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Ruiz 1 Michelle Ruiz Fourth Grade Lesson Plan Kirkbride Elementary School Projected Lesson Date: April 7th,

2014 Term IV: Literacy Lesson Plan Goals/Objectives SWBAT: - Write from different perspectives using specific language and vocabulary - Read informational texts and determine how to analyze important information and facts - Reflect on experiences of reading a given text - How to decipher between characters in a story and draw evidence from the readings on the relationships between characters - Determine the difference between fiction and nonfiction readings on the environment and community and how the relate to one another Standards According to the Pennsylvania Standards (Pennsylvania Department of Education: Standards Aligned System, www.pdsesas.org): - CC.1.2.4.B: Refer to details and examples in text to support what the text says explicitly and make inferences. - CC.1.2.4.C: Explain events, procedures, ideas or concepts in a text, including what happened and why, based on specific information in the text. - CC.1.2.4.E: Use text structure to interpret information. - CC.1.4.4.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts. Materials and Preparation - Seedfolks by Paul Fleischman - Character Perspective Worksheet (used prior to this class) - Reflection Journals (blue books) - Character Notecards name of character weve read about, description of what the character is like - Chart paper for character web, describes how the characters relate to one another thus far Learning Environment and Management Issues 1. The arrangement of the classroom will be the same as it has been for the students all year to provide stability and familiarity for the students. There will be 8 desks per group in four groups to optimize group work during the lessons, and the 8 groups can also be split further into 2 groups of 4 per table for even smaller group work to occur so more students voices are heard. Students will be in these groups for the lesson. 2. Materials that the students need will be passed out by the Classroom Helpers (assigned in the beginning of the week) and will be assisted by myself when needed. In the event of behavioral issues with students, I will be utilizing a Stop Light chart colored blue, green, yellow and red meaning excellent behavior, good behavior, needs improvement

Ruiz 2 of behavior, and unacceptable behavior. Students will move their name when behaving outstandingly well and when they may need a reminded of how to behave. A chime will also be used to silence the classroom when they become too loud. Plan (Approx. 1 hour) 1. The Hook A. Begin with a review of last weeks readings of Seedfolks by Paul Fleischman, discussing with the class the characters mentioned, what happened, why it happened and what important points were discussed in the previous week B. Review the worksheet on Character Analysis and the Reflection Journal students will be keeping throughout the reading of Seedfolks 2. Exploration A. Write descriptive words down for the characters we have already read as a class place the words on the back of notecards with the characters names on the front B. Challenge the students to review the characters by taking on a characters perspective Each group of 8 will take on a character from the previous week, and they must discuss with each other what the character is like, what the character would say and what the character would do in order to answer questions asked by the class and myself Allow time for students to come up with their own questions to ask the different characters in the story o Starter questions asked by myself would include: How did you become involved in the garden? How did you find out about it? What do you do in the garden? Do you grow anything? What plants do you grow and why? What is your family like? Do you have any friends that also grow things in the garden? Do you have experience in gardening or is this your first time? C. Students will then interview the different characters (groups of students that represent the characters) so students must work together to understand the perspective of the character, what the character did and what the character thinks about the neighborhood and the community garden D. Each group will take turns doing this as a review of the characters and each group is expected to ask at least one question to the character being focused on 3. Closure A. To close up the lesson, we will read the next chapter of SeedFolks B. Written reflections will then be done in the blue books called Reflection Journals based on the chapter we will have read in SeedFolks

Ruiz 3 Assessment of the Goals With a worksheet on the different characters and with the collection of journal reflections after the two weeks, evaluation and assessment of the goals will be done after reviewing the students work. Listening to the students play different characters that we have read so far, thinking in the perspective of the character while answering question by the class and myself, I will be able to understand how much they are understanding and how much more we would need to review throughout the week. As a whole class, I will be able to also see how the students are connecting the characters to one another through a character web as well. Anticipating Students Responses A) For any management issues that may occur, a system of moving names on a chart has been set up where students move their names to a particular color according to their behavior. A chime will also be used to silence the class and gain their attention. For tracking participation, a chart will also be created that will give tally points to each group of 8 for their contributions to the discussion. This will determine which order the groups go in during activities. B) Because the lesson does involve working with partners and in small groups, modeling will be a crucial part of the lesson to ensure students know how to act in small groups and how to treat one another. Explaining the materials and the different methods we will be analyzing characters will also be necessary in the lesson to ensure students understand what is expected of them. Accommodations A) For students who may need assistance, being clear and descriptive of the characters we have read about in the past week as well as going over with vocabulary will be useful for their understanding. Allowing them to work with partners and review the materials as well as the notes/journal entries we have made will also assist in understanding. B) For students who may need more of a challenge, beginning to view the relationships between the characters and how their actions influence other individuals is something to view more closely. By creating the character web, the students who finish early can push themselves further by making predictions on how these relationships could evolve in the long run by writing fictional stories about what could happen next.