Name: Amanda Kaercher Obs.

#: Final

Subject Area: Earth Science, World Date: 10/28/2020

History, and Writing
Time Duration: 45 minutes Grade: 4th

Lesson Title: Scholastic News “Battling Blazes” November 2nd, 2020 edition

Unit:

Scholastic News

Content Standard Alignment:

CCSS: RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.8, RI.10, L.4, SL.1 NGSS: Earth and
Human Activity; Ecosystems

CCSS: RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.8, RI.4.10, L.4.4, SL.4.1 NCSS: Time,
Continuity, and Change; Individual Development and Identity

Lesson Objectives/Instructional Outcomes: (Statements of student learning, not student activity - must include
the specific Learning Target for this lesson

Students will be able to analyze how plane and helicopter crews are working to keep people safe during
this wildfire season.

Students will be able to read and reflect on a veteran’s firsthand account of his experiences in World
War II.

Students will be able to write a paragraph defending their opinion on the weekly debate.

Instructional Materials/Resources: (Please include teacher materials and student materials. If you are using a
book, include the title; if you are using a video/video clip, include the link and/or title)
Scholastic News “Battling Blazes”
Wildfires Around The World Video
To The Rescue Video
What Was World War II Video
Honoring Our Veterans Videos
Closer Reading Questions
Know The News Game

Methods and Instructional Strategies

Anticipated Student Misconceptions: (Discuss with CT)

During the videos there are a lot of stop and discuss. Some of the questions I believe are above a fourth
grade level.
For example:
What do you think makes a country powerful?
What does the phrase “Way of Life Mean”?
What about your way of life would you like to defend?

Also the students have not learned about or know what WWII is.

Concept Prerequisites: (What do students need to understand/know prior to this lesson)

I believe Scholastic News does an awesome job of making it so every student could not know much
about the subjects but still get a full understanding. However, if students are aware of current news it is
usually helpful.
For their debate paragraph students have been already using this paragraph form.
1. Topic sentence
2. Three supporting sentences
3. Concluding sentence
Introduction- Anticipatory Set: (May
include a “Hook”) What will you share Why do you think they made this article about wildfires?
with your students about what they will be Can anyone think of any connections about wildfires that is
learning? After your “hook”, state your happening now in the world?
target for your lesson.
Instructional Activities:
It is recommended that you write what you
will do step-by-step or as a numbered or
bulleted list, at least for your first few
lessons.
*Key Questions: (How will you stretch
their thinking?) How is critical thinking a
part of your questioning? *These may be
included in the above section.
Wrap Up-
Synthesis/Closure:
(What will you briefly do to “end” the
lesson, to inform your subsequent
instruction, correct any possible
misunderstandings, and/or tie up any loose
ends. A list of ideas will be provided).
Allow your students to also share what they
have learned. **This is very important in
assessing the effectiveness of your lesson.
1. Monday A Tuesday B (In Person)
2. Why do you think they made this article about wildfires?
3. Can anyone think of any connections to what is happening now in the
world?
4. Now were going to watch some videos to get use thinking more about
wildfires
5. Watch Wildfires Around The World Video and To The Rescue Video
6. Pause and discuss at questions
7. Now that we learned about wildfires. What are the three things that
started the fire in California?
8. This article also discusses WWII. Has anyone heard about WWII?
9. Watch What Was World War II Video and Honoring Our Veterans Videos
10.Pause and discuss as needed
11.Students share veterans in their family/items from the video that come
up
12.Do preview of Wednesday/ discuss what is due virtually
1. Wednesday A Thursday B
2. Review what was supposed to be done for today
3. Do Closer Reading Questions for both “Battling Blazes” and "Fighting
for Freedom”
4. Ask what “I Created a Law” is about
5. Talk about the debate. Raise hands for books/raise hands for movies and
the reasons they had for liking a book or movie
6. Play Know The News Game for Candy.
7. If there is time answer questions on page 8
Friday half day and Halloween Party.
Attached is a copy of my plans I give a week prior for the students online
agenda
Again in every Scholastic News I like to do connections to the real world.
• Why do you think they made this article about wildfires?
• Can anyone think of any connections to what is happening now in the
world?
• Now that we learned about wildfires. What are the three “things” that
started the wildfire in California?
Also, with the more difficult questions we had to break them down/give
examples.
What do you think makes a country powerful?
• Think what allows a country or person be able to do things other
countries or people can’t do?
What does the phrase “Way of Life Mean”?
• Break down the words. What does “way” mean. If I say do it that “way”.
Then add in the word “life”.
• So it’s how you live your life. For example, I go to church every Sunday.
That is part of my “Way of Life”.
What about your way of life would you like to defend?
• Share the one interesting fact you learned to me or a
neighbor(could be the one from at home work or one you just
learned today)
• Remember you will be writing your debate paragraph tomorrow at
home
 Transition(s): (How will you move the students from this lesson to the next? Prepare them for the transition with
time left for independent practice (i.e. 5 minute warning) or other established routine.

Depending on time I usually let every one who wants to share. Once everyone is done we move on.
If it is an independent activity they show me on their fingers how much time they believe they still need.

Differentiation According to Student Needs: (Be certain to consider struggling students, as well as students
who catch on very quickly – be sure to thoughtfully plan learning groups to facilitate learning for all)

Scholastic News is awesome and gives a Spanish version, a lower level reading version, and it will read the article
out loud for the students.

During class Ms. Urban sets up a computer next to a student who has a visualize impairment that way he can see
much easier.

I give students freedom to share as often and as long as they would like. This allows them to answer at their
understanding and comfort.

Assessment (Formative and Summative): (This is not necessarily some type of formal assessment, but
how do you plan to check for student understanding? Exit slips, Turn & Talk, Thumbs Up/Thumbs Down,
making rounds around the room are all examples, or consider creating a quick quiz using Plickers,
Kahoot, or Socrative. In addition, how will you document your findings?)

Students answering closer reading questions.

Students holding up one, two, or three fingers while playing Know The News Game.
Students turning in their debate papers.
Students sharing during videos “pause and talks”

Personal reflection on the lesson: Complete after you teach the lesson. Place in binder or GREEN
folder for my review the next time I visit your classroom.
(Be thinking about questions you will ask yourself after you teach the lesson. There is no need to type out
your reflection – you are welcome to simply write your reflections at the bottom of your lesson plan)