Intermediate Reading

PRACTICUM LESSON PLAN

PSU Student: Andi Chitwood Grade Level: 4th

Session #: 7 Content Area: Nonfiction

Lesson Title: KWL-SW George Washington

ALIGNMENT TO COLLEGE AND CAREER READINESS STANDARDS

STRAND: READING
 BOX SUB HEADING: Key Ideas and Details
 STANDARD: RL.4.3- Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why based on specific
information provided.
 BOX SUB HEADING: Integration of Knowledge and Ideas
 STANDARD: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.

STRAND: LISTENING & SPEAKING

 BOX SUB HEADING: Comprehension and Collaboration
 STANDARD: SL.4.2- Paraphrase portions of a text read aloud, or information presented
in diverse media and formats, including visually, quantitatively, and orally.

OBJECTIVE AND EVALUATION OF OBJECTIVES

LESSON PERFORMANCE OBJECTIVE/EVALUATION (4 points:)

The student will complete a KWL-SW chart and reading comprehension worksheet with 80%
accuracy and explore informative texts and videos on first president George Washington.

MATERIALS: (1 point)

Laptop/iPhone with access to the internet and BrainPOP

George Washington Reading/Comprehension page
Pencil w/eraser
Crayons/colored pencils

ANTICIPATORY SET: (2 points)

We’ll play a version of ‘Guess who!” Present the student with common knowledge about
George Washington and see if they can guess who we will be investigating today!
LESSON INTRODUCTION: (2 points)

“Today, we are going to use what is called a KWL chart. Do you know what a KWL chart is? Have
you ever used one before when you learn about new things? A KWL chart helps us keep track of
information we already know, what we want to know more about, and then after we have done
some research, we can write down new things we’ve learned and where we can go now that
we’ve learned more about it. We are going to use one today over George Washington!”

TEACHER INSTRUCTION: (2 points)

“For KWL, the K stands for ‘know.’ We are going to write down everything we know About
George Washington here. The W stands for ‘want.’ This is where we are going to write all of the
things we want to know about him. The L stands for ‘learned.’ We are going to do an
investigation on George Washington, and then we will write down everything we learned about
him!”

CHECK FOR UNDERSTANDING: (2 points)

“How could we use a KWL chart with other subjects like math or science? What other things
would you like to learn about by using one?”

APPLICATION/GUIDED PRACTICE/INDEPENDENT PRACTICE: (2 points)

“To start our KWL chart, we need to write down everything we already know about George
Washington. What are things we already know about him?” Write down student statements.

“Now, we need to write down what we want to know more about him. What is something you
want to learn about George Washington?” Write down student’s questions/thoughts.

“To start our history investigation, we are going to watch a video about George Washington on
BrainPop!”

“What have we learned about George Washington from our video?” Write down student
findings.

“What are we still wondering about George Washington after watching our video?” Write down
student wonders.

“Let’s read this article about George Washington and see if any of our remaining questions can
be answered!” Read through the George Washington paper with the student.

“Now that we’ve read through our passage, we need to go back and underline the most
important parts! Let’s read through the directions to find out just what we need to underline.”
The worksheet has instructions for key points to be underlined in specific colors. Walk through
this process with the student together, then have student answer comprehension questions.

CLOSURE: (2 points)

“Today, we learned how to use a KWL chart and did an investigation on George Washington!
How did we fill out our KWL chart?” Allow student response.

“What was one cool fact about him that you want to share with me before we go?”

“That IS a cool fact! Thank you for working so hard for me today. I will see you next week!”

DIFFERENTIATED INSTRUCTION: (2 points)

Read through the passages while the student follows along. Assist with writing if the student presents
signs of being overwhelmed with the tasks. Demonstrate how to underline the first key point if
necessary.

PRESENTATION/SAMPLE/DELIVERY: (3 points)

KWL-SW Chart on student board