LESSON PLAN

Name: Taylor Pierce Date: 2/19/14 Grade Level/Subject: Reading Intervention-- Comprehension Prerequisite Knowledge: Students will be expected to be able to read the majority of the article provided on their own (its selected near their reading levels). Approximate Time: 30 minutes Student Objectives/Student Outcomes: Students will learn about the Native American names Crazy Horse and be able to make conclusions and connections about the article in the activities as well as describe characteristic traits about Crazy Horse. Students should be able to discuss the events of Crazy Horse in a civil rights context. Content Standards: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. Materials/Resources/Technology: Students will be given copies of the Crazy Horse article and their own KWL charts and story skills and elements handout. Students are expected to bring their own pencils. I will also have my laptop to look at images and answer any additional questions they have. Implementation: We will be reading the article and using it and a laptop to complete KWL charts and story skills and elements handout.

Time 5 Minutes Opening of lesson: (Objectives, hook, behavior expectations) Layout: Go over agenda and handouts, fill out K and W parts of the chart, read independently, fill out L section independently, review as a group, create further W and L questions and thoughts. Once this has been completed, if there is time left we will work on the skills and elements handout. Explaining our agenda for the lesson, passing out the worksheets and the article. Brainstorming who Crazy Horse may be, and going over the expectations and concepts of KWL charts.

20-25 minutes Procedures: Include critical thinking questions and accommodations for individual needs

Have you ever heard of Crazy Horse? What do you want to know about him? (Why hes famous, what his name means/how he got it) Where did he come from? How did he help his people? Why do you think he did that? (Why do you think he fought?) Does he remind you of someone else that fought for his or her people? (Any civil rights historical figures will be satisfactory). Begin working on skills and elements handout as a group, students may move ahead at their own pace however its important that each question is read and reviewed as a whole. 5 Minutes Summary/Closing:

We will review what we learned about Crazy Horse and the Sioux Indians, and how they relate to our civil rights unit at King Elementary. We will review who wrote the article (1st or 3rd person) and what type of text it is (informative).

Student Assessment: Students will be assessed based on their participation and their ability to share and make connections about the readings and Crazy Horse and the Sioux Indians. They will also be assessed later on based off of their writing, spelling, and grammar. However, the main focus of these reading groups is to work on comprehension, so I will mainly be assessing their ideas and ability to dissect and analyze the text and using information to make connections.

Post Lesson Reflection:

Student Interest

Student Motivation

Teacher Knowledge

Teacher Organization

Teacher Articulation

Student Understanding

Other