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Culturally Relevant Lesson Plan

Grade: 4th

Time: about 1hour and 15 minutes

Standard: RI.4.8. Explain how an author uses reasons and evidence to support
particular points in a text.
Common Core: CCR Anchor Standards for Reading
1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Super 7 Strategy: Making Inferences

Materials:
The Story Of Chinamans Hat
Powerpoint slides
Example of your own legend to set expectation/give ideas
Paper for all students
Writing Utensils

8:45-9:15 Brain Breakfast (Morning Work)

9:15-9:30 Family Time (Morning Meeting)

-Discuss Thankful Thursday [Allow students to talk about what they are thankful for]
-Go over what today is going to look like
a. I am teaching all day and still have high expectations for them to work hard,
think hard, and listen carefully.
b. Activity: Left side of the room is True, right side of the room is False.
-Explain I am going to read aloud some facts/statistics and they must WALK to the side
of the room that they believe fits the statement.

Goldfish only have a memory of 3 seconds.- FALSE

Adults have fewer bones than babies do. -TRUE


(Because as babies grow many of their bones grow together. I read this off of web md &
science abc)
(Read this fact but include evidence that supports the correct answer.)

Lightening never strikes in the same place twice.- FALSE


(The Empire State building has been struck over 100 times in a year according to USA
today, the weather channel, and abc news)
(Read this fact but include evidence that supports the correct answer.)
[Hopefully students will realize Im giving them the answer for the last two and there will
be less of a divide and more unanimous]-Draw attention to this

Have them sit back down on the carpet.


Discuss how using evidence to back up what I was saying made it much more
believable and created less of a divide between the students and how it is important that
we use evidence to support our thinking in all subjects. This is what our focus is going to
be on all day in all of our subjects.

9:40-10:15 Literacy block one


Standard: RI.4.8. Explain how an author uses reasons and evidence to support
particular points in a text.
Common Core: CCR Anchor Standards for Reading
1 Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Super 7 Strategy: Making Inferences

-Making Inferences slide show [has pictures where they can infer what is going on]

Have students raise their hand when they have an idea about what is going on in the
picture. Have them explain how they know that and connect to maybe some of their own
experiences/ prior knowledge.

-Go over how what they were doing is called inferencing and how we should do this
while we are reading as well. I am going to think aloud with some inferences first, then
students will make inferences and share with a partner and whole group during the
story.
-Introduce book The Story of Chinamans Hat
It is a native Hawaiian legend. Ask about student knowledge of legends and give
examples. [ex. Paul Bunyan, Johnny Appleseed, Bigfoot]
legend- a traditional story sometimes popularly believed as historical, but is not real.

Show image of Hawaii location on world map.(leave up during reading of the book)

10:15-11:05 Specials

11:10-12:10 Literacy block one

-Begin reading the story aloud. Stop at sticky noted pages to think aloud and infer. [only
a few times].

-Designated stop for turn and talks to share inferences


and for sharing inferences aloud. (only a few)

-After end of story, tell students that is just one legend of how the island was created.
Tell quick summary of other legend with lizard and then show supporting images for
both stories.

[other legend]
http://www.govisithawaii.com/2009/09/16/a-tale-of-a-tail-the-legend-of-mokolii-
chinamans-hat/

-I want students to create their own short story/legend of how this island was created.
They can use either image of the island to support their story.

-Each student will be given a hand out of facts about Hawaiian culture to help them build
their story. (Read over quickly for those who may be slower or struggle with vocab)

-Read personal example of making up a legend with cultural influences and explain
instructions and expectations for the writing.

-In the last 5 minutes allow some students to share out their stories