Name: Tony Breska

Date: May 2, 2016

Lesson Title: A Journey to Nome
Grade Level: 4th
Type of Lesson: Small Group
Instructional Strategies Used: Frontloading Vocab, Journal Writing,
Shared Reading
Content Area: Language Arts
Subject Matter: Reading (Balto and the Great Race)
Content Standard:
RL.4.3
Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text.
W.4.1
Write opinion pieces on topics or texts supporting a point of view with
reasons and information
ELD Standard:
Productive
W.4.1
Supporting own pieces and evaluating others opinions in speaking and
writing.
Lesson Objective: BTEOTL the students will be able to describe the
setting of the story using key details from the chapter.
Assessment:
Formative: Teacher will ask students during the reading what they
feel the text is saying, and ask them additional questions that apply to
the chapter.
Summative- Teacher will have access to the students journal writing
and can check to make sure that the students pulled out key
information to validate their opinion.
Lesson Modification:
EL: Student will be able to have the question translated into Spanish
as well as sit next to another student in the class that is bilingual.
Special Needs Student: Student will have the question typed up for
them, and will be able to have designated seating.
Technology:
Chromebooks
Into:
Teacher will explain to the students where we will be meeting for
our reading group today, and explain to them that they need to
bring their book, readers notebook and chromebooks with them.
Teacher will explain to the students the objective for todays
lesson.
The teacher will give the students who were absent a chance to
share their predictions of what they think the story will be about.
Teacher will go over vocabulary with the students from the

chapter.
Students will write down the key vocabulary in their readers
notebook.
Through:
Teacher will read the chapter to the students as they follow
along.
The teacher will stop periodically throughout the chapter in order
to assess the students.
Beyond:
The teacher will explain to the students that we are going to be
completing a daily journal after we read.
Explain to the students that were absent yesterday that they are
to open their Google Docs and click on the document titled
Balto Reading Group.
Teacher will then display the daily question. How would you
describe the setting in one word? Find one piece of evidence
from the chapter to support why you chose that word.
Give students about 3-5 minutes to work and then ask for
volunteers to share their journal entry.
Reflection:
This lesson went really well today. This lesson was part of a reading
group that I meet with personally every day. We have recently finished
our reading group book, and are now starting into a new one. We also
decided to add a journal part to our reading groups where the students
will be answering a question from the chapter after every day of
reading. The students seemed excited about the journaling process as
well as enthusiastic about the new story that we are going to be
reading. I am really looking forward to reading this book with these
students.