Teacher Education Lesson Plan Template

Teacher: Ashlee Dillingham Date: 03/19/2021

Title of Lesson:Drawing Conclusions Grade: 4th
about Author’s Purpose Across Different
Types of Media

Core Components
Subject, Content Area, or Topic
Language Arts
Virginia Essential Knowledge and Skills (SOL)
ELA.4.3.1b Compare and contrast how ideas and topics are depicted in a variety of media and formats.
ELA.4.5.1 Compare and contrast details in literary and informational nonfiction text.
ELA.4.6.4 Draw conclusions and make inferences about text, using textual information as support.
ELA.4.6.8 Explain the author’s purpose.

Lesson objectives
TSW:
-Identify the differences in various types of media
-Identify the author’s purpose for using a specific type of media.
Materials/Resources
colored pencils, Interactive SmartBoard, Chromebooks, Paper
Safety (if applicable)
N/A

Time
(min.) Process Components
3 min. *Anticipatory Set
TTW review yesterday’s topic with a recap by stating, “Remember how we learned about the
different types of media? Remember, authors use different types of media such as video,
audio, text, and image to get their ideas across to different audiences!”

TTW will then ask the students what their favorite type of media is and TSW provide
responses with reasoning.
This activity activates prior knowledge and also introduces the lesson components.
*State the Objectives (grade-level terms). The student should be able to say:

1 to 2 TTW review the I Can Statement:I can compare and contrast the author’s purpose across
min. different types of media.

20 *Instructional Input or Procedure

min. TTW will present on the SmartBoard the Google Slides Presentation and then state, “As we
have jumped from Fiction to Nonfiction, we have been focusing on the Main Idea, Cause and
Effect, and Fact and opinion. As good writers, we are creating our own opinions and learning
how to share them clearly with supporting facts and reasons for readers to understand!”

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TTW explain the sequence of the lesson and media by saying, “First we will read a text and pull
out features and come up with the Author’s Purpose. In between, TTW prompt students to
answer the questions as to what the Author’s Purpose is or can be. Next TTW continue, “Then
we’ll watch a video on a similar topic and find the Author’s Purpose for that media as well!”

TTW displays the ‘Thinking Questions Chart’ on a Giant Notepad to briefly review.

● Why did the author write this text overall?

● Who is the intended audience?
● What purpose do the text features serve?

TTW read the text about Drawing a cartoon face and briefly review the features or the text
afterward.

3 min. *Modeling
TTW model identifying key details that add and pertain the discovering the author’s purpose by
doing ‘think-alouds’.

8 min. *Check for Understanding

TTW ask students questions based on the text during “Stop and Think” sessions to assess
understanding.

15 *Guided Practice
min. TTW re-read the text and TSW draw the cartoon face as they follow along with the instructions.

TTW ask, “Were the directions clear enough for you to follow? Were you able to draw the face
based on following the steps?” and TSW answer each question.

TTW display the video and afterward review the anchor chart’s questions.

10 *Independent Practice
min. TSW watch the video once again and draw the cartoon face. TSW answer the
following questions: “Were the directions clear enough for you to draw the face
successfully? What was the author’s purpose in making the video?”
5 min. Assessment (formal or informal)
TSW reflect on their drawing from listening to the video compared to their first drawing
from listening to the text.
3 min. *Closure
TTW present students the opportunity to ask any questions not recorded in the informal
assessment to answer and review.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

For differentiation, TTW can provide sentence stems to assess comprehension of identifying the author’s
purpose and comparing and contrasting the use of different types of media. For Kinesthetic learners,
drawing the cartoon face assists with enhanced learning. For visual learners, seeing the text and face can
enrich comprehension. For auditory learners, the video used in the instructional input and independent
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 practice can enhance learning and focus.
Classroom Management Issues (optional)
Students may become inattentive or distracted during whole group reading of the text or drawing,
therefore TTW refocus the class before disruptions occur.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

3/19/2021
Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015