Jorge Merino 13 Dr. McKool ELD 308 Lesson Plan 2: Interactive Read-Aloud Grade: 4 Time: 15 minutes Standard: SL.4.1.

. Engage effectively in a range of collaborative discussions with diverse partners reviewing the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Objective: The students will listen as I read aloud; stopping only to look back on our predictions, connections and wonderings. The students will enjoy listening to this book.

Materials: The book, The Girl Who Loved Wild Horses

Lesson Sequence: Before Reading: Boys and girls, I will be reading the book The Girl Who Loved Wild by Paul Gobel. Has anybody read this? What do you think the book will be about just from looking at the cover? What on the cover makes you think that? Has anybody ever rode a horse? Allow for students to give answers and tell students to put up the peace sign, the pointer and middle finger together, when they have similar answers, so that a variety of answers can be heard. Now lets start the story to see how our predictions match the authors story.

During Reading:

This is a truly beautiful book, but I can see how students can lose focus early listening to it. To keep their attention I will ask questions after page 5 about their predictions and if they have any questions so far. I will also stop to ask these questions: 1. Page 13 Can horses talk? What does the author use when she gives the horse the ability to talk? 2. Page 16 Does anyone know what a colt is? I know I didnt when I first read this. (a young male animal of the horse family, young or inexperienced person)

After Reading: Did everyone enjoy the story? After hearing the ending of this story, do you think the horses the girl rode with were her family members? Why or why not? Turn to your reading partner and discuss this question using evidence from the story.

After the students discuss this for three minutes, discuss the question as a whole group and ask for volunteers. Have the students raise the peace sign when they have similar answers, so that a variety of answers can be heard. We have had made some great predictions and connections to the story and everyone listened really well. Great job! Assessment: I will know the students are successful if they: 1. Participated in the discussion, made predictions, and expressed their ideas. 2. Enjoyed the book.

Lesson Plan #2: Reading Minilesson Grade: 4 Time: 15 minutes Standard: RS.4.4 Determining the meaning of words and phrases as they are used in a text. Objective: Students will uncover the symbolism used in the text by making a chart listing the words or phrases used in the text and determining a meaning for them. Materials: Reading notebook Pen/pencil Handout of pages 11/12 and 13/14 Blackboard/smartboard

Lesson Sequence: 1. Lesson Introduction/Anticipatory Set (Engagement) Boys and girls, earlier I read the book The Girl Who Loved Wild Horses by Paul Goble. Did you enjoy the book? What was your favorite part? This book shows the very beautiful relationship that the Native Americans have with nature, especially in the pictures.

2. State Objective and Purpose Paul Goble uses symbolism very well in this book, through the pictures and words on each page. We will be making a chart listing the words or phrases used in the text and determining at least one meaning for each.

3. Teach and Model Does anyone know what symbolism is? Symbolism is a person, place or object used to represent an idea that is beyond the person, place or objects actuality. One great example is the school bus that you all ride to get to school. To you it is a mode of transportation to get you to school, but to the bus driver it is their job. To someone else that school bus could just simply symbolize another vehicle in front of them in traffic. We all have our views on what symbols mean to us.

Another example is the American flag. To you and me it represents the country that we live in. To soldiers it means the country they are fighting for. Lastly, to people in other countries the flag could mean an opportunity to live a better life. Now I will use an example from The Girl Who Loved Wild Horses. On the first page that I read, the buffalo were a symbol of food that the Native Americans hunted. Towards the end of the story when the girl goes back to ride with the horses, the buffalo are friends and grazing with the horses, rabbits, birds and butterflies. 4. Guided Practice I will pass out the handouts from the scenes on pages 11/12 and 13/14 to every student and draw out t-chart with symbol written on one side and meaning on the other. For three minutes I want you all to work with your reading partners to find symbols and what they could mean to different people and write them in your reading notebook. If students seem to have trouble finding symbols I will prompt them with the next two sentences. If you are having trouble finding symbols I want you to think of the meaning of the night sky to the girl. Also think of the meaning the night sky might mean to the horses. For the second scene, think of the meaning of the beautiful spotted stallion to both the horses and the girl. We will now fill out our chart together. What symbols did everyone come up with? If you have the same answer as someone put the peace sign up when they say it, so that we can have a lot of different answers. What meanings do these symbols have? I will write what I think they mean and then have students volunteer to give their meaning. 5. Independent Practice/Assessment During your independent reading today I want you to find symbols in the story and give a meaning for that symbol in your opinion and that of a character in the story. I want you to write the symbol and meanings in your reading notebook.

6. Closure What does symbolism mean? You can use examples to help you explain it. Do we all have the same meaning for symbols?

7. How will I know the lesson has been successful? I will be able to determine that the lesson was successful if the students participated in volunteering their symbols and meaning for the chart we did together and wrote a symbol and the two meanings in their reading notebook.

Lesson Plan #2: Writing Minilesson Grade: 4 Time: 15 minutes Standard: WS. 4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequencing. Objective: Students will develop narratives using at least two examples of personification.

Materials: Writing notebooks Pen/pencil Overhead projector

Lesson Sequence: 8. Lesson Introduction/Anticipatory Set (Engagement) Boys and girls, The Girl Who Loved Wild Horses helped show us an interesting look at the way authors write. During our reading period we saw the way symbolism can give different meaning to people.

9. State Objective and Purpose Now we are going to look at another technique that Paul Goble used to make his story so interesting and then write our own stories using the same technique.

10. Teach and Model

Does anyone know what personification is? If we take a close look at the word itself, what word do you see within that word? Yes, it is the word person. So do you think that this word may have something to do with a person or people? Personification is taking objects, like a pencil or paper, and giving that object characteristics of a person. Characteristics include feeling emotion, movement, speech, thinking, etc. Lets look at an example from the story. After the girl gets lost with her horses, she awakes to a beautiful spotted stallion who told her that he was the leader of all the wild horses who roamed the hills. What human characteristic does the author give the stallion? The author gave the stallion the ability to talk. Another example in the story occurred before the storm came, Angry clouds began to roll out across the sky with lightening flashing in the darkness beneath. What human characteristic does the author give to the clouds? This is a form of description that the author uses to help portray and give the reader a unique view of the object or animal. Now I will give you an example of a story that I wrote, using personification on the overhead projector.

I woke up one morning feeling really sick. My dog walked toward me telling me he was hungry. After I fed him I went outside and the sun instantly made me feel by showing its bright smile. The birds were singing and each car roared as it passed me. The world is alive and made me forget I was ever sick. 11. Guided Practice Now I want everyone to get with your reading partners and write personification examples in your writing notebook. It can be anything from something inside The pencil begged me not to wake it up from its nap, to something outside The butterfly danced across the sky. Keep in mind you will be using these examples for your story, so think of some examples that could be used as characters in your story. I am going to give you about five minutes to come up with as many examples of personification as you can. Then we will come back together and share some of them with the class.

12. Independent Practice/Assessment

Now I want you to write a story using at least two of the personification examples you came up with in your writing notebook.

13. Closure What is personification? Can anyone give me an example? What can this do for your writing? 14. How will I know the lesson has been successful? You will be able to determine the lesson was successful if the students cooperatively made examples of personification and wrote their own stories using at least two examples of personification.