Grade: 4th Content Area: English Language Arts

Group Size: 29 Lesson Length: 35-40 minutes

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard: CCSS.ELA-Writing.4.8
Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes, paraphrase, and categorize information, and
provide a list of sources.

ii. Related ELD Standard: Fourth Grade: Productive

10. Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology.

B. Objectives
i. Learning Objective/Goal: The students will read and analyze an article to learn how to
paraphrase text.
ii. Language Objective: The students will construct new sentences by paraphrasing key ideas
presented in an article.

C. Assessments:
i. Informal assessment strategies:

Assessment Strategy Evidence of Student Learning

Teacher will ask students to define
paraphrasing (think-pair-share) after they Students can accurately restate what
have watched the corresponding brain paraphrasing is, and give examples.
pop video.

ii. Written assessment: I will collect the Say It Your Way worksheet from each individual
student. Students who have met the learning objective will have constructed new sentences
without paraphrasing. Those students will have also completed the entire worksheet and
done so with clear and neat handwriting.
iii.
D. Lesson Resources/Materials:
https://www.brainpop.com/english/writing/paraphrasing/
A World of Soccer article
Say It Your Way worksheet (Attached below)
Highlighter

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (5 min.):
1) Teacher will make connections to prior knowledge by sharing a personal story about
paraphrasing, which will lead into a class discussion.
2) Tell students they will learn how to paraphrase information.
 How does the Strategy
Strategy and/or
Support Students Access
Scaffolding
to Text/Content

Body: (25-30 mins)

Before: Share a brain pop video Before: Teacher will tell students Before: The video gives EL
with students. to play close attention to the students a visual and audio
aspects of paraphrasing. representation of the material.

During: Students will read an
article about soccer.
After: Students will work
independently to complete a
paraphrasing worksheet as their
written assessment.
During: Teacher will facilitate
questions to engage all students in
the reading.
After: Teacher will fill out one
box in the worksheet, to serve as a
model for all students.
During: The article will be read as
a class, to support EL students in
terms of language struggles.
After: The worksheet already has
the sentences written, so EL
students can focus solely on
paraphrasing that text.

Assessment:

Students will apply the 3 Rs The directions suggest using the Assessment relates directly to the
+Check rule to paraphrase 3Rs +Check strategy, because all article so EL students have an
important sentences in the article students are familiar with it and accessible reference.
they just read. have been practicing that strategy.

Closure: (5 mins)

Teacher will say a sentence, and Utilizing equity sticks give all Allows the EL students to practice
then pick equity sticks and have a students a fair opportunity to share their usage of academic language
student paraphrase that sentence. their knowledge. and listen to their peers as well.

Part 3: Incorporating Academic Language

1. Rich learning task(s) related to the content learning objective: With scaffolding, students will create
new sentences by paraphrasing key ideas presented in the text.

Language Function: Construct

3. Language Demands:

Vocabulary: synonyms, paraphrase, sentence

Syntax1:
Possible sentence frames:
I paraphrased the sentence by...

Discourse2: Students will engage in class discourse to share the sentences they have
constructed through paraphrasing.

4. Language Objective: The students will construct new sentences by paraphrasing key ideas
presented in an article.

5. Language objective sounds like/look like for different levels of language learners:

Emerging Expanding Bridging

I paraphrased the sentence by I paraphrased the sentence I made the sentence
reading, replacing, rearranging, and by changing it different
the checking my sentence.

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice

Visual representation (video) Models Sentence frames (written)

NAME: ____________________________ DATE:________________

1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.
All You Need to Know About Soccer
By Michael Lewis

The urge to kick a ball has long possessed human beings. Here's a quick
rundown of the sport, past and present.

Some History

Nobody knows when soccer was actually

invented, but plenty of cultures seem to have
had the idea. Over 3,000 years ago, the Chinese
played a game called "tsu-chu" by booting a
leather ball into a net held up by bamboo canes.
They played it to celebrate the emperor's
birthday.
Brazil's soccer star Pel
Early variations of the game were also played in
kicks the ball over his head
Japan, Greece, Rome, and South America.
during a game in
Some ancient, warlike societies played a grim
September 1968.
version of the game, using the head of a rival
(Photo: AP Wide World)
king.

The modern version of soccer, called football, arose in England. But it took a
while, because kings and queens kept banning it. Some kings thought it
distracted people from practicing archery, which was good practice for war;
other royals just didn't like it.

But kids liked to play it, and in the 19th century, many schools saw soccer as a
way to keep their students fit. Clubs formed, and finally, in 1863, the owners of
several soccer teams wrote the laws of the game. Soccer was on its way.

NAME:_____________________________ DATE:__________________

Say It Your Way

DIRECTIONS: Chooseasentencefromeachparagraphofthearticletopracticeparaphrasing.

Paragraph Important Sentence Say It Your Way

#

Over 3,000 years ago, the

Chinese played a game called
"tsu-chu" by booting a leather
1 ball into a net held up by bamboo
canes.

Some ancient, warlike societies

played a grim version of the
game, using the head of a rival
2 king.

What did you learn from the article?