AUSL/NLU Lesson Plan Template

Name: Glorya Suk Time: 9:30am - 10:45am Subject/Topic: Reading Date: March 24, 2014 (Monday)

Objective
CCSS: CCSS.ELA-Literacy.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.SL.4.1.d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Objective (SWBAT): Identify specific textual evidence for exaggerating and humor to connect with the characteristics of a tall tale.
Assessment / Exit Ticket: Reading over the story of John Henry again. What do you think that author was trying to say when they wrote that John Henry was born
with a hammer in his hand?
Vocabulary/Key Concepts/Word Wall: hesitate, steam drill, sputter, exaggeration, code the text, John Henry
Materials / Technology: Tall Tale books, comprehension questions, plain white paper, white board, coloring materials, pencil, task list on elmo
Modifications / Accommodations: Visual support, peer support, teacher support


Do Now (3-5 minutes)
Silent, short, pen to paper, complete w/out teacher direction, preview or review



Opening (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.

Today, Im going to teach you to look closely at the text finding exaggerations and humor in the tall tale we will be reading today.
Take out your tall tale booklets. Turn to the story on John Henry. Page 5.
(Academic Narration)

You are going to follow along with your eyes and fingers on the text as I read aloud.
When I pause, you are going to fill in the word, just like how we did when we read Johnny Appleseed on the rug last week.
Put your finger on the first word of the story. (Narrate)

John Henry Read aloud with students at their desk.
- As I read, students will fill in the words as they read along to stay on task.
- Fingers following along

Introduce tasks that need to be complete at their seats.
All eyes up on the elmo. (wait for 100% . narrate if more than one student is not following directions)
Here is the list of literacy activities you need to work hard on getting done. Youre fourth graders, so you need to answer questions in complete sentences. Your writing should
also be on the line and neatly written.
Here is the list of activities:
List:
- Drawing of story in 4 squares (Main character/My favorite part/Problem/solution)
- Reading Tall Tale books independently (Books in the library)
- Vocabulary list
- Characteristic chart in notebook
- Spelling If you finish everything else, you can work on the pages you did not finish in your spelling book

Table captains, bring your marker box for your table.
Paper distributors, come and pass out the materials you will work on today.

You have everything you need at your desk. Listen for the timer when I call your group to come meet me. Bring your tall tale book and a pencil.
Show me youre ready. Remember, unless you are working with me, you are at a level 0. Lets get to work.


Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit):

Call for Group C.

Open to the John Henry story. Today, you are going to first code the text and then discuss with
the group what you found.
Introduce codes that will be used:

X = exaggeration
? = unfamiliar words/phrases
:) = what was funny
V = visualize

These are the codes that we are going to use to find in the text.
Write these codes on the top of the booklet, right above the story.
You are going to use these codes for the first column of the story. Mark all the exaggerations,
unfamiliar words/phrases, what is funny, and visualizations you find while you read.

When youre done finding all the codes in the section, put your pencil down to show me
youre ready. (5-7 minutes)

I do:

- Show list of codes students will use in their text


- Students will refer to the list when they forget what each
symbol means


- Students will participate in group discussion with group
members


- Students will identify specific codes in the text


- Students will explain their thinking and expand upon
another students idea/comment



- Participation


- Questions being
asked (if
necessary)


- Answering the
comprehension
question given at
the end of the
small group.


- Following
directions with
referring to the

Ok, lets bring it back.
We worked on exaggerations last week and you did such a great job coming up with creative
exaggerations.
I want you to talk to each other when you are discussing. Track the speaker and lean in so you
can hear. Speakers, use a loud voice and look at who you are talking to.

With that said, what exaggeration did you find in the first column of the text? Explain what is
being exaggerated. (Narrate)
Who can add to that?
(After one student adds ask lets get 2 more people add to that)

Here is an example: Paragraph 2, it said: people would say that he was born with a hammer in
his hand.

Great discussion on exaggeration. Lets move on to what you found to be funny. What part in
the first column did you find funny?
-- Who can add to that?
(After one student adds encourage lets get 2 more people add to that)

Were there any words or phrases in the text you marked with a question mark because you did
not know what it means (unfamiliar)?
If you know what a word/phrase means, share with your group what it means so we all know
what it means.
- Can you think of an example of that word/phrase?

IF TIME ALLOWS:
#1 Prompt question: What do you think that author was trying to say when they wrote that
John Henry was born with a hammer in his hand? (WRITE YOUR RESPONSE)
(Looking for answers that mention John Henry was a natural builder, he was born to build
and work with a hammer)

#2 move to the next column.

Great work everyone. It is important to keep using these codes as you read so that you can
understand what you are reading and be part of what you read rather than just reading it
because you have to.

Stand behind your chair with your materials. Go back to your seats.

(Wait for students to sit).

Call Group A.
(same procedure as above)

- Teacher will facilitate when needed, but limit the
conversation for students to do most of the
communicating/talking



codes to mark in
the text

Call Group B.
(same procedure as above)

We do (guided practice):


We do (guided practice):



You do (@ Bats):

Students will work independently on assignments that will be collected at the end of class.
- Drawing of story in 4 squares (Main character/My favorite part/Problem/solution)
- Reading Tall Tale books independently
- Vocabulary list
- Characteristic chart in notebook
- Spelling
*Underlined tasks will be collected. Other tasks are choice works.

You do (@ Bats):

- Work independently at level 0

- Have all materials ready on their desk to limit unnecessary
mobility during lesson

- Refer to the list of things to do on the elmo when finished
with one assignment

Exit Ticket


Reading over the
story of John
Henry again.
What do you
think that author
was trying to say
when they wrote
that John Henry
was born with a
hammer in his
hand?


End
Summarize & review content. Preview next days lesson. Homework

Great work today everyone! Those that were at your seat did an amazing job staying on task and keeping the room at a level 0. I knew you guys were going to be awesome at that.

Those that were working with me at small groups did an great job sharing your thoughts and ideas to each other! You definitely showing how great a scholar you are! Great job!

Lets keep up the great work! Clear off your desks and sit in learning position. Show the room monitors youre ready for recess.