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Yonekura 1

Block Lesson Plan


Transition: Center Time
February 21, 2017

Block Lesson Plan

Teacher: Jaydeen Yonekura Date and Time: February 21,2017 8:45am


9:45am
Class (Content Area): Grade Level: 4th Grade
Language Arts/Center Time

Purpose: The purpose of this lesson is for the teacher to have small group time with
all students in three different reading groups. Students are grouped by their reading
levels. During this time, students will transition three times to three different Centers.
Each center is designed for students to complete a different task. During this time
students have small group, and independent learning time.

This is important for students because students need small group time with their
teacher to work on reading comprehension skills at each of their level, and learning
needs. Teacher can practice these skills, and practice these learning needs in a more
direct manor.

Objectives:
Students will be able to:
1. Use grade level appropriate language to express precise actions, emotions,
and states of being from the text.
2. Paraphrase presented information.
3. Refer to details and examples in a text when answering a comprehension
question.
Common Core Standards:

L.4.6 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.
RI.4.1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.

GLOs:
Complex Thinker
Effective Communicator

Hawaii State Teacher Standards:

Standard 1 Learner Development


Standard 2 Learning Differences
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Block Lesson Plan
Transition: Center Time
February 21, 2017

Standard 3 Learning Environments


Standard 4 Content Knowledge
Standard 5 Application of Content
Standard 7 Planning for Instruction

Assessments: These assessments will be made during the discussion period of


the ELA Center Time Lesson.

Criteria Meets Developing Well Below


Proficiency Proficiency
Paraphrase Student uses Student Student does
presented appropriate attempts to not show
information language, and use understanding
specific words appropriate of appropriate
or phrases to language, and language, and
express specific words specific words
feelings and or phrases to or phrases to
states of being express express
feelings and feelings and
states of states of
being. being.

Uses text Student With prompting Student does


evidence to independently student uses not show
answer uses details to details and understanding
questions and examples examples in when
from the text the text when prompted to
when explaining and use details and
explaining and drawing examples in
drawing inferences the text when
inferences about the text. explaining and
about the text. drawing
inferences
about the text.
Grammar
Worksheet: Student can Student Student is
Linking Verbs identify linking attempts to unable to
10 questions. verbs. identify linking identify linking
Student verbs. verbs with
Identifies at Student prompting and
least 8 linking Identifies at support.
verbs correctly. least 6 linking Student
verbs correctly. Identifies at
least 3 linking
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Block Lesson Plan
Transition: Center Time
February 21, 2017

verbs correctly.

Materials:

Wonders TE Unit 3, Week 4 Day 1


Orange Leveled Reader: Nellie Bly Reporter for the Underdog by Julia Wall
Blue Leveled Reader: Nellie Bly Reporter for the Underdog by Julia Wall
Green Leveled Reader: Nellie Bly Reporter for the Underdog by Julia Wall
Center Sheet Instructions

There are three reading groups comprised by their reading levels. (Orange, Blue,
Green)

Paper passers will pass out new Center Sheet.

Teacher will project Center Sheet and read directions for Day 1 to class. Students will
be highlighting directions.

Move to Centers. (20 minutes in Each Center)

Center One: Read Leveled reader (Nellie Bly Reporter for the Underdog by Julia
Wall) with Teacher
Center Two: Complete Vocabulary Chart
Center Three: Kid Biz Complete Article must receive 75% or higher to receive sticker
for chart.
*Students complete Center Two and Three independently. Teacher monitors these
centers periodically.

Center One: Read Leveled reader with Teacher (20 minutes)


Leveled Reader: Nellie Bly Reporter for the Underdog by Julia Wall
Teacher must complete two chapters with all three reading groups.
Preview Text
Ask students: What do you predict this text is going to be about. Ask two
students to share their predictions.
What is the genre of this text? Review components of a biography.
Begin reading text. Students will take turns reading text, and teacher will
periodically read paragraphs for time sake.
Pause between pages and ask students comprehending questions to check for
understanding. Remind students to use text evidence. Remind students to read
fluently and to read with expression. When teacher reads, she will model these
strategies.

Questions to Ask During Reading:


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Block Lesson Plan
Transition: Center Time
February 21, 2017

Orange Group:
Preview Text
Ask students: What do you predict this text is going to be about. Ask two
students to share their predictions.
What is the genre of this text? Review components of a biography.
Begin reading text. Students will take turns reading text, and teacher will
periodically read paragraphs for time sake.
Pause between pages and ask students comprehending questions to check for
understanding. Remind students to use text evidence. Remind students to read
fluently and to read with expression. When teacher reads, she will model these
strategies.

What is the meaning of a journalist on page 2? Remind students that the greek
suffix ist means one who practices
o Teacher will give a few more examples of words with the suffix ist.
(vocalist, cartoonist, artist, typist, florist)
o Students will think, turn, and tell with their partner. (2 minutes)
Turn to a partner and tell one way life was different for women in the 1800s.
o Students will work with their partner, and find text evidence of how life
was different for women in the 1800s.
o Teacher will ask two students to share their responses.
Paraphrase to a partner how Nellie Bly helped people who lived in the asylum
on Blackwells Island.
o Students will work with their partner, and find text evidence of how Nellie
Bly helped people who lived in the asylum.
o Teacher will explain what an asylum is. (A shelter for people who are
sick.)
o Teacher will ask two students to share their responses.

Blue Group:
Preview Text
Ask students: What do you predict this text is going to be about. Ask two
students to share their predictions.
What is the genre of this text? Review components of a biography.
Begin reading text. Students will take turns reading text, and teacher will
periodically read paragraphs for time sake.
Pause between pages and ask students comprehending questions to check for
understanding. Remind students to use text evidence. Remind students to read
fluently and to read with expression. When teacher reads, she will model these
strategies.
What obstacles did Nellie Bly face in becoming a reporter?
What is the Latin suffix of acceptable on page 4? What does it mean?
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Block Lesson Plan
Transition: Center Time
February 21, 2017

How does the primary source quote on page 7 help you understand Nellie Bly?

Green Group:
Preview Text
Ask students: What do you predict this text is going to be about. Ask two
students to share their predictions.
What is the genre of this text? Review components of a biography.
Begin reading text. Students will take turns reading text, and teacher will
periodically read paragraphs for time sake.
Pause between pages and ask students comprehending questions to check for
understanding. Remind students to use text evidence. Remind students to read
fluently and to read with expression. When teacher reads, she will model these
strategies.
Why does the author place quotation marks around the word safe on page 2?
Define acceptable to a partner.
How does page 5 contribute to your understanding of the text?

At the end of 20 minutes, teacher will ask students to transition to their next center.
Teacher will meet with all three groups.

Concluding: Spelling/ Grammar (Time permitting, this may be completed after


recess)
Paper passers will pass out spelling packets.
Project the spelling worksheet.
Introduce new skill for the week, which will be plural words.
Read and highlight directions. Complete first question as a class for an
example.
Direct students to put away spelling packet in homework folder. This is their
homework assignment for tonight.

Paper passers will pass out grammar packets.


Project grammar worksheet.
Introduce the new skill for the week, which will be linking verbs.
Call on a student to read each bullet point at the top of the page.
Highlight key words.
Read and highlight directions. Complete first question as a class for an
example.
Direct students to complete the rest of the worksheet independently.
Teacher will walk around and monitor students, and help struggling students.
(3-6 minutes)
Pick a stick, read the sentence and call upon the chosen student to answer
each question.
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Block Lesson Plan
Transition: Center Time
February 21, 2017

Towards the end of the Reading Block, the recess bell will ring. Depending on how the
lesson is going, teacher may ask students to remain their belongings at their desks if
students are still in centers. Excuse students who are ready for recess.

Adaptations and Extensions:

During the grammar lesson, as students are independently working on the grammar
page, teacher will walk around to monitor their work. If students are struggling,
teacher will assist.

Struggling Students:
During the Center Time, teacher will spend time with orange group working more on
skills that need improvement. Teacher may review vocabulary words, or reading
comprehension strategies. Students may have questions about other vocabulary
words that they dont know the meaning of (ELL Students). Generally, this group may
need more time completing the leveled reader throughout the week.

Management Considerations:

Orange (Group 1)
Student 2 is sometimes off task, and unfocused. Teacher calls upon him during
discussions to check for understanding. Teacher walks around and is sure to check is
work to make sure he is on task. Student has classmates that assists him to be
prepared for the lesson. (finding the correct page, giving him reminders, helping him
write down things that need to copied from the board.)

Student 16 sometimes seems tired and off task in the morning. Teacher will remind
student to focus, and if needed student is allowed a bathroom break.

Blue (Group 2)
Student 15 sometimes seems tired and off task in the morning. Teacher will remind
student to focus, and if needed student is allowed a bathroom break.

Green (Group 3)
Student 17 may get frustrated when he asks a question, he often asks questions that
are vague. He does not like to explain what he is trying to say, and gets frustrated. I
calmly reinforce what the directions are. Other classmates are very helpful, and they
also try to assist him with his question if the teacher does not understand. Another
management skill that is already embedded in the lesson is underlining and circling
key words that may help him understand what he needs to know.

Reflections:
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Block Lesson Plan
Transition: Center Time
February 21, 2017

I enjoy teaching students during Center Time because it is a time that is spent in
smaller groups to give students more attention that is needed. Students often feel
more comfortable to ask questions that they may feel uncomfortable to ask during
whole group discussions. I find that the ELL students ask questions about words they
do not understand during Center Time, or concepts that may be unclear to them.
During this time, I could answer their questions, and provide additional help to these
students. Center Time is important because the teacher can also focus on the needs
of each student. For example, in the low level reading group, we focus on vocabulary
words, and practice comprehension skills. Something that could be improved in this
lesson is to think of different activities for students to work on independently.
Vocabulary worksheets and writing prompts work well, although I think maybe doing a
paired reading activity could also work well during independent work time for Center
Time.