7/2015

ED 464 LESSON PLAN

INSTRUCTIONAL UNIT
TEACHER
Mary A Bennett

GRADE
4th/5th

MATERIALS
Writing paper
Pencils
Chi Li and the Serpent
text
Document camera
Smartboard
Anchor chart
Poster paper
Markers/colored pencils

SUBJECT
Language Arts

AUTHOR/TITLE OF TEXT
Chi Li and the Serpent/
Legend

STANDARDS AND OBJECTIVES

ACADEMIC OBJECTIVE
All students will write a paragraph responding to the text using mental images.

COMMON CORE STANDARDS/ELD

STANDARDS
RL.3. Describe in depth a character, setting, or event in a story or drama, drawing
on specific details in the text (e.g., a characters thoughts, words, or actions).
RF.4. Read with sufficient accuracy and
fluency to support comprehension.
W.9. Draw evidence from literary or informational texts to support analysis, re
flection, and research.

LITERACY ACTIVITIES
Creating Mental Images:
Save the Last Word for the Artist

ANCHOR CHART
Creating Mental Images

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ADAPTATIONS FOR LEARNERS

FOCUS STUDENT #1
EL student
The teacher will create sentence frames
for the student to use while writing the
paragraph during the beyond activity.
Give additional time to complete the writing activity

RATIONALE
Providing sentence frames helps students
to follow correct sentence structure.
Extra time will allow the student to work
a comfortable pace.

FOCUS STUDENT #2
ADD/Inattentive
The teacher will ask a variety of questions
that are engaging.
The teacher will have a variety of activities that will keep students attention

RATIONALE
Providing a variety of questions allows
the students an opportunity to express
their thoughts throughout the lesson.
A variety of activities will keep keep the
lesson engaging for students.

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METHOD OF ASSESSMENT
(outcome, product based)
One paragraph writing assessment.

TEXT FEATURES
(layout, format, headings)
Five paragraphs
Easy to read font
No images
Side margin for annotations

VOCABULARY/ACADEMIC LANGUAGE
Tier 2: Observed

LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)
The teacher will begin the lesson by explaining the strategy to students.
Procedural: Today we will be learning a strategy to use when reading text, called creating mental images. Have you ever read a text that didn't include images to help you
better understand the main idea? What we will learn today with this strategy will help
you to visualize the text that you are reading.
Declarative: *Draw students attention to the anchor chart* When reading a text that
doesn't include images, you want to create your own mental images. This is like a
movie playing in your head. You begin to visual the characters and the actions that
they are doing.
Conditional: Using the five senses, prior knowledge, and emotions, you are able to
create images that makes the text more memorable. Good readers will use the images
that they create to draw conclusions, create interpretations, and to recall details from
the text.

Lets look at our anchor chart for an example

The anchor chart will have a written except from Stuart Little, and an image accompanying it.
When I read the text, I visualize this in my mind.

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GUIDED PRACTICE (THROUGH)

Students will be given the text, Chi Li and the Serpent.
Students and teacher will read the text together.
Next, the teacher will explain the strategy, save the last word for the artist.
Students will be asked to work with their elbow partner.
Each group of two will be given one piece of drawing paper and be asked to take out
drawing materials.
They will be asked to draw one image from the story Chi Li and the Serpent, that
stands out to them without using any words.
Once each group has completed their drawing, groups will rotate sharing their drawing.
Each of the other groups will say what they see in the drawing, then the artist will
share what they drew and why.
(Students will be asked who would like to share, not all students will be required to
share their drawings)
The teacher will check for understanding as each group shares their image.
The teacher will also ask students a variety of questions
Since our text didn't have images, was it helpful to create your own?
What sentences in the text, helped you create the drawing you shared with us?
INDEPENDENT PRACTICE + FORMATIVE ASSESSMENT (BEYOND)
The teacher will review the activity with students.
The students will summarize the story with the teacher
The teacher will give each student a writing prompt.
Using key details from the story and the mental images activity, what conclusions can
be made about Chi Lis feelings towards fairness?
The teacher will read the prompt with students and answer any questions they may
have before they being.
Students will be given about 15-20 minutes to complete the writing activity.
Once students have completed their writing, the teacher will ask if anyone would like
to share their work.
Students will be given the opportunity to share what they have written with the class.