Lesson Plan Format 1.

Name: Cindy Sellman Date/Time: 04/29/2020 9:30AM

Subject: 4th Grade Reading
Unit: 5
Lesson: Lesson 8: Finding the Themes
Knowledge of Resources
Materials Needed (1d)  “Theme” survey (30)
 “Theme” worksheets with summary and theme section - double sided (30)
 The Road Not Taken by Robert Frost printouts (30)
 Since Hanna Moved Away by Judith Viorst printouts (30)
 How To Paint a Donkey by Naomi Shihab Nye printouts (30)
 Poster boards (6)
 Markers
 Projector/Smartboard with the copies of the poems online

Stage 1: Identify Desired Results

Consider goals, content standards, and curriculum expectations

Setting Student Learning Outcomes

Goal RL 4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Learning Goals/Standards Objective(s): By the end of this unit, students will be able to:

 Analyze The Road Not Taken, Since Hannah Moved Away, and How to Paint a Donkey to summarize the poems.
 Analyze how Robert Frost, Judith Viorst and Naomi Shihab Nye portray the themes of their poems.

I can summarize Since Hannah Moved Away and How to Paint a Donkey by analyzing the text.
Learning Targets: Content
What do you want your students to know and do in content
areas?
I can use evidence from Viorst’s and Nye’s poems to determine the theme they are trying to portray to their readers.

I can collaborate with a group to summarize The Road Not Taken and determine the theme Robert Frost is portraying.

Stage 2: Determine Acceptable Evidence

How will you know if students have achieved your desired results?

Pre-Assessment
How will you know what prior knowledge your students have
in relation to these learning targets?
Assessing Student Learning Outcomes
The day before the lesson, students will be given “Theme” survey to students before they leave class. This will be done
prior to beginning the lesson in order to assess the level of familiarity with the concepts and knowledge of themes. The
teacher can look over the “Theme” survey pre-assessment in order to determine what adjustments, if any, need to be
made to the instructions before the beginning of the lesson.

Survey includes these multiple-choice questions:

1.) A theme should be a statement, not just one word. TRUE or FALSE?
2.) The best definition of a theme is:
A.) the lesson the author is teacher B.) the message the author is sending
C.) A word that summarizes the poem D.) How you feel about the poem
3.) When determining a theme, a reader should first consider…
A.) The title B.) The length of the poem
C.) The Illustrations D.) The subject or topic

On-going assessment
What might you do during the lesson to monitor student When the whole class is going over the theme of Since Hanna Moved Away, ask the class to turn to their seat partner
understanding?
and discuss what the theme could be. After the discussion, the teacher will ask for any questions to assist with
understanding.

When the whole class is going over the theme for How to Paint a Donkey, ask the class to discuss with their groups what
the theme could be. After the discussion, the teacher will ask for any questions to assist the students in understanding.

Post Assessment
How will you know that your students have achieved the The post assessment will take place at the end of the lesson. As groups of 5 students (desk groups), students will
learning targets?
analyze The Road Not Taken by Robert Frost. On a poster board, students will work together to write down a summary
and a theme and decorate the poster board with important symbols they learned from the poem. When all groups are
finished, they will present to the class.

Stage 3: Planning Learning Experiences and Instruction

With identified desired results and appropriate evidence of understanding in mind, fully think through the most effective instructional activities

Include students in knowing what they will be doing and why
it is important (e.g. statements/questions/other)
Instruction and Learning Activity
Preparing Students for Learning and Knowing Its Purposes
The teacher will start by asking students if they know what the theme of a story or poem means and any examples of
literature that they know the themes of. The teacher can talk about how “Rain, rain, go away come away another
day” can teach someone about how feeling sad is okay, but to look on the bright side of life. The class can
discuss how “Row, row, row your boat” can remind us that life should be easy, calm and fun. After the
introduction is finished, the teacher will discuss that the purpose of finding themes in poems is to express the
intended lesson and describe what the students will be doing during the lesson and activity. Instruction will begin
on the Smartboard with the copies of Since Hannah Moved Away, How to Paint a Donkey and “Theme”
worksheets handed out to the students.

If time permits, the teacher can ask the class additional questions such as the following:
Do they have favorite poem? What does it teach them?
Do they know anyone that writes poetry or stories?

Lesson Sequence and Delivery

Time

Teacher Student – Differentiated Instruction

5 The students will read Since Hannah Moved Away silently to themselves. Then the teacher will
Min read it out loud to the class.
10 Next, the teacher will ask students to take out “Theme” worksheet. The teacher will lead the
Min class in a discussion on summarizing a poem. Students will write down their summaries on their
“Theme” worksheet. Then, ask the students to raise their hands if they heard any words stand
out, circling the words from the poem on the Smartboard as the students say them. The teacher
will ask questions such as why do they think the author chose those words specifically?
5 The teacher explains that the theme is the message the poem is teaching. The students will
Min then discuss with their seat partner about what they think the theme of Since Hannah Moved
Away. The teacher will walk around and check on group discussions, then tell what the theme is
in their words.
5 The students will read How to Paint a Donkey silently to themselves. Then the teacher will read
Min it out loud to the class.
Gifted and Talented
Those that show advanced comprehension of the lesson will be able to work ahead on
completing the “Theme” worksheets and be given a more complex poem to decipher
independently as the final activity.
English Language Learners (ELL)
ELL will be able to work in groups to practice English in a small cooperative learning
group. Besides using spoken language, the teacher will write more detailed information on
the board when discussing the poems’ summaries and themes. Will be given more
opportunities to ask for clarification.
Hyperactive/ADHD
Those that are more of a kinesthetic learner will be allowed to stand or walk in the back of
the classroom in a low distraction work area. The student can also assist the teacher with
circling and writing words during the instruction time but will work with groups during
discussions. They will be allowed fidget toys or a balance ball chair to use quietly.

10 The students will then analyze and determine the summary of the poem on their worksheet by
Min themselves, then talk to their groups. The teacher will ask the class about their summaries and
if they found any words that stand out, circling them on the Smartboard.
 The students will then talk to their seat partner about what they think the theme of How to Paint
5 a Donkey is. The teacher will walk around and check on group discussions, then tell what the
Min theme is in their words.

An activity will conclude the lesson. Students will be given one poster board for their desk
10 groups, a pile of markers and each a copy of The Road Not Taken by Robert Frost. Students
Min will collaborate to summarize the poem and determine a theme. Students will write their
answers on their poster board.

10 Lastly, each group will stand in front of the class and present their summaries and themes.
Min

Closure/Refocusing Students on Learning Targets

What to ask or say to students? Which poem’s theme was the most relatable to them and why? Discuss the important of themes in literature.
Where else can themes be found besides poetry? Discuss that most literature have a theme to find.

References
Sources cited in APA
CCSS.ELA-Literacy.RL.4.2. (n.d.). Retrieved from https://sharemylesson.com/standards/nga-center-

ccsso/ccss.ela-literacy.rl.4.2.

Determining Theme in Literature: teacher stuff- theme: Reading themes, Reading lessons, 3rd grade reading.

(n.d.). Retrieved from https://www.pinterest.com/pin/352336370823051874/?lp=true.

Shmoop Editorial Team. (2008, November 11). Common Core Standards: CCSS.ELA-LITERACY.RL.4.2.

Retrieved from https://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-4-2.html.

THEME - Quiz. (n.d.). Retrieved from https://quizizz.com/admin/quiz/576ae5070cc84368502a9787/theme.

Tornio, S. (2018, December 13). 50 Must-Share Poems for Elementary School. Retrieved from
 https://www.weareteachers.com/50-must-share-poems-for-elementary-school/.

Post lesson reflection (in field-based courses)

Focus on student engagement and learning outcomes: What did you see the students Focus on your instructional practices: What did you do as the teacher? How effective was it?
doing or saying?