Lesson Plan #6

Date: Monday, February 6

Subject: Language Arts (Whole group Instruction)

Indiana Standards:

4. RF.1 Apply foundational reading skills to demonstrate reading fluency and

comprehension.

4.RL.1 Read and comprehend a variety of literature within a range of complexity

appropriate for grades 4-5.

4.RL.3.1 Explain major differences between poems, plays, and prose, and refer to the

structural elements of poems and drama.

4.RL.3.2 Compare and contrast the point of view from which different stories are narrated,

including the difference between first- and third-person narrations.

4.RN.2.1 Refer to details and examples in a text when explaining what a text says explicitly

and when drawing inferences from the text.

4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details;

summarize the text.

4.RV.1 Build and use accurately general academic and content-specific words and

phrases.
4.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) on grade-appropriate topics and texts, building on others ideas and expressing

personal ideas clearly.

Essential Question (for the week): How do writers look at success in different ways?

Lesson:

Introduce the Concept T266-267

Build Background pg. 290-291

Listening Comprehension

Interactive Read Aloud T268-269

Connect to Concept: Achievements

Preview Genre: Narrative Poem

Read Aloud Sams Box

Preview Comp. Strategy: Visualize

Vocabulary:

Attain: To attain something means to work hard to achieve a goal.

Dangling: Dangling means hanging or swinging loosely.

Hovering: A hovering object stays in one place in the air.

Stanza: A stanza in a poem can contain any number of lines.

Connotation: If I say the tree is scrawny, the connotation is different than if I say the tree is thin.

Denotation: The denotation of joyful is full of joy.

Repetition: When you repeat words in a poem, you are using repetition.

Instruction:

Have students read the Essential Question on page 290 of the Reading/Writing Workshop. Tell

them that success can take many forms.

Discuss the photograph of the boy playing baseball. Focus on how catching a baseball during a

game is an example of an achievement.

- A triumph is a big achievement. Winning a Little League championship is a triumph.

Another kind of triumph is overcoming ones fears.

- Many stories show how characters attain, or achieve, success. This may happen when a

character finds a solution to a problem.

Talk about it- Ask: Do you think success is always a positive thing? Why or why not? What are

some stories that you can think of in which the character triumphs or attains some kind of

success? Have students discuss in their groups.

Tell students that writers look at success in different ways. Let students know that you will be

reading aloud a poem about a boy who succeeds in writing poetry. Have students listen for

descriptive details as you read.

Preview Genre: Narrative Poem. Explain that the text you will read aloud is a narrative poem.

Discuss features of a narrative poem.

- Gives an account of a fictional or real event

- May have a rhyming pattern or a repeating line or phrase
- May use imagery to create a picture in the readers mind

Point out that readers can visualize, or form pictures in their minds, as they read to help them

understand the text. Readers use descriptive details in the text in order to picture situations,

events, images, or characters.

Think Aloud (after first stanza): I can visualize to help me understand what is happening in this

first stanza. I can picture all of Sams poems spilling out of the box.

Think Aloud (after second stanza): This description helps me visualize the boys grandfather as

he winds his pocket watch. Ive seen a pocket watch before, so I can use this to help me visualize

and understand.

Think Aloud (after third stanza): After reading this stanza, I can close my eyes and visualize the

box filled with poems and the rubber band that holds the top on so they wont fall out.

Genre Features: With the students, discuss the elements of Read Aloud that let them know it is a

narrative poem. Ask them to think about other texts that you have read or they have read

independently that were narrative poems.

Summarize: Have students briefly retell the poem Sams Box in their own words.

Work pages:

Sams Box:
When the lights are out
 for the night, and the last
good-night is said,
I reach under my bed
and pull out my box,
and open it up to see
a pile,
a nest,
a gaggle of
poems
spilling out,
all written by me!
Heres one about Mom, who can make
the best cookies, pies, and cakes
and even corn on the cob,
but
really and I mean, really,
the clumpiest, most disgusting
oatmeal ever.
This ones about Gramps who
has a gold pocket watch
that doesnt tell time,
or chime,
but he winds it
every day
and pretends that it does.
This poem is about me,
Sam,
because thats who I am.
 Im happy that my name
is so easy to rhyme.
Because sometimes I like rhyming,
and sometimes I dont.
My box is almost full, so
I use a rubber band
to hold in the
pile,
the nest,
the gaggle of
poems
all written by me,
bursting to get out!