Professional Documents
Culture Documents
Grade: 4th
I. Objectives
How does this lesson connect to the unit plan?
This lesson helps the students understand the entire book better, but also teaches them about Lumbering in the Midwest.
cognitiveR U Ap An E C*
physical
development
socioemotional
Discuss reading strategies and use them with the class while talking about the chapter
Cooperate with their group members
Verbalize the events that happen in chapter 4
X
U
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-Literacy.RL.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.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-Literacy.RL.4.7
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and
directions in the text.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
The students will have to know and understand what happened in the first three chapters of this book.
Pre-assessment (for learning):
I will ask the students to summarize what has happened so far in this book.
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
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I will be walking around to each group to make sure they are keeping on task and planning out what
they are going to act out in a detailed manner.
Formative (as learning):
The students will be following along as other students read aloud so that they will be ready when it is
their turn to read.
Summative (of learning):
The students will be completing a worksheet on chapter four that has the students answering fill-inthe-blank questions about the chapter.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
The students will be working in
groups with the narrator being one
of the students. Students will be
acting out their assigned pages.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
-The students will be working in groups that are spread out throughout the classroom
-When they are presenting their group work all of the students will be in their desks.
How will your classroom
be set up for this lesson?
5 min
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Components
Motivation
(Opening/
Introduction/
Engagement)
Development
(the largest
component or
main body of
the lesson)
40
min
10
min
Closure
(conclusion,
culmination,
wrap-up)
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I began teaching this lesson on Friday, and had a little bit of a rocky start. I wasnt sure how much instruction the students would
need for the acting out portion of this lesson plan. I gave all of the instructions I could think of at the time, however, the students still
had a lot of questions. I began going around to each individual group and said very similar things to answer each of their questions.
Once they got going, it went very well. A couple of the groups had trouble deciding who was going to play what character and spent
a lot of their time trying to make a decision. I ended up going over to these groups and choosing characters because they were
wasting their time to practice. The students had about a half an hour on Friday to choose characters and begin practicing what they
were going to present. We finished the lesson today, Tuesday, with the students having about 10 minutes to rehearse and remind
themselves what they were doing. Once the 10 minutes were up, I called all of the students back to their seats and the groups began
presenting. The presentations went very well. Some of the pages were a little harder to act out because there wasnt always a ton
going on, but the students were good about doing their best anyway. For my aiding class, I have to teach both of the fourth grade
classes because they switch for reading and math, so I always get the other fourth grade class first, and then have my own class
second. On Friday, I changed my instructions for the second group of students so that all of the questions from the first group of
students were answered in my directions. This classs activities went much smoother. None of the students had questions and they
got right down to business preparing what they were going to present. It was nice being able to do it twice because I could tweak my
lesson plan for the second class and know what to expect from my students. I was really glad it went so much better; it made me feel
more confident as a teacher, and it made the students more confident in what they were supposed to do. Unfortunately, I was unable
to stay long on Friday, or at all today to see the second classs presentations, but, from the sounds of it my class did just as well.
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