see. He/she will then pass out the
graphic organizers, and will have students put
their names on them. Alright, lets get started!
So, after reading, who can tell us what our new
problem is/seems to be? The teacher will have
students turn and talk about this. Once students
have been given an opportunity to turn and talk
with one another, the teacher will allow for
students to respond. (The new problem in the
story is that Keith is sick and has a fever. He
needs aspirin, but there isnt any. His family ran
out of it; the night clerk didnt have any; the
milk man wouldnt be able to come with some
until morning).
Once the group has discussed the new problem,
the teacher will ask students to talk about how
they know that this is the problem (i.e. What did /6
you read in the story, specifically in chapter 10,
that lets you know that this is the problem?). The
teacher will have students turn and talk about
this. Before doing so, though, the teacher will
remind the students that they need to use
evidence from the book to support their
thoughts. Once students have been given an
 opportunity to turn and talk with one another,
the teacher will allow for students to respond.
(Students may cite a number of different
pages/parts from chapter ten. Not all students
need to cite/make reference to the same thing, as
long as their response does, in fact, include
evidence from the text that proves the problem is
what it is).
Once this discussion has taken place, the teacher
will have students fill out the top boxes of their
graphic organizers. During this portion of time,
the teacher will scan around the table in order to
ensure that all students are remaining on-task. In
addition, the teacher will help any students who
may be confused and/or stuck.
In the first top box, students will write down
what the new problem is, and then they will each
be able to draw a corresponding picture of what
they visualize. This shouldnt take up too much
time, but if students are still working on their
drawings by the time the teacher needs to make
sure the lesson progresses, the teacher will tell
them that they will be able to finish up adding
their details to their drawings later.
In the second top box, students will write down
how they know what the problem is (what
exactly they read from the story that tells them).
Okay, Team Twain, great job identifying the new
problem in our story, and supporting your
thoughts with evidence directly from the book!
Now lets make some predictions about what we
think the solution to our new problem is going to
be...And remember, as we talk about our
predictions, we will also talk about why we are
making those predictions (what information we
are using to help us make them).
So, who would like to make a prediction about
what the solution is going to be for our new
problem? The teacher will have students turn
and talk about this. Once students have been
given an opportunity to turn and talk with one
another, the teacher will allow for students to
respond. (Students responses to this prompt
may vary. However, an expected prediction
would be that Ralph is going to find an aspirin
tablet to give to Keith.).
Once students have shared their responses with
the whole group, the teacher will ask the
students to think about why their prediction is
what it is (i.e. I want each of you to think about
why you think your prediction could be whats
going be the solution to our problem.). The
 teacher will have students turn and talk about
this. Once students have been given an
opportunity to turn and talk with one another,
the teacher will allow for students to respond.
(Again, students responses to this prompt will
vary. However, some expected responses
[corresponding to the expected prediction
offered above] could be: chapter ten ends with
Ralph seeming determined to find an aspirin
tablet for Ralph; Ralph cares about Keith and
wants to help him).
Once this this discussion has taken place, have
students fill out the bottom boxes of their
graphic organizers. During this portion of time,
the teacher will scan around the table in order to
ensure that all students are remaining on-task. In
addition, the teacher will help any students who
may be confused and/or stuck.
In the first bottom box, students will write down
their predictions.
In the second bottom box, students will write
why their prediction about the solution to the
problem is what it is (their reasoning).
Closure Once students have finished filling out these
Provides closure through bottom two boxes, the teacher will ask students
reflection, extension, to consider whether or not they all came up with
and/or sharing &
summarization
the same prediction.
Being that it is likely that students will come up /2
Restates the purpose of
skill with some varying predictions, the teacher will
ask them to consider why this may be. During
this portion of the lesson, the teacher will allow
students to do the talking, only working to
facilitate the discussion. The teacher will then
ask students to think about and discuss how this
relates to the previously-discussed idea of
perceptions (Previous discussions have included
the following ideas: your perception is how you
view/think about things [yourself, another
person, an idea]; different people have different
perceptions, but sometimes certain people have
the same perception about something; our
perceptions are usually influenced by our past
experiences; our perceptions can change --
usually something happens that makes us change
our perception about something).
If students do not come up with varying
predictions, the teacher will facilitate a similar
discussion by asking students to consider the
possibility of some other predictions (either by
having them come up with different predictions
that they think other people could have come up
with, or by providing them with examples of

Differentiation (content,
process, product)
Explains accommodations
for childrens instructional
levels. Activities are
develop. appropriate, and
reflect knowledge of
childrens cultural,
linguistic and academic
diversity.
predictions that have already been created).
Once this discussion has taken place, the teacher
will conclude the lesson by telling the students
that, for Monday, they will be reading chapter
11 (ends on page 130). He/she will also tell them
to think about their predictions as they read
(Whether or not their prediction seems to be
accurate, or that it might need to be revised).
Lastly, the teacher will tell the students that as
they continue to read, they will be able to find
out what the solution to this new problem is. The
teacher will then collect each students graphic
organizer and dismiss the group.
Leveled text depending on students reading
ability/level (content): Being that this lesson
takes place via a guided reading group, the text
being used (The Mouse and the Motorcycle) has
been specifically chosen for these students,
according to their current reading level/abilities.
Allowing students to refer back to their books /4
if having difficulties recalling
information/supporting their responses
(process): Allowing students to refer back to
their books when such difficulties arise will alter
the process that they need to go through in order
to participate in the various discussions at hand.
Just because a student may not be able to
automatically recall information from the
story/support their claims with textual evidence,
does not mean he/she will not be able to
participate in the various discussions taking
place. Allowing students to physically (rather
than just mentally) refer back to the text will
provide them with access to the key
details/information being discussed.
Having verbal discussions prior to asking the
students to fill out their graphic organizers
(process): This will alter the process students
need to go through in order to: recall the story's
new problem; cite the evidence that supports the
identification of the problem; generate a possible
solution to the new problem; identify the
reasoning behind their predictions. Rather than
just asking students to write down this
information, they will be given the opportunity
to initially discuss and think through their
thoughts and ideas orally.
Incorporating turn and talk opportunities
(process): This will ensure that the students
have ample thinking time before being asked to
share their responses via a group discussion.

Reflection on Planning: Reflection on Planning
Demonstrates insight into When planning for this lesson, I was very
lesson content and
pedagogy.
Provides a rationale for
selected strategies,
activities and materials
Makes reference to at least
2 professional readings.
Reflection on Instruction:
Discusses strengths,
weaknesses, formative and
summative assessments,
and teaching goals.
Were the objectives met?
What evidence do you
have that learning
occurred? What went
well? What would you
change? How could this
lesson be improved? What
are your future teaching
goals?
As with my previously-submitted unobserved
With turn and talk, students will get to think
through their thoughts with a partner before
having to engage in a group discussion. In
addition, this will ensure that all group members
receive an opportunity to orally think through
their thoughts, before being asked to write them
down.
excited! Until recently, I had not been using
graphic organizers with the students each time
we met. During my previous guided reading
group meeting, however, I made and
implemented the use of a graphic organizer in
order to help the students stay on track and more
adequately/efficiently organize all of their
thoughts. This proved to go over very well, and I
then became determined to make use of graphic
organizers more often. Not only do [g]raphic
organizers help students construct meaning, but
they also provide a useful way for a teacher to
assess his/her students
(http://www.scholastic.com/teachers/lesson-
plan/graphic-organizers-reading- /10
comprehension). This is just the tip of the
iceberg when it comes to the benefits associated
with using graphic organizers, but one thing that
is important to note is the fact that the
implementation and usage of such a tool still
needs to be meaningful. Students should not just
be asked to fill out a graphic organizer for the
sake of filling out a graphic organizer. Rather,
its usage should be both beneficial and
meaningful. This is something that I tried to
keep in mind when creating and planning for
this lesson. While I wanted to incorporate the
usage of another graphic organizer, I tried to do
so in a meaningful way.
guided reading group lesson, I also made an
effort to have students recognize and understand
the importance of using textual evidence to
support their thoughts and ideas. Ultimately,
textual evidence is what makes students answers
credible (http://www.greatbooks.org/wheres-your-
proof-teaching-kids-to-use-evidence/). Thus, I again
did this not only to facilitate the students
overall comprehension of the text, but also to
convey the idea that using evidence from the
text to support ones claim(s) is a crucial skill.
One of the other important things I did when
planning for this lesson was incorporating a
 number of turn and talk opportunities for the
students. I did this not only due to the fact that
the guided reading group only meets for a
limited amount of time, but also in order to
ensure the fact that all students would receive an
opportunity to the given prompts. I also wanted
to ensure that each student would be able to
share his/her genuine thoughts without having to
feel like their responses were wrong and/or had
to be changed based on the responses initially
given by others. By using the turn and talk
approach, all students would essentially sharing
their thoughts simultaneously. Thus, this would
be less of a factor.
Reflection on Instruction
Overall, I was very happy with the way in which
this lesson went. Team Twains discussions were
both meaningful and purposeful throughout the
course of this lesson, and each of the group
members remained engaged throughout.
As evidenced by students turn and talk
discussions, group discussions, and graphic
organizers, all students were able to meet each
one of the lesson objectives. In spite of this,
though there was one aspect that the students
tended to struggle with: supporting their
conclusions (about the new problem) with
evidence from the story.
While students were able to talk about the
general gist of what happened in the story that
let them know what the new problem was, they
had a difficult time calling attention to direct and
explicit evidence from the text. As a result, one
thing I would modify about this lesson moving
forward would be the way in which I addressed
this aspect of the lesson. Rather than simply
telling students that we are going to be finding
evidence from the text to support our thoughts
and letting them know that it is an important
thing to do, I think I should be more explicit in
my instruction. For example, I can not only give
a more detailed explanation of the skill and its
importance, but I can also model what this
would look like for students beforehand. And,
while this is an aspect of this exact lesson that I
would modify in the future, I cannot go back in
time. As a result, this is an aspect that I plan to
incorporate into my future guided reading group
meetings with Team Twain as we finish up with
The Mouse and the Motorcycle.
Upon talking with my cooperating teacher after

Observation of the Lesson:
Teacher demonstrated
enthusiasm and interest
while teaching!
Student was prepared
provisioned with necessary
materials at hand. LP is
printed with reflection on
planning complete.
Lesson was carried out in
a clear and logical manner.
Students were engaged
throughout and were
aware of what to do and
what was expected of
them.
Total
Proofread your lesson carefully.
You will lose points for errors in
spelling, grammar, and
punctuation.
conducting this lesson, he also informed me that
something (many of) his students struggle with
is finding specific information directly in the
text. After having this discussion, and reviewing
the upcoming chapters of The Mouse and the
Motorcycle, I have decided that I am going to
come up with an activity that explicitly deals
with the students locating specific
information/details directly from the text. This is
something that I would truly like to address in
my work with Team Twain moving forward.
Again, this lesson proved to me that the
meaningful integration of a graphic organizer
really can help students to stay on track, and
organize/evaluate their thoughts. Thus, this is a
strategy that I will continue to incorporate into
my future guided reading group lessons (as long
as it is purposeful).
Also, as with my previously-submitted guided
reading group lesson, providing students with
the opportunity to orally work through their
thinking before having to write was very
beneficial. As a result, this is also something that
I will continue to consider as I plan for future
lessons.
Discusses strengths, weaknesses, formative and
summative assessments, and teaching goals.
Were the objectives met? What evidence do you have that
learning occurred? What went well? What would you change?
How could this lesson be improved? What are your future
teaching goals?
/8
Not Observed /32 Observed /40