IUPUI Elementary Education Block II

Lesson Plan Template

Adapted for the Principles of Effective Pedagogy

Grade: Fourth Subject: Authors: Maddie N., Kara,

Language Arts Nancy

Duration: 45 minutes Date(s): 3/20/17

Title of Lesson & its Placement in the Unit:

Guided Reading
Fiction Text
Day 2 of 2

Connection to Students:
How does this lesson connect to students current thinking, experiences, and/or
culture?

Many of the students have experienced coming into a new classroom or even a
new school possibly, which part of this book is about. Moreover, if students have
had to deal with the death of someone part of this book addresses this and how
to deal with it. As well, the type of words used within the word study are ones
that they encounter or use regularly.

Learning Objectives: What are the Assessments: How will the students
students supposed to know, understand and I know how they are progressing
and/or be able to do? on the learning objectives?

Content:
SWBAT make predictions about the text
based on the cover. They will also be
able to analyze a character in the book
by giving them words that describe
them, based on the characters actions.
These words will be supported by
evidence from the story.
Content:
I will be listening to students as they
make predictions about the text based
on the cover information. Students will
be able to come up with at least 4
words to describe the character they
chose to assess. They will also be able
to support each of their words with
evidence from the story 100% of the
time.
Language:
SWBAT use descriptive language when
talking about their character. They will
also be able to use vocabulary such as
character during the activity. The
students will also be discussing
language during the word study.
Language:
The students will be using vocabulary
correctly 100% of the time while
reading the book. They will also use
their descriptive language when coming
up with words to describe their
character.

Social/Affective:
SWBAT show active listening while
information is being shared by/with
their classmates by looking at the
person who is speaking and not talking
over them. They will also take turns
talking, using appropriate volume levels
and language. Students will also be
able to work individually while reading
and in large group when in discussion
and during the word study.
Social/Affective:
I will be making sure that students take
turns sharing predictions, as well as
information they found within the text.
I will also make sure that when they
share this, they take turns and listen to
each other. I will be able to observe
and ensure they are listening carefully
and quietly to the person who is
speaking.

Standards/Indicators or Pacing Guide:

Identify content and process standards.
4.RF.1 Apply foundational reading skills to demonstrate reading fluency and
comprehension.
4.RL.1 Read and comprehend a variety of literature within a range of complexity
appropriate for grades 4-5. By the end of grade 4, students interact with texts
proficiently and independently at the low end of the range and with scaffolding as
needed at the high end
4.RL.2.3 Describe a character, setting, or event in a story or play, drawing on
specific details in the text, and how that impacts the plot.
4.RV.1 Build and use accurately general academic and content-specific words and
phrases
4.RV.2.1Apply context clues (e.g., word, phrase, sentence, and paragraph clues)
and text features (e.g., charts, headings/subheadings, font/format) to determine
the meanings of unknown words.
4.RV.2.4 Apply knowledge of word structure elements (e.g., suffixes, prefixes,
common Greek and Latin affixes and roots), known words, and word patterns to
determine meaning.
 Resources/Materials:
Identify instructional materials and technology to be used.
Mentor Text (I Remember Miss Perry by Pat Brisson), chart paper for word
study, character trait worksheet, pencils, list of traits worksheet
Student Procedures: Describe student
actions in detail.
Beginning: Students will begin to talk
about school, their lives, and what they
did over the weekend. Students will
then listen to the teacher so that they
know that we will be working on reading
again, but now with a fiction book.
Students will have the opportunity to
share what they think fiction means, if
they dont know then they will listen to
the teacher as she tells them that
fiction refers to books that have
imaginary people, places, or events.
Students will be looking at the cover of
the book I Remember Miss Perry.
Students will then be able to predict
what they book will be about based on
the cover art and title. After they share,
they will move on to the word study.
Word Study
The students will listen as the word
study is re-explained and the word is
introduced. The students will then share
what they know about the word
learning. They then will study it
alongside two other words that they will
find the similarity they all share. Then
they will tell me what they know about
adding -ing. They will then listen as
they learn about the three rules of
adding -ing. After this they will help me
to form five words into their -ing form
Teacher Procedures: Describe
teacher actions in detail.
10-15 min. Beginning:
I will first greet the students and ask
them how school, life, and what they
did over the weekend. I will then
introduce that the focus is once again
reading, and this week we will work on
fiction books. I will ask them if they
know what fiction means? If they do
not know I will tell them that fiction
refers to books that have imaginary
people, places, or events. Then, I will
show the cover of the book we are
going to be reading today, I
Remember Miss Perry. I will ask the
students what they think this book will
be about based on the cover art and
title. After I hear about what they
think will happen, I will begin the word
study.
Word Study
I will re-explain what a word study is. I
will also introduce the word learning.
Learning, I will tell them, is a word that
comes up in this book and it has a very
cool feature we are gonna focus on
today. I will ask the students what all
they know about this word: root word,
suffix, meaning, etc. After receiving
this feedback I will then show them two
more words (reading and doing). I will
correctly. As well as, they will tell me
what rule that particular word is
following. They then, will transition into
the character sheet and reading
segment to come.
ask them to look at these words and
tell me what they notice to be the
same. All other words will be covered
still at this time. After allowing students
time (approx. 30-45 seconds) to share
what they notice, I will introduce the
idea of the similar ending of -ing. I will
then proceed to ask the students what
they know about -ing. I will also ask
the students if they know how to add
-ing to all types of words. If they know
of the -ing rules? Again, I will allow
time for feedback. Then I will explain
that there are three rules to follow
when adding -ing to a word. They are
as follows: Rule 1: For words that end in
a silent (not pronounced) -e, drop the -e
and add -ing. Rule 2: For one-syllable
words that end in consonant-vowel-
consonant (except x and w), double the
last letter and add -ing. Rule 3: For most
other words (including words that end in
-y), add -ing with no changes. (source:
http://www.pearsonlongman.com/ae/keyst
one/state/ca/pdf/apar/skill-sharpeners-
3/ss3_u03_p032.pdf) These will be the
next thing (pre) written on the chart paper
so they may follow along as we go
through them. Finally I will ask if any
students have any questions before we
practice these rules. I will then have five
more words that are not written in their
-ing form, that they will help me to put into
their -ing form. (joke, worry,dig, put,
 smile) We will also talk about which rule
they follow.
Words On the Chart:
Learning
Reading
Doing
3 Rules
Joke (Joking
Worry (Worrying)
Dig (Digging)
Put (Putting)
Smile (Smiling)

25 min. Middle
Reading the text: I Remember Miss
Perry.
After students have talked through
Middle their word study I will explain the
The students will listen while the activity activity they will be doing while reading
is being explained. They will each the text. I will also explain to them that
receive a character trait worksheet to fill characters are an important part of a
in. Students will say what they believe a text. One thing that defines a
trait means. If they do not know what character are their traits. These make
it means, they will listen to the teacher each person in the story different,
give the definition of a characteristic which makes the story interesting and
that describes a person. Students will helps to create the plot of the story.
listen as the teacher tells them that as Each student will get a character trait
they are reading the book they will be worksheet to fill in. As this is being
thinking of what character they want to passed out, I will then ask them if they
describe. Students will then begin know what a trait means. If they
reading the book, and as they read they dont know I will tell them that a trait is
will pick a character from the story and a characteristic that describes a
based on what they do or what they person. I will tell students that as they
say, the student will have to describe are reading the book they have to be
them by giving them a trait. They will thinking of what character they want to
also be able to look at a character traits describe. I will tell them that whatever
example sheet which will contain character they pick they have to pay
different traits, in case they need help close attention to what they do or say
with thinking of traits for the character.
If a student finishes early they will go
back through and read again to see if
there is anything they missed. As well,
if a student is struggling, they may read
with an IUPUI buddy or have the book
read to them.
in order to come up with traits for that
character they chose. I will then give
each student a copy of the book for
them to start reading. I will make sure
to tell them that they are able to look
through the character traits example
sheet which will contain different traits,
in case they need help with thinking of
traits for the character. If a student
finishes early, I will ask them to go
back through and read again to see if
there is anything they missed. As well,
if a student is struggling, they may
read with an IUPUI buddy or have the
book read to them.

5-10 min. End

Sharing Out
After giving students time to read and
work on their activity I will have them
End come back together in the large group.
The students will come back together as I will have the students discuss what
a large group. They will discuss how they thought of the book. As well, they
they liked the book and what they can choose to share out which
thought about it overall. They will also character they chose, what words they
share out which character they chose, picked to describe their character, and
what words they picked to describe their where they found the evidence to
character, and where they found this support this. We will collect their
evidence. They will then turn in their activity sheets.
activity sheets into the teachers.

Principles of Effective Pedagogy

Discuss when/how at least 3 of the principles of effective pedagogy (JPA, LLD,
CTX, CA) were addressed.
LLD: These activities are designed in a way that provides opportunities for
students to develop language and literacy. Students will be encouraged to discuss
the definitions of vocabulary words that have the same ending and will talk about
what the ending is added for. They will also be participating in a conversation
about reading and about the text, particularly the characters within it.
CTX: This activity will allow students to connect the topic of the book to their prior
knowledge. Many of the students have experienced coming into a new classroom
or even a new school possibly. As well, if students have had to deal with the
death of someone this book addresses this and how to deal with it.
CA: This activity is challenging because it requires the students to read the book
while doing a specific task, in this case looking at character traits. As well, it
challenges students to use a variety of words to describe the character and it has
them back up their thoughts with evidence from the text.

Differentiation:
Discuss how you adapted engagement activities and/or assessments to meet the
instructional needs of each student? Specifically attend to how your lesson has
been constructed to support particular students in your classroom.

Differentiation is a part of the word study without needing separate differentiation

as that it allows for students to think and work on their own time within reason.
Also they will be allowed to talk among their peers when they would like to
discuss the idea at hand during the word study, allowing them to gain confidence
in their own ideas as well as gain ideas from others before whole group
discussion. When it comes to actually reading the book, should a student need
this, they may be read aloud to by their IUPUI buddy. The focus of this lesson is
the comprehension of the text. Also, students will be able to look at a sheet of
paper with examples of traits that they can use, in case they have a hard time
coming up with words themselves.