Lesson Plan Format:

Teacher: Shelbie Zukoski

Grade Level: 4th

I. Content and Standards: Standards for this lesson are aligned with the content, the
text and materials.
Content: Language Arts (Reading, Language, and Spelling)
Standards: Standard - 1.6.4.A: Listen critically and respond to others in small and
large group situations. Respond with grade level appropriate questions, ideas,
information, or opinions.
RF.A.2: Understand nonfiction appropriate to grade level
RF.B.3: Understand concepts and organization of nonfictional text.

II. Prerequisites: State the understanding and knowledge that is necessary for this
lesson.
Students should be able to read with understanding and have completed the prior
lessons on Animals Come Home to Our National Parks.
Students should understand what a predicate is and be able to identify the
predicate/s of a sentence.
III. Instructional Objective: Indicate what is to be learned and what you will teachthis must be a complete objective. Write this objective in terms of what an individual
student will do.
Students will be able to identify compound predicates within a sentence.
Students will be able to create their own sentences using compound predicates.
IV. Instructional Procedures: BDA Description of what you will do in teaching the
lesson, and, as appropriate, includes a description of how you will introduce the
lesson to the students (Before), what actual instructional techniques you will use
(During), and how you will bring closure to the lesson (After). Include what specific
things students will actually do during the lesson. In most cases, you will provide
some sort of summary for the students.
Before: I will begin the lesson by explaining that today will be our wrap up day
before we begin taking our tests tomorrow. I will explain that we will begin todays
lesson by reading the 3rd story in our unit (the informational story). The name of the
story is Saving a National Park. After reading the story we will answer the questions
that go along with the story. We will then complete page 19 in our A/O/B books.
Once students finish their practice page books we will move on to language arts.
Today in language arts we will be learning about compound predicates. I will

remind students that yesterday we learned about compound subjects and that we
will be applying the same knowledge we learned yesterday to todays lesson. I will
explain what a compound predicate is and we will complete practice examples as a
class. Then students will practice on their own and complete page 10 in their
practice book. To end todays lesson students will complete page 18 in the spelling
practice book.
During: To start the reading portion of the lesson students, as a whole will be
reading the story out loud. While reading we will be completing a guided reading
quest. After we finish the story we will be completing an A/O/B page as a class. The
page asks the students to pull the main ideas and details from the story. Once we are
done with reading we will move on to language arts. Today we will have a review
day before we start a new topic on Monday. We will be practicing finding the
complete subject, complete predicate, simple subject, and simple predicate. Students
will complete the worksheets on their own; they will be tested on these next week.
Once they are done we will go over them as a class. Next we will move to spelling.
Today for spelling we will be completing page 16 in our practice workbooks.
After: I will end the lesson by reviewing what we learned in the story today. Also we
will review compound predicates. I will then remind students that tomorrow they
have their spelling and reading selection tests.
V. Materials and Equipment: List all materials and equipment to be used by both the
teacher and learner and how they will be used.
Reading textbook (for student and teacher)
Leveled practice book (A-O-B)
Spelling practice book
Language textbook (for student and teacher)
Language practice book
VI. Assessment/Evaluation: Describe how you will determine the extent to which
students have attained the instructional objective. Be sure this part is directly
connected to the behavior called for in the instructional objective. Include rubric
where necessary. CONSIDER PORTFOLIOS AND PRESENTATIONS.
I will determine which students have attained the objective by checking their
practice books. I will also assess students through observation of classroom
discussion and oral reading.
VII. Accommodations or Modifications needed for students with disabilities or
ESOL: Indicate how other activities/materials will be used to reinforce and extend
this lesson and for whom. Include homework, assignments, and projects.
For the students who are struggling with text understanding we will answer the
comprehension questions together. Leveled practice (A-O-B) books are offered.

After the class discussion of the answers to the practice books I will talk with the
students who are struggling about the answers to the questions to ensure the
student understands.
VIII. Technology: Describe which technology will be incorporated and describe how
technology will assist learning.
N/A
IX. Self-Assessment Determine here how you plan to collect information that will be
useful for planning future lessons. A good idea is to analyze the difference between
what you wanted (the objective) and what was attained (the results of the
assessment)
Do the students understand the meaning of the story? Are the students beginning to
elaborate on their answers? Do the students understand what a compound subject
is?