Lesson Content

LAFS.K12.SL.1.2
Integrate and evaluate information presented in
diverse media and formats, including visually,
quantitatively, and orally.

What Standards (national or state) relate to this

lesson?
(You should include ALL applicable standards. Rarely
do teachers use just one: theyd never get through them
all.)

Essential Understanding
(What is the big idea or essential question that you want
students to come away with? In other words, what,
aside from the standard and our objective, will students
understand when they finish this lesson?)

Objectives- What are you teaching?

(Student-centered: What will students know and be able
to do after this lesson? Include the ABCDs of
objectives: action, behavior, condition, and degree of
mastery, i.e., "C: Given a sentence written in the past or
present tense, A: the student B: will be able to re-write

LAFS.4.RI.3.7
Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on
Web pages) and explain how the information
contributes to an understanding of the text in which
it appears.

Students will be about to figure out information that is

shown in charts or other visuals, so they will gain a
clearer understanding of a topic in an information text.

Students will be able to study diagrams as they read

a text.
Students will be able to think of how a title connects
the visual to the text.
Students will be able to find details shared by the text
and diagram.

aside from the standard and our objective, will students

understand when they finish this lesson?)

Objectives- What are you teaching?

(Student-centered: What will students know and be able
to do after this lesson? Include the ABCDs of
objectives: action, behavior, condition, and degree of
mastery, i.e., "C: Given a sentence written in the past or
present tense, A: the student B: will be able to re-write
the sentence in future tense D: with no errors in tense or
tense contradiction (i.e., I will see her yesterday.)."
Note: Degree of mastery does not need to be a
percentage.)

Students will be about to figure out information that is

shown in charts or other visuals, so they will gain a
clearer understanding of a topic in an information text.

Students will be able to study diagrams as they read

a text.
Students will be able to think of how a title connects
the visual to the text.
Students will be able to find details shared by the text
and diagram.

Students will be able to compare and contrast

information that is provided by the text and the
diagram.
Students will be able to give details about how the
visual supports the text.
I am teaching this objective so that students will be
understand the importance of why visuals are added to
informational texts.

Rationale
Address the following questions:

Why are you teaching this objective?

Where does this lesson fit within a larger plan?

Why are you teaching it this way?

Why is it important for students to learn this

concept?

This lesson fits in to the unit that teaches the parts of

informational texts.
I am teaching this way as mandated by the county. This
lesson is being taught from the iReady text books as
required.
It is important for students to understand this concept
because they will have questions and passages such as
these on their FAS reading test. Students will also need
to understand informational texts and how to read
visuals such as graphs and diagrams the rest of their
educational path. Many careers requiring reading and
understanding visual information.

Evaluation Plan- How will you know students have

mastered your objectives?
Address the following:

What formative evidence will you use to

document student learning during this lesson?

What summative evidence will you collect,

Students will complete pages 359 and page 361 in their

iReady text. Students will read the text on page 358
along with the visual and underline details shared by
the text and by the diagram.

these on their FAS reading test. Students will also need

to understand informational texts and how to read
visuals such as graphs and diagrams the rest of their
educational path. Many careers requiring reading and
understanding visual information.
Evaluation Plan- How will you know students have
mastered your objectives?
Address the following:

What formative evidence will you use to

document student learning during this lesson?

What summative evidence will you collect,

either during this lesson or in upcoming
lessons?

What Content Knowledge is necessary for a teacher

to teach this material?

Students will complete pages 359 and page 361 in their

iReady text. Students will read the text on page 358
along with the visual and underline details shared by
the text and by the diagram.
Students will complete a venn diagram that compare
and contrasts the visual and the text.

Teacher should have already read the passage and have

an understanding of the content of the text.
Teachers should already know the similarities and
differences between the visual and the text.
Teacher should know what type of text (informational)
that they students will be reading.

What background knowledge is necessary for a

student to successfully meet these objectives?

How will you ensure students have this

previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their readiness for this
content?

What misconceptions might students have about this

content?

Students have already completed the first two lessons of

Interpreting Visual Information.
Students list several examples of different types of
visuals (ex. Graphs, charts, cut aways, diagrams, ect.)
Students are in an inclusive fourth grade classroom. 11
of the 18 students are ELL students. Two students are
ESE students.
Students are prepared for this lesson, this is the third
day the students will be working with visuals in
informational texts.

What background knowledge is necessary for a

student to successfully meet these objectives?

How will you ensure students have this

previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their readiness for this
content?

Students have already completed the first two lessons of

Interpreting Visual Information.
Students list several examples of different types of
visuals (ex. Graphs, charts, cut aways, diagrams, ect.)
Students are in an inclusive fourth grade classroom. 11
of the 18 students are ELL students. Two students are
ESE students.
Students are prepared for this lesson, this is the third
day the students will be working with visuals in
informational texts.

What misconceptions might students have about this

content?

Students may think that there will be no differences

between the diagram and the text. Student may struggle
with finding those differences.

Lesson Implementation

Teaching Methods
(What teaching method(s) will you use during this
lesson? Examples include guided release, 5 Es, direct
instruction, lecture, demonstration, partner word, etc.)

Step-by-Step Plan

Students will begin reading the text for bell work.

Students will begin underlining the details shared by the
text and the diagram.
Students will complete 1 A and B and question 2 with
their shoulder partner. Students will check their work
with their face to face partner. Students will have a
whole class discussion using accountable talk to answer
question 3. Students will complete question 4 on the
venn diagram worksheet. Students will complete the
short response question on page 361 independently.

between the diagram and the text. Student may struggle

with finding those differences.

Lesson Implementation

Teaching Methods
(What teaching method(s) will you use during this
lesson? Examples include guided release, 5 Es, direct
instruction, lecture, demonstration, partner word, etc.)

Students will begin reading the text for bell work.

Students will begin underlining the details shared by the
text and the diagram.
Students will complete 1 A and B and question 2 with
their shoulder partner. Students will check their work
with their face to face partner. Students will have a
whole class discussion using accountable talk to answer
question 3. Students will complete question 4 on the
venn diagram worksheet. Students will complete the
short response question on page 361 independently.

Step-by-Step Plan
(What exactly do you plan
to do in teaching this
lesson? Be thorough. Act
as if you needed a
substitute to carry out the
lesson for you.)
Where applicable, be sure
to address the following:

What Higher
Order Thinking
(H.O.T.) questions
will you ask?

How will materials

be distributed?

Who will work

together in groups
and how will you
determine the
grouping?

How will students

transition between
activities?

What will you as

the teacher do?

Time

Who is responsible
(Teacher or Students)?

Each content area may

require a different stepby-step format. Use
whichever plan is
appropriate for the
content taught in this
lesson. For example, in
science, you would detail
the 5 Es here (Engage/
Encountering the Idea;
Exploring the Idea;
Explanation/Organizing
the Idea; Extend/Applying
the Idea; Evaluation).

together in groups
and how will you
determine the
grouping?
How will students
transition between
activities?
What will you as
the teacher do?
What will the
students do?
What student data
will be collected
during each
phase?
What are other
adults in the room
doing? How are
they supporting
students learning?
What model of coteaching are you
using?

Time

Who is responsible
(Teacher or Students)?

science, you would detail

the 5 Es here (Engage/
Encountering the Idea;
Exploring the Idea;
Explanation/Organizing
the Idea; Extend/Applying
the Idea; Evaluation).

a student struggles with the content?

What will you do if

If a student is struggling with the content, the student

can have the text read to them aloud.

a student masters the content quickly?

What will you do if

Meeting your students needs as people and as

learners

Students who master content quickly will be given the

option to help other students or read independentlyy.
Students are only given 15-30 minutes to complete
this lesson.

If applicable, how does this lesson connect to the

interests and cultural backgrounds of your students?

If applicable, how does this lesson connect to/reflect

the local community?

Meeting your students needs as people and as

learners

If applicable, how does this lesson connect to the

interests and cultural backgrounds of your students?

If applicable, how does this lesson connect to/reflect

the local community?

How will you differentiate instruction for students

who need additional challenge during this lesson
(enrichment)?

How will you differentiate instruction for students

who need additional language support?
Students are allowed to use their Spanish-English
dictionaries during ERT time. Students also have an
assistant in the classroom. Students know they may
raise their hand to receive additional help for
language support.

Accommodations (If needed)

(What students need specific accommodation? List
individual students (initials), and then explain the
accommodation(s) you will implement for these unique
learners.)
Materials
(What materials will you use? Why did you choose
these materials? Include any resources you used. This
can also include people!)

iReady workbook
pencil
venn diagram worksheet