Kelsey Roark

2/21/2017
4th Grade/ Reading/ VA Studies
1 - 1:50
Criteria Description

SOL SOL 4.6b - The student will read and

demonstrate comprehension of nonfiction
texts.

VS.3e - The student will demonstrate

knowledge of the first permanent English
settlement in America.

Content Outline: There is non-fiction text everywhere in

everyday life such as newspapers, maps,
doctors orders, and menus. We need to
be able to read and understand what it
says. Today we will read to comprehend
nonfiction texts about Jamestowns
government using before-, during-, and
after-reading strategies to summarize what
we have read.

Rationale: Students are expected to learn about

Jamestown because it allows the students
to understand when, where, why and how
Jamestown was settled.

Objective of the Lesson: The students will be able to

Formulate questions that might be
answered in the selection.
Identify the importance of the
General Assembly (1619) as the
first representative legislative body
in English America.

Lesson Opening: Students will recite the lesson

objectives.
Students will watch a short video
on Jamestown.
Students will turn and talk to
review and review (spiral) the 3
 language tribes, where they lived,
and one tribal name for each
language group.

Connection: Students have been learning about

Jamestown since the beginning of the year.
They know that the women and Africans
have just arrived to the settlement.

Instructional Strategies/Processes: The teacher will explain that one

way to demonstrate our
comprehension of what we have
read is to formulate questions
about the text before reading. (This
is called a before reading strategy
very similar to predicting)
Explain: formulating questions
before reading sets a purpose for
reading. It also encourages us to
think about what we are reading
while we are reading.
The teacher will model by
displaying a short nonfiction text
on the smartboard about
Jamestowns government. Prior to
reading the paragraph the teacher
will discuss the topic of the
paragraph. Model how to search
out words that repeat in order to
determine the topic.
After discovering the topic, the
teacher will formulate three
questions that might be answered
after having read the text. Make
sure that students agree that the
questions are related to the topic
and could be answered by reading
the text.
Read the text aloud.
Turn and Talk: have students turn
and discuss with a shoulder partner
whether each question was
answered in the paragraph.
 Students will share their thoughts
with the class.
Next, display interactive notes on
the smartboard for todays lesson
on Jamestowns government.
Search out the topic together, and
have students turn and talk once
more to formulate their own
questions that could be answered
by reading the text.
Instruct one person from each
group to write down the groups
questions. Remind students to
make sure their questions are
related to the topic. Each group
will share one question that they
formulated with the class.
Next, students will read the text to
determine if the questions were
answered.
Turn and talk: students will turn
and discuss if their questions were
answered in the text. After
discussing students will share what
they found with the class.

Products: Formulated questions

Assessment: On a notecard students will formulate and

write questions that might be answered by
reading a nonfiction text about
Jamestowns government at least 2 out of
3 times correctly.

Criteria Description

Closure: How can formulating questions prior to

reading help us to demonstrate our
understanding of what we have read?
Possible answers: it can help us to set a
purpose for reading, and encourage us to
 think about what we are reading while we
are reading.

Homework: N/A

Differentiation: Students have the ability to see the teacher

model how to formulate questions in a
text. The students can work together to
have the opportunity to listen and see how
a peer formulates their questions.

Materials/Equipment: Smart Board

Virginia Studies packet
Pencil
Highlighter