This is coursework sample in apa style

1. Literature Lesson Plan 1
LITERATURE LESSON PLAN
Literature Focused Lesson Plan
Student Name
College / University Name
Professor’s Name
Subject / Course

2. Literature Lesson Plan 2
Abstract
Literature reading for graders is a good tool to open the students mind for creative analysis.
It exercises their comprehension level and develops their vocabulary skills. Children book
literature is an effective medium to inject different aspects of learning in a child. It helps self
expression, relate experiences and promote communication skills. For second graders, it
allows their vocabulary skills and understanding to expand in ways that will enable them to
easily adapt to future literature reading. Students can find ways to relate to a character in a
story and enforce self-expression, by sharing such common stories with fellow students it can
open a sense of comfort for others to express as well.

3. Literature Lesson Plan 3
Book: A Letter to Amy by Ezra Jack Keats
Grade Level: Grade 2
DAY 1
Objectives:
LA.2.1.6.2 – The student will listen to, read, and discuss familiar and conceptually
challenging text.
LA.2.1.7.2 – The student will determine the author’s purpose in text and asks clarifying
questions (e.g., why, how) if meaning is unclear.
Materials:
A Letter to Amy Book, Story Sequence Visual Aids, Black Marker
Activities / Procedures:
1. As introduction to the Story Book, the teacher will ask the students if they have received
and/or written a letter to a friend. Teacher chooses several students to narrate in class the
content of the letter (received or written).
2. The teacher will explain the connection of the students experience to the story of the
book. Briefly expanding on what the book is about and how they can relate in the end.
3. The Teacher will read out loud the first paragraph of the story as the students listen. After
the first paragraph, the student will read the next paragraph of the story out loud as well.
The teacher and the students will have alternate paragraph reading until the story is finish,
from time to time correcting words that are mispronounce during the students reading.
4. After reading the story, the teacher will ask the students first who the characters in the
story are. After the students’ recollection of the characters, the teacher will show a visual
aid of pictures (showing the characters and scenes in the story). A student will identify
each character in the visual aid by writing on the right side of the picture the name using a
black marker (e.g. Peter, Amy)

4. Literature Lesson Plan 4
5. After all characters have been identified, the teacher will choose students to write what is
happening in the visual aid using maximum of 3 words only (e.g. writing a letter).
6. The Teacher will ask the student what words are challenging for them to pronounce
and/or read. Student will give out the words they feel challenging to pronounce or read
earlier as the teacher write these words on the black board. The Teacher will then explain
why the author chose the words in the story.
Assessment / Evaluation:
- Assess each student’s listening skills, behavior and oral participation in the class activities
using the teacher’s assessment form.
DAY 2
Objectives:
LA.2.5.2.1 – The student will interpret information presented and seek clarification when
needed.
LA.2.5.2.4 – The student will listen politely to oral presentations by classmate.
Materials:
A Letter to Amy Book, Story Sequence Visual Aids, Picture Visual Aids used on Day 1
Activities / Procedures:
1. The teacher will review the students regarding the characters in the story using the visual
aid from day 1. In unison, the students will say the name of the characters in the story.
2. For recollection of the story, the teacher will ask the students what the character did in the
story (e.g. Peter wrote a letter, Amy run away crying).
3. The teacher will then show another visual aid containing the sequence of the story. The
student will be asked to identify the scene in the picture. For every scene, the teacher will
ask the student “why” the character behaved in that manner (e.g. Peter writing a letter – to
invite Amy to his birthday party). If the student cannot identify the reasoning in the

5. Literature Lesson Plan 5
picture scene, the teacher will reconstruct the question in a manner where a student can
relate more and understand the question (e.g. Why did peter write a letter to Amy? – On
your birthday, who do you want to invite in your party? How are you going to tell them?)
4. After each scene in the story has been identified, the teacher will ask at least 3 students to
volunteer and retell the story of the book in their own words as the other students listen.
Assessment / Evaluation:
- Assess each student’s comprehension skills, communication skills and active participation
in the class activities using the teacher’s assessment form.
DAY 3
Objectives:
LA.2.4.2.4 – The student will write communications, including friendly letters and notes.
LA.2.5.2.4 – The student will listen politely to oral presentations by classmate.
Materials:
1 large envelope, clean sheet of paper, pencil and letter envelope, make shift mailbox
Activities / Procedures:
1. For review of A letter to Amy story, the teacher will ask sets of questions about the
characters and the story.
2. The class will be divided in 2 groups. A large envelope is placed on the teachers
table. When the teacher asked the first question about the story, each team must race
to get the large envelope on the table (e.g. Who will have a birthday party?) Whoever
got the envelope first is entitled to answer the question.
3. After the short game, students will then be paired up in 2. Representing the characters
in the story (Peter and Amy). Each pair will be asked to reenact with dialogues the
important scene in the book that summarizes the story (e.g. peter is writing a letter,

6. Literature Lesson Plan 6
goes out, letter flew, bumps into Amy, Amy run crying, peter sad at the party, Amy
came at the party) Each student is given 2-3 minutes to present the role play.
4. The teacher will then choose which pair presented the sequence of the story
accurately and clearly.
5. Each student is given a clean white paper and a letter envelope. The teacher will ask
the students to write an invitation letter to a friend similar to what Peter wrote to Amy
in the story. Students are to pretend that they will have a birthday party over the
weekend and write an invitation letter to their partner in the pair-up game.
6. After writing a letter, students will place the letter inside the envelope and write the
name of the person they are inviting on the envelope. Students will then drop it in a
huge box decorated like a mailbox in front of the class. After all the students have
dropped their letter in the mailbox, the teacher will then distribute the letter to the
corresponding recipient of the letter.
7. Teacher will call 3 students to read their letter in front of the class.
Assessment / Evaluation:
- Assess each student’s communication skills, vocabulary and writing skills and active
participation in the class reenactment of the story using the teacher’s assessment form.