EDPS 5320 LESSON PLAN

Name: Jessica Mejia

Narrative
Grade Level: Fourth Grade
October 28, 2013
1.

Type:
Date:

Purpose:

Standard 4: Students will understand that the 19th century was a time of incredible
change for the United States, including geographic expansion, constitutional crisis, and
economic growth.

Objective 2 Assess the geographic, cultural, political, and economic divisions between
regions that contributed to the Civil War.
a. Describe the impact of physical geography on the cultures of the northern and
southern regions (e.g. industrial resources, agriculture, climate).
b. Compare how cultural and economic differences of the North and South led to
tensions.
c. Identify the range of individual responses to the growing political conflicts
between the North and South (e.g. states rights advocates, abolitionists,
slaveholders, enslaved people).

Content and language goal:

Students will be able to create a graphic organizer to visualize
what they read in the book Rosa by: Nikki Giovanni by working as
a whole class and by working together with a partner.
2. Strategy Instruction: This lesson was made to help the students
learn how to create a simple graphic organizer so they can visualize
and understand better the way the story is structured.
Strategy Focus for THIS lesson: Students will learn the basic components
of a simple graphic organizer. These include, main character, setting,
problem, solution and ending.
Declarative knowledge: Today we

Texts for Instruction

will be learning how to create a

graphic organizer to help us
understand the book Rosa by Nikki
Giovanni. It is important to know
how to create a graphic organizer
because that way, readers can

classify ideas and communicate

more effectively.
Conditional knowledge: We use
graphic organizers before reading a
book, so we can know what aspects
of a story are important to look for.
That way the reader has a better
understanding of the story.

Teacher uses:
Explain the graph components.
Preview the book.
Have the students read the
book.
Fill out the graphic organizer.
Ask questions.
Students use:
Look for the main characters,
setting, problem, solution and
ending of the story.

Procedural knowledge: I will show

how to create a graphic organizer by
giving you examples of 3 different
kinds. We will work on completing
one as a whole class so that
everyone can get an idea of what
they are, how to create one and what
theyre for.
3. Student Engagement:
I will provide a brief introduction so that students have some
knowledge of what the story is about and the importance the
person in the story had during the civil war.
I will also define each of the parts that are included in a graphic
organizer so the students know what to look for.
Engagement focus for this lesson:

I will get the students to be part of the lesson by making sure

everyone participates. All students will be expected to read at
least a page from the book and to help fill out a part of the
graphic organizer.

4. Student Activity/Differentiation:
Students will learn how to create a graphic organizer. There
are different kinds of organizers and depending on the level of the
student, I will choose the one that fits for them. Each student will be
challenged because they will have to create a graphic organizer
depending on their level.

How will you differentiate your instruction for struggling/gifted

readers, if necessary?
Before starting to read the book. I will go over vocabulary with the
students so that all students know what the words mean and therefore
understand the book. All students will be required to read a page from the
book. If a child struggles to read, I will help the student read the page. I will
ask the gifted readers to read more pages from the book. I will also provide a
variety of graphic organizers that way students can decide, which one each
is appropriate for them to do.

5. Writing/Communicating/Assessment:
After the whole class activity, there will be time for students to
work with a partner and then individually to create a graphic organizer.
This will give all students a chance to practice creating one with the
class and with a partner before creating one by themselves. I will
asses their knowledge on how to create a graph when they do one by
themselves. The class will continue to create graphic organizers with
every book we read as a class so they can continue to improve their
skills.
6. Reflection:
I think that the lesson went great. I involved the entire group by
making them participate in the lesson. Each person took turns reading the
book. After reading the book, I asked the whole class to help me fill out the

graphic organizer. I asked each person if they knew who was the main
character in the story, where it took place, what was the problem and what
was the solution etc. As the students answer the questions, they are asked to
write their response in the board. Since the students were required to
participate, they were engaged and seemed to comprehend the text better.
Some of the feedback I got from my peers was that they liked the way I had
them participate in the lesson. They liked that I had them read and write
during the lesson because that made them learn and remember what they
learned,
One of them liked the way I pointed out the vocabulary before I read the
story because the students will know what those words mean before they
read the book.
If I had the chance to reteach the lesson I would talk about the
components of the graphic map before I start to read the book. That way, the
students know what they are looking for when reading the book. I would also
model the other graphic organizers as a whole class so that the students can
become familiar with a variety of them. Other than that I think that the
lesson went well because it went how I intended the lesson to be.