Formal Observation Lesson Plan

Teacher: Alexa Cordray

Date: Thursday March 22, 2018

Subject / grade level: 4th and 5th grade Reading

Materials:
Lucy Calkins Historical Fiction Book Clubs Unit grades 3-5
SMART Board presentation
ReadWorks article: “The Holocaust-Denmark: Resistance to Nazi Germany
ReadWorks article: “The Holocaust”
Student note-taking packets
The Hidden Girl by Lois Metzger and Lola Rein Kaufman
I Survived the Nazi Invasion by Lauren Tarshis
Elly by Elly Gross
Prisoner B-3087 by Alan Gratz
Number the Stars by Lois Lowry

Common Core State Standards:

4th grade:
• CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably.

5th grade:
• CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about
the subject knowledgeably.

Lesson objective(s):
• Students will be able to make connections between nonfiction texts to historical fiction texts
they have already read/are reading
• Students will be able to talk with peers about both the nonfiction and fiction texts to deepen
their understanding of themes and ideas within their books

Differentiation strategies to meet diverse learner needs:

• Visual representations of information on Smart Board
• Students receive their own copy of reading material to follow along with
• Think Time for language processers
• Small group work
SUMMARY
Students will reflect on historical fictions books they have already read or have finished reading to
connect ideas, characters, settings, and themes to nonfiction texts they read today. Students will
discuss their ideas in their book clubs and continue to read in their current book.

MINILESSON (15-20 minutes)

• Students will gather on the carpet with their reader’s notebook
• Explain to students that today we are going to look at nonfiction text right along side our
historical fiction text to gain a deeper understanding of the characters, time period, and
themes.
• Explain that students may have somewhat done this before in their previous book club book
where background information was found at the end of the book, but we haven’t discussed it
yet.
• Display on SMART Board some background information for our read aloud Number the
Stars
• Ask students what connections they can make from this informational text to Number the
Stars? Any connections between these facts and your book club books you’ve read?
• Have students turn and talk out any connections that they made. Share a few with the whole
group.
• Hand out the article, “The Holocaust- Denmark: Resistance to Nazi Germany” and read
aloud together
• Use this text as another source of information to make connections to. Share a few.

BOOK CLUB MEETINGS (15-20 minutes)

• Send students off with another informational article to read in their book club group and
discuss connections to other books they’ve read or their current book
• Meet with groups individually to clarify any misunderstandings or misconceptions and to
cater instruction to individual groups since they’re all reading different books.

INDEPENDENT READING (25-30 minutes)

• Break up book club meetings to send student back to their own seat
• Have students complete a self-reflection on their role in their book club meeting today
• Have students begin their independent reading assignment and thinking routine based on
their book.
• Students are actively adding to their note packet as they are reading and preparing
discussion points for tomorrow’s book club meeting.
EVALUATION/ASSESSMENT
• Formative assessments throughout minilessons by thumb gauging and turning and talking
• Formative assessments throughout book club meetings to take anecdotal notes and clarify
any misconceptions
• Self-Reflections are completed after every book club meeting so students can make goals
to improve their discussions and involvement within their group
• Assign and collect reading assignments and a visual thinking routine to check for
understanding of the book.