Lesson Plan 2





Lesson Title & Subject(s): Owl Moon Part 2


Topic or Unit of Study: Questioning and Text Structure


Grade/Level: 2nd


Instructional Setting:

A diverse 2nd grade classroom with word walls and visuals lining the walls relevant to this unit on owls and the book “Owl Moon”. Vocabulary words have been placed within sight of all students for reference as we proceed. Seating is in a horseshoe shape to promote collaboration and participation as we proceed.




Lesson Objective(s):


After reading “Owl Moon” Students will ask and answer questions to demonstrate understanding of the text with 75% accuracy.


Using a text structure worksheet, students will identify the text structure, tell where it was used within the story and explain how the text structure helped in understanding with 75% accuracy.




Instructional Materials:

“Owl Moon” book


Youtube website with read loud of book

Understanding text structure worksheet

Understanding text structure exit slips

Asking questions worksheet

Asking questions exit slips

Practice asking questions worksheet

Vocabulary Connections Worksheets (2)



List any sources used during the planning of the lesson using the APA format.




Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):


  1. Student Prerequisite Skills/Connections to Previous Learning:

Students must understand “why” we sak questions when reading a text. Students must understand the meaning of words used in the book.



  1. Presentation Procedures for New Information and/or Modeling: 25 min


Presentation Procedures for New Information:


Today we will explore “why we ask questions” and how it can help us in better understanding what we are reading.


I will ask the students:

“Do your parents do anything to make you feel special?”

Do you have any traditions in your family? Name a few


I will explain that readers ask questions because it makes reading more interesting. By asking questions readers can turn a story into a treasure hunt of information, only it’s their job to ask the questions. When readers ask questions, they think about what they already know and what they want to find out.


I will discuss that when you choose a book, it is important to ask questions before you read. Read the title, the back of the book, look at the picture; what is it about. What are curious about? What do you think you will learn from the book?


I remind them that you should ask questions WHILE you read. Think about asking questions that will help you answer who or what the book is about and where the story is taking place.


I will explain that readers also pay attention to text structure because understanding

how text is organized will help you become a better reader.


Authors use the following text structures:

Description – when a person, place, thing, or event is described

by listing what it looks like, how it works, or what it does.

Sequence – when information is given in chronological order

(first, next, then, last / morning, afternoon, night)

Problem and Solution – when a problem is explained and a

solution is discovered

Compare and Contrast – when an author writes about the ways

two or more people, places, or things are alike and different

Cause and Effect – when the author explains why something

happened (cause) and what happened (effect)


To conclude, I will remind that it is important to ask questions AFTER the book is finished. Did you understand what you read?  Is there anything confusing about the book? Is there anything you wonder about?


At this time we will read “Owl Moon” for the second time. (Smartboard, chromebook + youtube and physical book will be utilized)


  1. Guided Practice: 20 min

After the 2nd reading, I will ask students to think back to the pages we stopped on and discussed yesterday. I will pass out the “practice asking questions” worksheet as I go back to the targeted pages and we will discuss and answer together.

I will go pack to each page. Read the page and ask the question. I will ask students to reflect and discuss the question with a partner as we explore.


  1. Independent Student Practice: 20 min

After the class completes the guided practice, I will have students work on the worksheet “practice to understanding text structure”. Upon completion of the worksheet, students will work together to compare answers and further “question” as they compare their answers.


  1. Culminating or Closing Procedure/Activity/Event: 25 min

Students will work on together in pairs on the worksheet “Vocabulary Connections”. Each student will choose a different word from the text and follow the directions as they use the word in a variety of different ways. Students will then swap papers with their partner and discuss if they would have chosen the same usage and why. The 2nd worksheet will have students work together to find words in the text that were knew to them. They will discuss what they “think” it means, context clues that made them think that and then the real definition.

Instructional Strategy (or Strategies):

Direct instruction




Differentiated Instruction Accommodations:

ELL students will have worksheets and word walls in their native language

Hearing and vidion impaired will use the youtube read along on their Chromebooks to follow the story


Use of Technology:

Smartboards, Chromebooks and youtube will be used so that all students can follow the story. Online research resources and Google slides will be used to research and make a presentation.

Student Assessment/Rubrics:

Students will be assessed using the worksheets turned in. Scoring above 75% shows comprehension.