Name: Jaime Jones

Text needed: Types of government

Materials: Types of government, Note cards (to display the types of government we are going talk
about), blank paper, pencil, color pencils (available for the students), scrap paper, teacher drawing, a
Monarchy Description, Pictures for during teacher reading (Democracy and Dictatorship)
Common Core State Standard (need both number AND standard written out):
4 – C1.0.2 Describe the purposes of government as identified in the Preamble of the Constitution.

CCSS.ELA-LITERACY.RL.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.

CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character's thoughts, words, or actions).

Key Points: Visualize, Inferring, Types of Government

Before Reading
Anticipatory I will start the lesson by reminding them what we learned previously about
Set/Hook government through the previous comprehension skills (Monitoring
comprehension, questioning, and connecting to text). We spoke about federal
and state powers, structures of government, and the power of congress. Today
we are going to dive into learning about three individual types of government:
Monarchy, Democracy, and Dictatorship. We are going to learn about this
through visualizing and inferring. Inferring is important as it helps us draw
conclusions. With visualizing, it is important as it helps us to create a mental
image that helps us understand what we read.

I will then show the students a picture I drew (Picture below) that relates to the
types of government. I will ask the students what they can infer from the
drawing. I will ask the students to jot some notes down then we will have a
group discussion.

● Comprehension Skill or Fluency: Visualizing and Inferring

● Vocabulary: Visualize, Inferring, Democracy, Monarchy, Dictatorship,
Learning Target I Can: represent what Democracy, Monarchy, and Dictatorship is by drawing
I Can: infer and make predictions from the teachers' drawings.
During Reading
During reading After the discussion, I will lead into the students doing a sketch-to-stretch. I will
provide each student a description of a monarchy. Each student will have their own
that is the same as the other plus the teacher. Based on the description and how we
visualize the information is what the teacher and the students will draw. After we
are done, we will all show our drawings. Reminding the students how this is not a
Name: Jaime Jones
professional art class that it may not be perfect. The students will then circle the
details that they pulled from the description.

After Reading
Finally, I will explain to the students how we are going to split our paper into two. I will lay out the
cards in front of them that show Democracy and Dictatorship. Students will label their two sections
with these two types of governments (we already previously did Monarchy together). I will explain to
the students that I will read a brief description of each based on what they visualize. I will read
through each description twice and give the students time for each drawing. While I read the passage,
I will use my IPad, to show a series of pictures that go along with the reading to help the students
visualize better. Afterwards the students will then show their drawings.

Comprehension Skill or Fluency: Visualizing and Inferring

Check for understanding:

-Using your sketches and using your own words, what is Democracy, Monarchy, and Dictatorship (one
sentence each)
-Why is inferring and visualizing useful?

Student should receive at least an 80%

Closure: I will remind and reflect what we learned about the types of government today and what we
learned about visualizing/inferring.

Next Steps: Determining Importance Lesson

Reflection: What went well? What surprised you about the lesson? What changes can you make for
next time? Who needs what reinforcement?

The lesson went great. There were only three students this time as one was absent. I was
surprised that it went so well because spring break was going to start in a day and a half (great lesson to
have right before as they love to draw). I had the table prepared with colored pencils and paper while
they were at lunch. When they came in they were so excited, but was also very excited to see that there
were colored pencils and paper for them. The students explained to me they loved to draw and one of
them even mentioned that they learn best through drawing. All of the group being excited to draw kind
Name: Jaime Jones
of surprised me as I thought one of them may groan or say they did not like drawing. I like how the
students are willing to try and use all of the strategies that I teach them. There were changes that I made
prior to giving my lesson that I prepped for beforehand, but had to add in my lesson plan above. I
thought this was a great strategy to incorporate one of the ELL aids, so I added in additional visuals to
show the students while I am reading the passages to them. This helps ELL students be able to visualize
better what the teacher is explaining. It helps not just ELL students, it helps the other students as well.
The students were thankful for the add-on and it helped them visualize the types of governments. It also
allowed me to incorporate technology into it by using my IPad to display these visuals.

● What was done with the tutees and why (i.e., the strategies and activities presented and/or
reviewed)?

○ The students and I went through the visualization and inferring strategy and spoke about
its importance. I started by asking the students when they do independent reading, do
they visualize what is happening during the book. Many of them said yes. We then did
an activity that used the inferring strategy where I showed them a picture ahead of time
of a king. I asked them what the picture was and they all answered that it was a king. I
asked them how they know that? What clues did you use to tell me that it was a king?
They told me there was a crown, the king held a staff, he had a beard, there's a castle. I
then talked about inferring and how we are going to talk about types of government and
how Monarchy is the first one we will talk about. We then did a sketch-to-stretch activity
together from a passage about Monarchy. Then they did two individually as I read aloud
to them. As I explained above, I utilized ELL strategy and the use of technology to show
additional visuals that helped them with the visualization strategy.

● Consider how the lesson proceeded and if the goals and objectives of the lesson were met.

○ The goals were achieved. The students used inferring skills to explain to me how they
knew my picture was of a king (which led to the discussion of Monarchy). The next two
activities used the visualization strategy. The students at the end had to use their
pictures and what they visualized to write the definition of a Democracy and
Dictatorship.

● How the tutees reacted to the lesson as a whole, what was successful and what less so?

○ The students were excited when they saw the coloring supplies that I prepared for them.
One of the students explained to me that they learned best through drawing, so it was
right up her alley. The other two enjoyed drawing during their free time. They told me
after that they would like to use this strategy during their individual reading time to help
them remember what they read about for their AR test. I overall felt this lesson went
very well.
Name: Jaime Jones
● How the lesson would be adapted for future?

○ This activity taught about different types of government and students can utilize this
strategy for other subjects they encounter. This lesson will help lead into the
determining importance lesson as they had to pull out significant details in this lesson to
draw their pictures.