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LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Nicole Whelan

Name:

Grade Level: 4th grade, ICT Classroom

Date:

Unit/Subject: Reading

Instructional Plan Reading The Weather, Reading the World

Title: Session 3/ Bend 1: Text Structure Helps Accentuate What Matters

Lesson Summary Students will review the previous lesson on previewing texts, and learning to read with
and Focus: intensity. Students, with teacher support, will list of times they read non-fiction during
the day. Students will have several opportunities through discussion and videos to
determine the structure of a message, and identify what is important.

Classroom and Students are paired so that they are grouped with a peer of the same reading level, and
Student their social interaction level is conducive to learning.
Factors/Grouping:

National/State RI.4.1 Refer to details and examples in a text when explaining what the text says
Learning Standards: explicitly and when drawing inferences from the text.

RI.4.2 Determine the main idea of a text and explain how it is supported by key
details; summarize the text.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or

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technical text, including what happened and why, based on specific information in the
text.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.7 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.

Specific Learning Students are learning to understand how texts are organized once they are read, and to
Target(s)/Objectives: identify how structure helps determine the information that is most important.

Academic Language  Structure

 Chronological
 Problem
 Solution
 Cause
 Effect
 Compare
 Contrast
 Transition words (first, next, then, etc.)

Resources,  Anchor Chart

Materials,  Markers
Equipment, and
Technology:
 Readers Notebook
 Pencil
 Everything Weather by Kathy Furgang
 “Phoenix Zoo: Saves the Arabian Oryx” video
 SMART Board

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Section 2: Instructional Planning

Anticipatory Set 10 mins

The teacher will review the review the anchor chart, “To Read Nonfiction Well” and go
over the sessions already completed in previous lessons. The teacher will then ask
students to create a list in their notebooks of different times throughout their day that
they read nonfiction. As a class they will develop a list of times they read non fiction and
the teacher will document this on the smart board.

 I will use a visual of the anchor chart, “To Read Nonfiction Well” to review
previous lessons.
 The teacher will record students ideas on the smart board on when we read
nonfiction throughout the day.

Multiple Means of Representation Time

Needed
Many of the learners in this class learn best through visuals. The teacher will provide
visuals through the smart board to support students in understanding the content being
learned and to help them practice note taking and staying organized.
 I will model an example on the smart board on how to set up their notebooks to
create a list of times the read nonfiction.
 I will have students watch the video, “Phoenix Zoo: Saves the Arabian Oryx”
once through then the second time I will stop to ask questions about the structure
of the video.
 The teacher will use the smart board to create a cause and effect T chart to take
notes after reading, Droughts in Everything Weather.
 English language learners (ELL): This student will use a Talk to Text app on his
Ipad to take notes.

 Early finishers (those students who finish early and may need additional
resources/support): For students who are finished early I will have them brows
through their nonfiction book that is in their book baggie and write in their
Readers Notebook about what kind of text structure they believe their book is.

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Multiple Means of Engagement

I will engage students in interacting with the content and academic language by having
students engaged with one another through collaborative Turn and Talk discussions,
Whole group structured discussions, and writing activities.

 Students will Turn and Talk to a partner throughout the lesson on their ideas and
thoughts.

 English language learners (ELL): This students is a high functioning ELL and is
able to discuss his thoughts and ideas with a partner.

 Early finishers (those students who finish early and may need additional
resources/support):

Multiple Means of Expression

To accommodate each learners needs the teacher used visuals, graphic organizers, and
assisted technology for a student whom needed it. The graphic organizers support
students in helping students to make decisions and also make it easier for students to
communicate their ideas that are organized. Visual aids support a students learning by
providing them with a different form of explanation and allows students to understand
what was spoken to them by being presented in a different form.

 Students will demonstrate their knowledge in more summative ways through a

video, speech to text, anchor chart, open dialogue and listening to nonfiction
text.
 Students will also exercise their knowledge by participating in a formative
assessment through Turn and Talk.

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 English language learners (ELL): This student will use a Talk to Text device on
his ipad.

Extension Activity and/or Homework

Students will write a paragraph in their reading notebook about the text structure in their
independent reading book.

Rationale/Reflection
After writing your complete lesson plan, explain three instructional strategies you
included in your lesson and why. How do these strategies promote collaboration,
communication, critical thinking, and creativity? Bold the name of the strategy.
 Turn and Talk promotes engagement, communication, and collaboration
because all students get a chance to share their ideas or answers. This is
beneficial to students because they get to put their ideas into words, and hear and
discuss the perspectives of others.

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