Lesson Plan 3





Lesson Title & Subject(s): “A New Sister” vs “Owl Moon”


Topic or Unit of Study: Realistic Fiction


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):

Students will present a realistic story idea in complete sentences using the book “A New Sister” that was read in class as the model for the outline of the plot.




Instructional Materials:

“Owl Moon” book


“Youtube read along of “Owl Moon”

Computer with internet access 



“A New Sister” found on https://www.getepic.com/app/read/46461 (access code lvq1843)


Resources: https://www.getepic.com/app/read/46461




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


  1. Student Prerequisite Skills/Connections to Previous Learning:

Students must be able to use basic reasoning skills and have the understanding to brainstorm.


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


Presentation Procedures for New Information:


I will turn on the smartboard and navigate to www.getepic.com/app/read/46461 and present the students with the classroom access code.

As the students get to the website, I will introduce the book and discuss what realistic fiction is.

Today we will discuss what “realistic fiction” is. I will discuss/review “Owl Moon” and present instances where the setting or characters are realistic and ask the students to give their own examples from the book.


**Realistic fiction is a story that may have drawings, cartoon characters or other illustrations in the book but it is a story that could actually happen in real life. The characters in the book do things that you might really see people doing in real life and the setting could actually be a real place and not made up.


Before any author writes their book, they have ideas, they have to brainstorm even more ideas  that could be interesting and might seem realistic. Let’s write them down.


* I write, “ A girl searches the neighborhood for her missing hamster.” I think this would be a good idea for a plot because it really COULD happen and that silly hamster could get up to all kinds of no good if it had the neighborhood to roam before he was found. Do you have any ideas?


I will now start the book reading on the smartboard so that the students may hear it read aloud.


I will ask students:

Anyone know what the author’s story line idea could be?

Were any parts of the story realistic to you?




  1. Guided Practice: 25 min

I will again explain that before any book is written, the author brainstorms. Today we are going to brainstorm like a real author and come up with a few different possible story ideas of our own.


  • I will follow up my sentence above with another sentence:

“The wiley hamster knew his girl was searching for him, but it was more fun to follow the ant trail than answer her.”


I will have students volunteer their own ideas and discuss what makes them realistic.

I will remind students that they need to keep a couple of things in mind when brainstorming:

  • The stories should be realistic fiction.
  • Only use one complete sentence to sum up.


  1. Independent Student Practice: 25 min

Students will partner up and brainstorm, writing a minimum of 5 story ideas per student.

Students will be prepared to explain why their sentence could be considered realistic fiction.



  1. Culminating or Closing Procedure/Activity/Event: 30 min

Students will return to seats and I will tell them they should think of me as a publisher and I’m looking for the next great book idea and need to be WOWED with ideas. I will then ask students to wow me with their one liners.

After students participate, I will have students take their favorite one liners (doesn’t have to be their own) and write me a short story using a Google Doc and submitted via Google classroom (can be 3-5 paragraphs)

Instructional Strategy (or Strategies):

Direct Instruction

Interactive instruction

Differentiated Instruction Accommodations:

SpEd student will have a peer partner

ELL students will have vocabulary sheets and access to audio of story


Use of Technology:

I will use a smartboard and the website getepic.com for the book to be read aloud to the class.

Students will write a story using Google Docs and submit via classroom.

Student Assessment/Rubrics:

The story submitted via Google Classroom will be graded for complete sentences and realistic aspects. Students must score at least a 75% on the story to have achieved comprehension.