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Sopheaktra Chan Literature 30-40mins

Grade 4

Lesson: Reading Comprehension

Unit Overview
Main Idea (Claim) Summative Assessment
- Students will be able to read well, Final Test on the Story.
understand the story clearly and precisely
that they can actually retell it to others.
- Students will love the book not just
looking at the cover pictures
- Students will be able to use their
thinking skill to think how we can
understand Gods story (cultural
mandate)

Guiding Questions Objectives (know/understand/do/value)

The student will . . .
1: How do we know that the book we read
is good or not and interesting or not? Be able to identify which book is good
2: what is the book about? to read.
3: Is the cover pictures tells all the story? Be able to use the positive point of the
4: What are we going to read? story into their lives.
5: Do you think you like the book?
6: Do you like the pictures on the book?
7: Who is interested in the reading this
book?

Time Instructional Procedures and Strategies

5- Beginning the Lesson
8mins Teacher: Greet the students and ask questions about their daily life like:
How are you today? Did you sleep well last night? Did you have a good
breakfast? and then play a Simon Says games with class for about a few
minutes.
Students: Answer the teachers questions and play Simon says games.
Teachers: Let the students sit in a circle and introduce the topic by ask
guiding questions.

Developing the Lesson

Teacher: show the students of two books (Peter Pan book and Tom and Jerry
10- Book). Before let the students decided which book to read, the teacher going
15min explain why the book they going to read is significant and why we choose it
s (the book is not long or short, the book is about life story, the book has plot
and development and the book does not have too many difficult words).
Teacher: Let the students read one sentence each as they read, continue on
asking questions to students as they read, after reading then divide the
students into groups of 3 and let them choose from one chapter each to
discuss and explain the theme of the story and select a few groups to give out
their opinions.
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Sopheaktra Chan Literature 30-40mins
Grade 4

Teacher: Hand out a blank piece of paper to each students and ask them to
write down what happen in the story (the problem, the solution and the
8- outcome). Moreover, ask the students to write a reflection after the story plot.
10min The reflection should be What will they do if they were the main character in
s the story?

Closing the Lesson

Teacher: Ask final questions
1. what is the story about?
2. what do they think?
3. do they like the book?
4. what about the characters?
5. which character do they want to be?
6. If they are those characters, what will they do instead?
7. how does it connect to Christian worldview?
8. How does it connect to their life?
Teacher: Select several students to answer these questions and end a class
with Postcard activity which Teacher let the students to write what have they
learned today to their parents.

Informative Assessment Differentiation

I. Quiz on the reading part
II. students will express their idea of
their reflection.

Resources
Peter Pan book, quiz papers, blank paper and paper for postcards

Lesson: English (Adjectives)

Unit Overview
Main Idea (Claim) Summative Assessment
Use the adjectives to fill in language that Test on the adjectives by the end of the
created by God to use it in the correct week.
way and way to encourage others.

Guiding Questions Objectives (know/understand/do/value)

1. What is adjective?
2. How do we tell the difference between
noun and adjective?
3. How many adjectives do you know so far?
4. Is adjective important?
5. How many adjectives are there?
The student will . . .
Be able to identify the adjectives in each
sentence.
Be able to memorize most of the
adjectives and use them in their writing.
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Sopheaktra Chan Literature 30-40mins
Grade 4

Time Instructional Procedures and Strategies

8- Beginning the Lesson
10min Teacher: Greet the students with good morning and the how are you today
s class?
Students: Respond to the question with difference perspective
Teacher: Remind the students about the regulations in the classroom
Teacher: Ask the students to look around in the classroom and try to find
how many kind of color are there in the class?.
Students: walk around to look for difference colors.
Teacher: Settle the class back to normal and introduce the topic today (We
going to learn about adjectives and the name of the color like pink or blue are
the adjective that describe the difference color of the objects)
10-
15min Developing the Lesson
s Teacher: Show a short clip of adjective
Students: Watch the clip carefully
Teacher: After the clip ask the students a few more about adjective like: Do
you know what is adjective now? What is adjective? and then hand out an
individual worksheet to let the students fill in the blank using the adjective
giving above in the correct sentence.
Students: work quietly and raise up their hand if they have questions or
need help
Teacher: Go to individual student and help then go through their work. If the
students finished before other they can go to read story book quietly on the
mats.
Teacher: Play a slide games with students (about adjectives) and try to let the
students to memorized the adjectives that they cover in class. Moreover,
hand out a blank paper to each students and ask them to write a short story
about their family by using the adjectives that they have just learned.
6-
8mins Closing the Lesson
Teacher: Collect the worksheets.
Teacher: call all the students back to their seats and ask reflection questions:
1. What have they learned today?
2. Is adjective important?
3. When can they use the adjective?
Students: try to answer the questions
Teacher: Congrats and encourage the students to find more adjectives words
for next time they meet.
Teacher: Wrap it up and hand out the homework sheets.

Formative Assessment Differentiation

1. Worksheets that help the students to Teacher let the students work
identify the adjectives in each sentences independently on their own and the
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Sopheaktra Chan Literature 30-40mins
Grade 4

2. Games that help the students to teacher will go from one student to
memorize the adjectives that they have another to help them.
learned in class.

Resources
https://www.youtube.com/watch?time_continue=3&v=HSbB2FbckUk, Worksheets,
textbooks, blank papers.

Lesson: English (Adverb)

Unit Overview
Main Idea (Claim) Summative Assessment
Students gain understanding of Final test on adverb on Friday.
linguistic through adverb and
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Sopheaktra Chan Literature 30-40mins
Grade 4

connect the linguistic to the

creation.

Guiding Questions Objectives (know/understand/do/value)

1. What is the adverb? The student will . . .
2. How do we know that adverb is Be able to identify the adverbs in
important? the sentences.
3. How do we use the adverb? Be able to practice the adverbs and
4. What do adverb do? be able to list some adverbs
5. Why is there an adverb?
6. Should we always use the adverb
in the sentences?
7. How do we tell the difference
between the adverb and the
adjective?

Time Instructional Procedures and Strategies

8- Beginning the Lesson
10min Teacher: Greet all the students with
s Good morning students
Ask how are they doing today?
How was there night?
What did we learn from the past two weeks?
Students: Going to answer the questions
Teacher: Do the opening lesson by do an activity with the students. The
activity is the teacher show a picture on the slide and let the students guess
the word to it. If a student got it right, then give him/her a point and who
collected ten points first will win a prize. Repeatedly show the pictures and let
them guess the words.
Teacher: After the game is finished then the teacher will the introduce the
lesson (we are going to learn the adverb to day which I had list in the game.)

Developing the Lesson

10-
Teacher: Hand out the list of adverb and ask the students to read one by
15min
one. Each student read one word and try to explain what it means, if the
s
students cannot explain then the teacher will help him/her to explain. Both
students and teacher work together for about 5mins.
Teacher: After the reading is over then the teacher will hand out two
worksheets. One worksheet is an article that students should be reading and
the other worksheet is a fill out worksheet from the reading.
Students: Work individually on the worksheets, if they have questions then
they should raise up their hand and wait for the teacher to help them.
Teacher: Walk around and help the students and at the same time assess
their understanding by asking more questions individually.
Teacher: after the students are done with their worksheets, then the teacher
will ask the students to think of their 3 favorite adverbs and ask them to write
on the board (select a couple of students to do that.) the students should be
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Sopheaktra Chan Literature 30-40mins
Grade 4

able to explain clearly what the words mean and why they choose them.
8-
10min Closing the Lesson
s Teacher: Wrap it the lesson up by asking reflection questions
1. What did we learn today?
2. Is adverb important?
3. Should we use the adverb every times and every day in our sentences
and speeches?
Students: Try to answer the question all together
Teacher: Give instruction for homework for next time they meet (Bring 10 new
adverbs)

Formative Assessment Differentiation

1. Students will be working on the Teacher will go from one students to
worksheets individually and the another and help them with their
teacher ask more questions while worksheets and ask oral questions for the
they are working. assessment.
2. Evaluate on the students
understanding while they giving
their speech of their 3 favorite
adverbs.

Resources
PowerPoint slides with pictures, Worksheets, pencils or pen