SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards

Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Miss Vanessa Hadley
Reading Comprehension
4th Grade
2/25/2016 one class period
PA Common Core Standard:
CC.1.1.4.E: Read with accuracy and fluency to support
comprehension. Read on-level text with purpose and
understanding. Read on-level text orally with accuracy,
appropriate rate, and expression on successive
readings. Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
CC.1.2.4.A: Determine the main idea of a text and
explain how it is supported by key details; summarize
the text.
CC.1.2.4.C: Explain events, procedures, ideas, or
concepts in a text, including what happened and why,
based on specific information in the text.
CC.1.3.4.B: Cite relevant details from text to support
what the text says explicitly and make inferences.
Formative Assessment
Students will work with partners to discuss during the
first step in close reading; the teacher will walk around
and engage in conversation with smaller groups.
The teacher will observe students as they make notes
about the passage to answer comprehension questions
at the end of step three.
Summative Assessment
Students will complete a text-dependent
comprehension worksheet that answers the
comprehension questions with supporting cited details
from the passage.
Objective Statement 1: Given ________ passage, 4th grade
students will individually read the passage, annotate, then
discuss thoughts with a neighboring partner with 85%
accuracy.
Objective Statement 2: While listening to the classroom
teacher read, 4th grade students will individually underline
topic sentences and circle key words in each paragraph with
95% accuracy.
Objective Statement 3: Given ______ passage and
comprehension questions, 4th grade students will individually
reread the text, locate evidence, and answer comprehension

CK

questions with cited evidence with 100% accuracy.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Have you ever read a text and sometimes had
difficulty understanding the main ideas and supporting
facts? Can anyone tell me what kind of strategies they
use to help her or him understand the complex text she
or he is reading? *Wait for answer* Well today we are
going to practice overcoming some of those difficulties
you may have. We are going to dig deeper and cite
specific evidence when talking about main ideas from a
passage.
Hook/Lead-In/Anticipatory Set
Looking at the picture of sand and a shovel, lets all
pretend we are somewhere warm. Now imagine you are
digging a hole. First you break the surface, then you dig
a little deeper, and finally you finish digging a whole the
size you want it. Materials for close reading* Digging
holes can be tied to close reading. Readers read stories
multiple times and pay close attention to the details
while they are reading to fully understand and write
about the text. First we read to break the surface for
background information on a text, our second reading is
to get information from the text, and our last reading is
reading to understand. Today we are going to practice
these skills. The skills we practice today are specific to
nonfiction text. We are looking for the main idea and
details. If we wanted to take a deeper look at a piece of
fiction we would look for specific story elements,
themes, and the plot.
Explicit
Big Idea Statement
Instructions
Every text has a main idea and supporting evidence.
Big Ideas
Close reading digs deeper into the meaning of a text.
Essential Questions
Essential
What is the main idea of the text?
Questions
Why do we cite support evidence?
Why do we read a text multiple times?
Key Vocabulary
Close Reading reading the same text multiple times

CK

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,
technology,
equipment,
supplies, etc.)

until you can explain it, know the main idea and key
details, and finally you can ask and answer
comprehension questions about it.
Pre-Assessment of Students
Have you ever read a text and sometimes had difficulty
understanding the main ideas and supporting facts? Can
anyone tell me what kind of strategies they use to help
her or him understand the complex text she or he is
reading? *Wait for answer* Well today we are going to
practice overcoming some of those difficulties you may
have. We are going to dig deeper and cite specific
evidence when talking about main ideas from a passage
about todays telephones.
Modeling of the Concept
The teacher will go through the three steps of close
reading. She will show students how to annotate the
informational text and provide background knowledge
on the text before students complete the first reading.
The teacher will read the text aloud for students; during
the reading, students will underline topic sentence in
each paragraph with one color then circle key words in
each paragraph.
Guiding the Practice
Students will read the text silently in their heads. While
reading they are to highlight any headings in yellow and
place question marks (?) by any term or thought that
confuses them. Once finished reading, they are to share
their thoughts about what the text is mostly about with
their partner. The teacher will be walking around to each
section and contributing to conversation to get a gist of
how students are doing with the concept of close
reading and understanding the story.
Providing the Independent Practice
Go back to the passage again and look for evidence that
will help you answer the comprehension questions. Look
at your reading guide for specific instructions on how to
annotate your text during this third reading. Once you
finish silently reading, move on to answering your
comprehension questions.
Adaptations/Accommodations for Students with Special
Needs
For a student who visually impaired:
Have a copy of the text in larger font or braille
Provide the worksheet and guide in larger font for
student to follow along and complete assignment.
Todays Telephone Passage
(http://teacher.depaul.edu/Documents/TodaysTelephone4
thGrade.pdf )
Highlighter for each student
2 different color pencils for each student

Closure

Pencil for each student

Close reading guide
Comprehension worksheet
Close Reading Poster
Close Reading Tips
Bookmarks
Summary & Review of the Learning
Review the big idea and comprehension close reading
strategies with students.
1. What was the main idea of our passage today?
2. Why do we read text multiple times?
3. What is close reading?
4. What does a reader do during multiple reads?
Turn in your worksheets!
Before we end our class, I have bookmarks that provide
the strategies we used today so you can always
remember the steps to rereading text!
Homework/Assignments
Practice your reading skills!

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Overall majority of the students were able to comprehend the

whole passage by the third reading. The chosen passage was
at an appropriate level for all students in the class to silently
read individually. Having the students list comprehension
strategies they already use was a great introduction to the
lesson because they had background knowledge on some of
the strategies I incorporated the strategies the students came
up with into the close reading strategies I was teaching. The
two different reading guides provided great reminders to the
students while they silently read. Close proximity and
discussions with the students aided in ensuring they were
staying on track, using the comprehension strategies, and the
passage was on the students reading level. The next time I
would teach this lesson, I would have a bigger poster or even
a bucket with sand and a shovel to connect close reading with
digging deeper in a bucket. Also when completing the second
reading, the next time I did this lesson I would move around
the classroom while reading to ensure students are following
along and completing the comprehension strategy for the
reading. One last thing I would do differently the next time I

teach this lesson would be to create a reference guide for

using close reading strategies for fiction and non-fiction texts
because the reading elements are different in the readings.
Overall the lesson went very well and students understood
close reading.