Lesson Plans

Name___Elise Strongin___

Hunter, a fourth grader, began on the fourth grade level for words in isolation, and went all the way up to the HS level. In the UMS
level he received 90s in both Flash and Untimed, and in HS received 40 in flash and 85 in untimed. For words in context, on the
fourth grade level he received .99 in WRC, in comprehension he answered 3 correctly without looking back and 2 more that he had
to look back at for the answer, for a total of 5 correct, and 126 words per minute. Hunter excels in accuracy but due to his struggle
with fluency and comprehension, he is instructionally at a third grade reading level; his instructional spelling level is Middle Within
Word.
Whole Group (approximately 20-30 minutes daily)
Objectives Students will be able to identify different types of authors purpose within nonfiction texts.
Standards of Learning SOL 4.6 The student will read and demonstrate comprehension of nonfiction texts.
c) Explain the authors purpose
Monday
--Begin with a wholeclass discussion on
different types of
nonfiction texts
considered to be print
media (newspaper
articles, magazines,
etc.); have students
suggest any they can
think of. Assist if/when
necessary.
--Ask students why
authors would take the
time to write different
kinds of nonfiction print
media.
--Continue to let
students contribute
thoughts and ideas
--Introduce the meaning

Tuesday
--Remind students of
what was discussed
yesterdaydifferent
types of nonfiction texts
that are print media, or
news, and what
authors purpose is
--Write the kinds of
texts on the board;
write the four different
types of Authors
Purpose on the board
--Tell students today
well be focusing on to
inform
--Put an article up on
the projector and either
have printed copies or
copies on iPads or
chrome books (either

Wednesday
--Repeat the same
activity as yesterday,
this time focusing on
to explain
--Explain using a news
report

Thursday
--Repeat the same
activity as yesterday,
this time focusing on
to persuade
--Explain using an
editorial

Friday
--Repeat the same
activity as yesterday,
this time focusing on
to entertain
--Explain using a
newspaper cartoon or
comic strip
--The following week, I
would bring in
newspaper for students
and allow them to go
online to designated
news sources; working
in pairs they would be
instructed to find four
articles/pieces of the
newspaper that fall
under each type of
authors purpose

of Authors Purpose
--Discuss with students
the four different
purposes authors have:
to inform, to explain, to
persuade, and to
entertain.

way, make sure each

student has access to
the same article)
--Read the headline to
the class; spend a few
minutes (approx. 10)
and have students read
article silently,
independently.
--When all have finished
reading, ask how the
reader can tell that the
authors purpose was to
inform; as a class, find
clues that led to this
conclusion
--Emphasize the present
of facts, not opinions;
real people and places
as opposed to fictional
--As the discussion is
taking place, teacher
should be jotting main
ideas
--In their writing journal,
have each student
make a T-chart titled
Authors Purpose
--Instruct students to
title one square To
Inform
--Write main ideas
teacher wrote and may
draw a picture to help
explain if desired.

--They would have to

give the articles title,
the newspaper in which
it was found, and bullet
points of how they know
what the authors
purpose was.

Guided Reading (approximately 15-25 minutes daily for each group) (You will be planning just one group for the week, based
on results of the student assessed that would be grouped with other similar readers)
Objectives Students will work with different homophones and be able to identify when use of each is appropriate in sentences.
Standards of Learning SOL 4.4 The student will expand vocabulary when reading
b) Use knowledge of roots, affixes, synonyms, and antonyms, and homophones
Monday
--In small groups split
by reading level,
students will be playing
Homophone Bingo
--Review what
homophones are
--As a group, spend a
minute coming up with
a few examples
--Present students with
Homophone Word Cards
--Have students look
over the words and take
a few volunteers to
share sentences using
different examples
--Present students with
Homophone Bingo
Boards; each board has
3 squares across and 3
down with fill-in-the
blank sentences. The
cut-out homophones
from the Word Cards

Tuesday
--Review rules for
Homophone Bingo
--Distribute game
boards
--Play game

Wednesday
--Play Homophone
Bingo

Thursday
--Play Homophone
Bingo

Friday
--Have students
individually choose five
words from the word list
to write sentences with
--The sentences must be
different from the
sentences used on the
bingo boards
--If there is extra time,
students may draw
pictures of the different
homophones they chose
or can continue playing
Homophone Bingo

will be faced down and

each student, one at a
time will pick a word.
Discuss the meaning as
a group and any
student that has a
sentence where the
homophone fits, gets
that square covered.
The object of the game
is to get 3 sentences in
a row covered.
--For today, just explain
the rules of the game
and have students cut
out Word Cards.
Homework- N/A

Homework- N/A

Homework- N/A

Homework- N/A

Homework- N/A

Independent Reading (Do not really need to plan, but need to know that it fits into you plan each day and that teacher will be
conferring with students during this time).
Objectives Children reading independently each day.
Standards of Learning SOL 4.4 and 4.5The student will expand vocabulary when reading; The student will read and
demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.

Monday
Children reading
independently a book of
choice; teacher
conferring everyday.

Tuesday

Wednesday

Thursday

Friday

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for approximately 30-40
minutes each day).
Objectives Students will learn about narrative writing and independently write their own narrative piece.
Standards of Learning SOL 4.7 The student will write cohesively for a variety of purposes
c) Use a variety of pre-writing strategies
g) Write two or more related paragraphs on the same topic
k) Include supporting details that elaborate the main idea
Monday
--Explain the
characteristics of a
personal narrative:
about yourself, written
in a story format, and
often in chronological
order
--Tell students to
imagine an experience
they had in their own
lives, and that they
would have to explain it
to someone who wasnt
present at the time of
the experience
--Have a few volunteers
share stories of
experiences theyd
want to focus on
--Have students
consider the following

Tuesday
--Review meaning of a
personal narrative
--Cut out a sentence (or
a few sentences) from a
sample personal
narrative
--Each students should
receive an excerpt
--Have students read
excerpts aloud and tape
on the board in the
order they think they
should be in
--After sentences all up,
have a student read it
aloud in the correct
order
--Point out that the
narrative has an
introduction, body, and
conclusion

Wednesday
--Decide on a class
experience to write a
personal narrative
about
--Have students work in
small groups to gather
information about this
experience
--Go around and have
each group share
details; teacher writes
information on board
--Introduce a personal
narrative graphic
organizer; explain that
it is a way to organize
thoughts and ideas into
a logical order
--Model for students
putting ideas into a
graphic organizer

Thursday
--Review the classroom
narrative and the
information put into the
graphic organizer
--Explain the
importance of transition
words to signal the
sequence of events;
give some examples
--Have students get
back into the small
groups they were
working with yesterday
--Each group should
begin to construct
sentences using the
graphic organizer and
transition words
--Students, as a group,
should complete three
draftsintro, body, and

Friday
--As groups are finishing
up drafts, teacher will
look over each groups
work, discuss with
them, give any
suggestions if
necessary
--Once work is approved
by teacher, each group
will be given three
different colored pieces
of paper; blue with the
title Introduction,
green titled Body, and
orange titled
Conclusion
--Students will transfer
the work of their drafts
onto the colored papers
as their final drafts
--Completed colored

questions: Who is the

story about? How did
you know what to tell
first, next, and after
that? What words
indicate who was telling
the story? What kinds of
words make your story
more interesting?
--Explain that when
students are telling a
story of something that
happened to them, they
are sharing a personal
narrative.

--Have students identify

conclusion
papers will be hung up
events and details of
in the class
the narrative
--Have students go back
to seats
--Distribute a copy of
the same narrative in
its entirety in the
correct order it was
written
--Each student should
silently reread the
narrative
--Have students note
again which part was
the intro,
middle/events/details,
and conclusion
(Although not required for this plan because it is already graded, you may want to go back to your word study plan turned in
earlier and add it to this entire plan for future use or if adding this to your ePortfolio to show you complete work in building
cohesive lesson plans for a reading block).