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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards

Objectives
Audience-2
Behavior-3
Condition-1
Degree-4

DETAILS
Cassie Szmyd
English
4th Grade
April 8nd, 2015

Every story has specific events that lead to a main idea.

Why are specific details important in a story?

E04.B-K.1.1.3: Explain events, procedures, ideas,


steps, or concepts in a historical, scientific, or technical
text, including what happened and why, based on
specific information in the text.

E04.B-K.1.1.1: Refer to details and examples in a text


when explaining what the text says explicitly and when
drawing inferences from the text to form a main idea.

As a class, students will determine specific events that


occurred in the text 1 out of 1 times.

In pairs, students will draw inferences to form


summaries and the main ideas from the text 2 out of 3
times.

Observe during a discussion to make sure every


student has an input.

Illustrate three inferences then draw one main idea


picture they concluded then turn in for grade.

Critical thinking, problem solving, and decision-making.

Think creatively and work creatively with others.

BLR-Change the number of questions, partner with a


higher-level reader, re-read parts of story, have a copy
of the book at home.

Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications,
(Differentiation)

CK

ALR-partner with lower level reader and give extra


work.
VI- enlarge the text, preferential seating, have a
recording of the lesson.
ADHD-wear a weighted vest, weight on their lap,
preferred seating.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure
Must include
adaptations &

CK
Activating Prior Knowledge
Ask students about any pets in their life and if they
make an impact (specifically dogs)
Hook/Lead-In/Anticipatory Set
A student will read the back of the book aloud to the
class. Students will determine the mains characters and
discuss what they think the story is about. Every
student will go up to the chalkboard to write an
inference they made from the back of the book.
Big Idea Statement
Every story has specific events that lead to a main idea.
Essential Questions Statement
Why are specific details important in a story?
Objective Statement
Read Chapter 1 of Because of Winn-Dixie to determine 3
summaries/inferences and the main idea of the first
chapter.
Transition
Move desk into a circle to read first chapter (popcorn
read).
When move into pairs, pick a spot in the room that suits
the students best to work in pairs on an activity.
Key Vocabulary
Produce- food bought at a grocery store
The pound- where Winn Dixie was rescued from
PreAssessment of Students
Hook/Lead in set
Modeling of the Concept
Read Chapter 1 together as a class in a big circle-

accommodation
s for students
with special
needs

popcorn read.
Guiding the Practice
Frequently pause and ask questions related to the story
about the characters, setting, what is happening
(events) and why it is happening. After the reading is
complete, students will pair up with the person assigned
to them and compete an activity. The students will draw
and color 3 summaries/inferences they made from the
first chapter and then 1 big picture as the main idea of
the whole chapter. An example will be provided.
Providing the Independent Practice
After the partner work is complete, students will return
to their desks and independently write a predication (2-3
sentences) on what they believe will happen in Chapter
2 of Because of Winn Dixie.
Transition
Students will move desks back into normal set up after
reading as a class.
Students will then move into pairs and pick a spot
around the room to complete the activity.
Adaptations/Accommodations for Students with Special
Needs
BLR-select an easier/shorter part of the book for him/her
to read, take time on reading to make sure content is
understood, visual vocab cue cards.
ALR-select a difficult/longer part of the book for him/her
to read, give an extra worksheet at the end for more
practice and assign that for homework.
VI-copy chapter one and make font bigger; also chapter
2 because it is homework.
ADHD-copy chapter 1 and give page by page throughout
the reading, copy chapter 2 and have parents do same
procedure at home, move place to place (let go sit in
bean bag chair to read along), have objects handy to
squeeze, and reading windows.
Evaluation of
Formal Evaluation
the
Grade the partner worksheet-out of 10 points (2 points
Learning/Master
for each summaries/inferences, 4 points for big main
y of the
idea of chapter 1)
Concept
Informal Evaluation
As students are completing the reading as a group,
listen for mistakes in grammar and speaking and correct
students. Also, listen for the correct answers given from
the students when there is a pause in the reading and
questions are asked about the chapter.
As students are completing the activity in pairs, walk
around to answer any questions and make sure students
are on task.
Closure
Summary & Review of the Learning

Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection

Before each pair of students turn in the activity, they


have to explain the 3 summaries/inferences they picked
and also the 1 big main idea they came up with.
Homework/Assignments
Read Chapter 2!