Lesson 2 of 10 Lesson Plans

Lesson plans are really fun and hard to come up with. I enjoyed presenting my lesson plan, receiving the constructive criticism to help me better my lesson, and listening to my fellow classmates creative lesson plans:

Rebekah: I like that you included a clip for the students to watch. I am a visual learner and I am starting to see that most kiddos now a days with the progression of technology seem to be as well. Great lesson plan!

Marley: I love your experiment mostly because I have seen it done before and I think it is super cool and partly because I know any kid would love to make smores, lol!! Very cool!!

Karen: I love Musical Theater so anytime there's a chance to add music to a lesson I'm there, lol. I love your lesson!


This is my lesson thoroughly enjoyed putting this together.

Teacher:  Grob, April	Class:  Reading / Writing (ELA) 4th grade
Unit: Group Reading (book club reading; whole group reading)	Lesson Title:  Character and Setting and some Reading Comprehension		Duration: 40 Min 15 min reading aloud together as class (1st two chapters) 10 min on character and setting 15 reading IDR reading the next 2 chapters.
Objectives: Given previous lessons (in years pasts or in a review of a previous lesson), students will be able to tell who the main characters are with 90% accuracy. Given previous lessons (in years pasts or in a review of a previous lesson), students will be able to tell the setting of the events taken place with 90% accuracy. Given previous lessons (in years pasts or in a review of a previous lesson), students will be able to know when the story has taken place with 90% accuracy.		Standard(s): 4.R.1.A b. drawing conclusions by providing textual evidence of what the text says 4.R.2.A b. describe the personality traits of characters from their thoughts, words, and actions.
Materials: Class set of books Paper to write down the answers to the questions below Folder to keep work in Pen/Pencil		Bloom’s Taxonomy: Knowledge: students will be recalling from the text who the main character(s) are and locate character traits of the character from the reading. Evaluate: students will give their opinion on what they believe a character trait of a character is by using the text.
Anticipatory Set: Review that  based on the book cover, what do we think that the book is about? (this sort of question always strikes up funny conversations.
Teaching: Input Explaining that we need to keep track of the main characters and the events taking place so that we can identify the problem(s). Modeling reading their 1st two chapters for my students while they listen and writing down things on post it notes when “something pops up that I think I need to remember” and putting that on the page that I took the note from. I would also explain to the students what I am doing as I am doing it so that they understand what I want them to do when I tell them to later go back to their seats for the IDR part of the assignment.
Guided Practice: the class and myself reading the first 2 chapters of the book together as a read-a-loud paying attention to who our main characters are, setting, and what the problem is. I will also let the students know that I am writing things down on a post it as I described in the modeling portion, I would also have them write down any notes they needed on their post it notes as well and placing them on the proper pages. Doing the first 3 points on the story retelling rope together after we read the first two chapters together.
Independent Practice: Students will read the next two chapters alone for IDR and answer the questions I have for them on a worksheet
Closure: We will come back together as a class and do a thinking map of the Main Character Carly Beth that can later be added to if necessary
Extension: Questions during the reading that would allow deeper thought for the answers for students that are capable of more than 1 to 2 word answers.		Modification: This is a modified version of the Somebody Somewhere retell for students don’t quit understand the one above.
Checking for Understanding (throughout the lesson): Students will answer any questions that I have during the guided practice portion of the assignment and I will check with the thumbs up and thumbs down. Students will answer questions as they read, on the worksheet that I hand out to them before they start reading. I will let students know that they are also able to raise their hand and ask questions if they aren’t sure what something means.
Technology used: none
Thinking maps used: Bubble Map of the Main Character
Research Based Instructional Strategies Used Identifying Similarities and Differences (Marzano’s 9) Summarizing and Note Taking (Marzano’s 9)