Draft Out Your Lesson

Pre-Lesson Plan Thinking

Erase the purple here and the directions below for each area as you include details.
Your Name: Olivia Grade Level: 4
Content Area: Science Theme/Topic: Seasons

Bibliographic Entry for Text Used in this Lesson

Zoehfeld, K. W., & Lamont, P. (2014). Secrets of the seasons: Orbiting the sun in our backyard. New York, NY: Alfred A. Knopf.
Objective(s)
(Content and literacy intertwined) What new knowledge or understandings (content) should the learner gain from working with this text,
and what literacy skills or strategies will be needed to get to that knowledge/understanding. One or two objectives are sufficient.

After this lesson, the learner will:

● Learners will be able to comprehend the book and recall how seasons change by activating prior knowledge with whole
class questions.
● Learners will be able to use graphic organizers to help them understand how the Earth spins and how it rotates.
● Learners will be able to explain why days become shorter or longer through think, pair, and share.
● Learners will be able to summarize how seasons change by writing a summary in their reflection journal.
Techniques Selected
What you’ll do as the teacher to support the reader before, during and/or after reading.

Name, and provide the reference for, each of the three different techniques you will be using.

Name of Technique Reference for Technique (book & page # or website)

Before Activating prior knowledge https://www.teachervision.com/reading-
comprehension/activating-prior-knowledge
During Graphic organizer https://k12teacherstaffdevelopment.com/tlb/why-use-
Think, pair, and share graphic-organizers-in-the-classroom/
After Journal https://www.educationworld.com/a_curr/strategy/strategy0
13.shtml

Before Reading:

Purpose

Why and how do you feel this technique will support students as they prepare to read?

● Activating prior knowledge will help students learn more about seasons and how the Earth rotates. I’ll be able to see how
much students know about the Earth’s rotations and how the seasons change by seeing how students respond to the
questions I ask to activate prior knowledge.

Procedure

What steps will you follow to implement this technique? Be clear, concise, and specific.
 ● The first thing I’ll do is explain the purpose of why we’re learning about the topic. It’s important for students to know
about why the seasons change and how the Earth rotates.
● Next, I’ll ask questions like “does anyone know why days get shorter at a certain time of the year?” and see where
students are with understanding Earth’s rotations and the season changes. These questions help activate prior
knowledge to see what students know about the topic before diving into the lesson.

During Reading:

Purpose

Why and how do you feel this technique will support students as they read?

● First, I will model how to appropriately use a graphic organizer during the read. Students will use the graphic organizer
to understand vocabulary and more details about seasons. Students are able to fill out information as it goes to
understand more about the topic and comprehend information throughout the read.
● Students will work in pairs to utilize the think, pair, and share strategy during the lesson. I will pause the lesson on
certain pages to have students work in pairs to discuss what’s going on in the story and do check points on the progress
the students are making.

Procedure

What steps will you follow to implement this technique? Be clear, concise, and specific.
● I will model how to use a graphic organizer and I will also model how to utilize think, pair, and share. Students will use
this during the entire read. They can jot down what they’re gathering from the reading. It will be useful for students to be
able to organize what is happening in the book.
After Reading:

Purpose

Why and how do you feel this technique will support students after they have read?

This technique will be useful because students will be able to individually summarize what happened in the book with the
journal. The journal will be a place where students can keep all of their thoughts and summaries together.

Procedure

What steps will you follow to implement this technique? Be clear, concise, and specific.

I will personally model how to properly use a journal in an effective way in the classroom. Students will be scaffolded to include
certain details into their summary. I will encourage students to be creative and expressive throughout their journal entry.
Students will be able to effectively summarize the reading through the journal.

Additional Sections

Other Materials Needed

N/A
Adaptations

Different adaptations can be made throughout the lesson depending on the student. The book can be read in a different language or a
version of the book in a different language can be provided to assist any EL student throughout the reading.

Assessment of Objective(s)

As the teacher, I will be doing conferences with the students and stopping in throughout the think, pair, and share to see where
the students are with comprehending the story. The journals will also be read and evaluated after the story is read and the
assignments are completed.

Evaluation

The students will be evaluated off of their journal entry. The journal entry will tell me if students are comprehending the
information or the plot line from the story. I will be able to assess students during my conferences with them during the think,
pair, and share to see if i need to revisit any part of the story or reteach any of the information.

Documentation of Student Performance

 This is a sample of a document I would use to monitor my students’ progress. I would have each students’ number into the document and
then add additional notes of how they perform during the think pair and share and the overall journal entry at the end of the lesson.

Now let’s put your thinking into a lesson plan below. In some places you may simply copy/paste; however, when you get to the lesson plan, I’m
looking for how you are explicitly teaching and supporting the technique. I’m looking for evidence of your gradual release/explicit teaching.
 SUBJECT GRADE

Lesson Planning Science

4

Template
How Will You Cause Learning Today?

TOPIC: Seasons DATE: 7/26/20 PERIOD: N/A

Essential Question(s):

How do seasons change?

Objective of the Lesson

A statement or statements of what students will be able to do AS A RESULT of rather than AS PART OF the lesson.
The objective should be observable, behavioral, and measurable.
Since an objective is a statement of a NEW learning outcome, a Before-During-After sequence is required for each objective.

SWBAT:
Students will be able to activate prior knowledge about the Earth and the different seasons with 80% accuracy.
Students will be able to work with partners to think, pair, and share what is going on in the story with 90% accuracy.
Students will be able to individually summarize the reading in their journal with 90% accuracy.

ASSESSMENT of the OBJECTIVE

Describe how you will collect evidence that individual students have indeed met the lesson objective.

Students will be assessed while activating prior knowledge to see where they are with the content area. Students will be assessed based on their conversations during the think,
pair, and share segments of the lesson as well. Students will be assessed overall by their journal entry on the summary of the story.

T T S S S S

PURPOSE Modeling
SETTING
BEFORE READING, Viewing, or Listening
TEACHER STUDENTS

● focusing attention, laying groundwork, creating interest, ● get STUDENTS thinking about what they already know Discussion Organizing Writing Vocabulary
sparking curiosity…think of it as setting the stage/setting ● cause STUDENTS to bring to mind similar ways of thinking, an analogous idea, or
them up for success previously-learned content or concepts
● make sure students “get” the purpose (not just agenda) of ● STUDENTS are caused to think about that element of today’s learning that is most
today; what it will result in or lead to; the “why” of what close to or familiar to them
they’ll be doing

X Introducing why the topic is important and how this information can be applied to real life situations.
X Modeling questions to be asked to activate prior knowledge. X
 Students are answering questions to activate prior knowledge to spark interest in the category. X

DURING READING, Viewing, or Listening

● strategy(ies) for active engagement with the new content that’s coming
● What are students doing WHILE reading, viewing, or listening?

X As the teacher, I will be inputting my personal experiences with the Earth and what I know about the topic. I will X
work to build personal connections between the topic and the students.
X Students will work on a graphic organizer during the reading to help them organize vocabulary and content in the X X
reading. I will be modeling how to properly use the graphic organizer before the students use it.
X Students will work in partners to think, pair, and share at certain points of the reading. Students will know how to do X X
this after I model how to think, pair, and share with another student.

T T S S S S S

PURPOSE Modeling
SETTING

AFTER READING, Viewing, or Listening Discussion Organizing Writing

Vocabula
ry
Understan
ding

● how will students apply new knowledge in a new way?

● how will students check to see if their understanding is correct?
● how will students be prompted to reflect on what they learned?
● how will students be prompted to reflect on how they learned it?

[Also, Please Note: The Assessment Occurs AFTER the After Phase]

Students will be able to apply their new knowledge and will be able to reflect based off of their journal entry X X X
about the reading. The summary the students provide will serve as the assessment of the lesson. The
summary will be able to show if students understand what is going on in the story.

ASSESSMENT: The assessment will be the journal entry that the students provide to show that they understand what the X X
book is about and how seasons change. Students will have to provide a detailed response on how seasons change and
how the Earth’s rotation works.
 Discussion Organizing Writing Vocabulary

Think-Pair-Share Power Thinking Summarizing Basic Word Map

Authentic Questions Pattern Puzzles Sum It Up Concept of Definition Map
Seed Discussions Graphic Organizers Framed Paragraph Frayer Model
Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers
Group Graphic Organizers Selective Underlining/Highlighting Journal/Learning Log Sentence/Word Expansion
Carousel/Gallery Walk Column Notes/Frames RAFT Word Combining
Concentric Circles History Frame/Story Map Spool Paper Capsule Vocabulary
Clock Buddies Sticky Notes Sentence Synthesis Semantic Feature Analysis
Group QARs Opinion-Proof/Conclusion-Support Word Combining Journal/Learning Log
Problem-Solution

RATIONALE

● Why teach the lesson THIS WAY?

● Why, given this lesson’s objectives, are THESE the best strategies to choose and use? Be specific!
● Explain why this sequence of activities best leads to cultivating the behaviors or performing the skills or displaying the knowledge called for by the objectives.

This lesson is interactive and I feel as if students are given so many more opportunities in this lesson to vocalize what they feel and what they’ve gathered from the story. The lesson is collaborative and gives students an opportunity to work with other students. Students
can scaffold each other by providing information the other student may not have thought about. Overall, the students are constantly communicating and being insightful during the lesson, which gives the students the materials to master the lesson’s objectives. First, i’m
activating prior knowledge, giving students the opportunity to show what they’re learning, and then assessing what the students have overall gathered from the story.

REFLECTION [if lesson was taught]

Was the lesson successful? How do you know? What would you do differently next time?

N/A for this assignment.

Template may be downloaded from http://www.readingquest.org/pdf/