Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate: Kim Butler
Name of Lesson: Unit 3 Week 4
Subject: Reading

Grade: 4th

Rationale for lesson:

This lesson is being taught to teach the students about reading a biography. They will
learn that real people can make a difference in everyones lives by the things they take
initiative to do.
Learning outcomes:
The students will be able to tell the Main idea of the story and also be able to tell the
Point of View. This lesson will also help work on their comprehension of the story.
Assessment of student outcomes:
I will measure the learning outcomes using the sticky notes from the Close reading from
the main idea that the students have listed. Also, using the Point of View graphic
organizer to ensure the students have understood what the author wants them to take
away from the story. The students will also take the AR Comprehension test to test their
comprehension of the story.
Related Foundations/Indiana Academic Standard:
SL.4.1b
SL.4.2
L.4.4b

L.4.6
RF.4.3a

Follow agreed upon rules for discussions and carry out assigned roles.
Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 4 reading and content, choosing flexibly
from a range of strategies. Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning of a word.
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being and that are basic to a particular topic.
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to read unfamiliar multisyllabic
words in context and out of context.

RI.4.1
RI.4.3
RI.4.8

Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific
information in the text.
Explain how an author uses reasons and evidence to support particular
points in a text.

Materials Needed:
Close Reading Chart
Sticky Notes
Pencils
Practice Book pg. 138
Fluency Read pg. 133
Point of View Graphic Organizer
Lesson/Activity Presentation:
Anticipatory set:
Ladies and gentlemen, today we are going to learn about a very special lady who made a
difference in the world. We are going to do a Close Reading, which is a little different
then we normally do. I believe you will really enjoy this story and later in the week you
will get the opportunity to write your own proclamation on something you want changed
to make the world better.
Teaching procedures:
Monday 1/19/15
NO SCHOOL-MLK Jr. Day
Tuesday 1/20/15
Give Fluency Read twice timed for 1 minute each
Present Vocabulary words for the week. Pg. 206-207 in student edition
Address
Divided
Haste
Opposed
Perish
Proclamation
Shattered

Tension
Go over the Essential Question of the week How can words lead to change?
Discuss the picture on pg. 204-205 student edition
Read pg. 204
Have students turn and talk to their neighbor about Nelson Mandelas
quote.
Answer both questions on the page.
Reading/Writing Workshop (teacher edition pg. 208-209)
Words for Change student edition pg. 208-211
Doing Close Reading with this story.
A) Students read silently
-Use sticky notes for write down words they dont know
-Use sticky notes for the main idea the story
B) Then I will read the story and the students will listen
C) Students will re-read and find evidence to support their main idea
May have to finish Close Reading on Wednesday if we run out of time
Wednesday 1/21/15
Give Fluency Read twice timed for 1 minute each
Review vocabulary
Connect to words TE pg. 230-231
Reinforce the words TE pg. 230-231
Review Main Idea
Words for Change
Reread
Minilessons
Latin & Greek suffixes TE 216-217
Plurals TE 218-219
Practice Book pg. 138
Preview/Read leveled reader TE 232-233
Nellie Bly Reporter for the Underdog
Thursday 1/22/15
Give Fluency Read twice timed for 1 minute each
Reread leveled reader
Nellie Bly Reporter for the Underdog

Use Point of View graphic organizer

Writing Prompt
Write a proclamation for something you want to see changed
When finished with writing prompt students may work on the computers
IXL program-Language Arts review skills
Friday 1/23/15
AR Comprehension test on leveled reader
Vocabulary test
Spelling test
Guided & independent practice:
The students will read the story the first time individually, and then I will read it a second
time to the group. The students will use sticky notes to write down the words they dont
know and also to jot down what they believe is the main idea of the story.
Closure:
I will end the lesson by reviewing what vocabulary words we introduced. Then
reminding the student of the essential question and discuss how the story related to that
question. Then let the students know that we will continue to review and discuss this
story and then add the leveled reader on Wednesday.
Differentiated instruction:
I will use the Approaching Level leveled Reader, and also an abbreviated Spelling list.
Since this is a Special Education Reading group the entire lesson has been differentiated
for them, working a little slower and using the sticky notes to help them visualize the
words they are struggling to understand.
Multicultural emphasis (if appropriate):
Not applicable to this lesson.
Technology (if appropriate):
IXL Computer program for Language Arts skills used at the end of the day for 30
minutes.
Reflection on lesson: