Lesson Plan Template

Name: Ashley Pynaker Grade Level: 4th

Target Content/Lesson Topic: How to read a text to find key details Date: 10/2/20
Planning
Essential Question 1. Essential Question: How do I find definitions of words I don’t understand to find important details
What is the essential question that this in a text?
lesson addresses? What is the core 2. Core Purpose: To be able to use context to understand a word they don’t understand so they can
purpose of the lesson that includes the
make logical inferences about the text they are given
strategies and skills necessary to
accomplish the deeper learning in the 3. Larger Unit of Study: This will help them be able to locate specific details even when they don’t
standard? How does this lesson fit into know a word offhand to make inferences about what the text is saying.
the larger unit of study?
State Learning Standards R.4.1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly
Identify relevant grade level standards and make logical inferences. (RI&RL)
and Learning Outcomes from the State
Content Learning Standards, Common RF.4.4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Core Standards, and school learning
outcomes.
Learning Targets/Objectives Students will be able to find key details in Charlotte’s Web and infer what the text is saying and use graphic
What should the students know or be organizers if they don’t understand a word.
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping
Describe how and why students will be I can put kids in groups of 4 to read a chapter and highlight words they struggle to understand, use a graphic
divided into groups, if applicable organizer for ‘linking words’ to find definitions, and summarize the chapter using what they found.
(homogeneous, heterogenous, random /
based on ability, interest, social Co-Teaching Strategy
purposes, etc.)
Co-Teaching Strategy
How did you collaborate with your co-
teacher to plan, instruct, and assess
NOT
learning? What Co-Teaching Model will

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 you employ?
-One Teach, One Observe
-One Teach, One Assist
APPLICABLE
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation (4 ways, 1 from each category)

Respond to your students’ needs and Content- I can give higher level learners (if i don’t have them work with lower level learners) do 2 chapters
adjust the content, process, product, instead of just one and give half a chapter to lower level learners.
and/or environment to reach individual Process- I can give an example of how to look for key details and use the graphic organizers if they need to in
learners based on their readiness, the chapter by reading a chapter and showing it to them how to do it .
interests, and learning preferences Product- Have definitions on the graphic organizer of linking words and connector words and an example on
(Tomlinson, 2014). Discuss planned
the back. Or provide groups who struggle with a shorter chapter in the book
supports here.
Learning Environment- In the groups given, I can make sure they are in groups with 2 the lower learning
levels and 2 higher learning levels so the higher learning levels can help the lower learning levels the content
more. and keep many of the same learning levels together.
Assessment
Formative Assessment I’ll be walking around the class and asking them how they are doing and what new words they have found.
How will you monitor student learning Most of the chapters definitely have words that fourth graders would have to use sentence clues to
throughout the lesson? Be specific understand, but they aren’t extremely hard.
about how your chosen assessments I’ll also be looking at their graphic organizer to see how they are doing on figuring out the new words and if
connect with the objectives above. they are getting key points from the chapters.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Summative Assessment They will be presenting a summary with new words and definitions to the class to show they understood what
How will students demonstrate mastery they read and can infer definitions and key words from a text based on the context of the sentence and story.
of the standard? Note: This assessment
does not have to occur during/after this Rubric
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
2

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 Procedures (Teacher[s] will…, Students will…)
Describe the presentation of the overall I will have pictures up on the board of random characters from different books and I will ask the students to
lesson. come up with a fun story themselves about the pictures. After one story is given, I will ask another student to
Introduction and Connection to tell me the important parts of the story that the other student just told. I will ask why that student thinks
Previous Learning they’re important. I will ask another student the same question about the important parts and why. After I
● Anticipatory Activity (Hook) hear from a few students I will ask them what makes up an “important part of the story” and write their
● Activate prior knowledge. answers on the board. I will then put up a short passage from Charlotte’s Web and ask a student to read it out
● Be sure students understand loud for the class. I will then ask the class if there are words they did not understand from the passage and
procedures and instructions for then proceed to show them how to use the “linking words” worksheet. Then I will ask the same question based
lesson.
on the short list we made: what are the important parts and why. Then I will explain that the important parts
● Establish clear expectations.
● Model concept
of a story help us not only figure out what's happening in the story allowing us to summarize, but also think
The Introduction, During, and Wrap-up about what might happen next. Using the same passage I will model what I want them to do with the chapter I
groupings/ instruction/ lesson will assign each group. I will then assign them groups and hand out books as well as the graphic organizers.
progression might look different!
During (Lesson Progression) Students will work in their groups and read the chapter they are assigned together. I will designate one
In this portion of the lesson, you will be student to be in charge of writing down newer words or words they may know but don’t exactly remember
letting go and letting students engage in what it means from everyone (even if every student knows it in the group except one, they write it down for
productive struggle; engaging in gradual that one). Another student will be in charge of making sure everyone gets a turn to read from the chapter.
release, inquiry, or other learning Another student will be in charge of writing down the important key points that everyone comes up with after
methods. Please write what you are figuring out the new vocabulary. and the last student will be in charge of keeping the time and turning in the
looking for in terms of:
assignment after they present. I will be walking around visiting each group to see what they have and how
● Students’ thinking and how they
will start the lesson
they are doing. When the time has finished I will call groups up to present the chapter they were given, their
● Provide appropriate support new words and definitions, and a summary of what the chapter was about. The the timekeeper will give their
(not explaining how to do it) papers and books to me before they sit back down
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension After the kids have all presented, I will ask them what they need to look for when they are reading a chapter or
This is where you have students talk even a whole book in order to summarize it. I will take a few answers and build more questions off their

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 about their thinking and share strategies answers. I will then ask for their favorite moments from the chapter they read and why. I will finally ask for
with the whole class. It’s important to their favorite new word having the class vote based on all the answers. I will put the favorite new word with
name strategies and use academic the most votes on the word wall we have in class to refer back to at a later date.
vocabulary here, extending the lesson to
broader ideas.
● Promote a community of
learners
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials, Charlotte’s Web
Equipment and Technology “Linking Words” Graphic organizer
Attach a copy of ALL materials the Paper
teacher and students will use during the Pencils
lesson; e.g., handouts, questions to White board/Promethean
answer, overheads, PowerPoint slides, pictures of characters either printed or put on a slide.
worksheets. List equipment or
Rubric
technology that needs to be available.

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