M2: Lesson

Plan 1
Template Created by Dr. Elford
Content Created by Jennifer
Cady
Unit Title
Subject Area
Lesson Title
Length of Lesson
Audience Description
IEP Goals (where
available)

Objectives

University of Kansas

PLANNING
The Essential Components of an Effective Language Arts Program
Language Arts
Learning to Love Language Arts through Stations
65 minute block time (+30 minutes of homeroom time Daily Language Review/Cursive)
This lesson will pertain partially to all 34 fourth graders, and partially to only my 17 students, in
a high needs learning environment.
Student A will maintain grade level achievement on classroom assessments.
Student A will maintain grade level reading fluency and accuracy skills.
Student A will meet grade level expectations on creative writing prompts.
Student B will enhance her typing skills.
Student B will demonstrate strategies for staying organized.
Student B will demonstrate methods to calm herself down.
Student B will demonstrate control over her impulses.
*These were obtained from the IEP Passports from the Special Educator/my mentor. I,
personally, would have measurable goals/objectives detailed on the Passports.
All students will be able to complete their Daily Language Review with an 80% or higher.
All students will be able to activate their prior knowledge when asked to name three things
that come to mind once the title of a fourth grade passage has been read.
All students will be able to answer at least 80% of the questions from the picture walk
correctly.
All students will be able to provide their input, 100% of the time, by placing a tally mark
next to their answer selection, on each vocabulary question.
Furthermore, all students will be able to participate, 100% of the time, by looking up the
word they selected in the glossary of the textbook even if their answer was not the
correct choice in the end.
All students will work towards mastery of reading 120 150 words correct per minute,
when given a fourth grade reading passage, and timed for one minute

University of Kansas Department of Special Education 1

M2: Lesson Plan 1

Standards

Assessment (formative
and/or summative)

All students will display 5/6 of the following items on their personal weekly writing: place
paper with holes on the left side, add a title/centered on the top line, indent each
paragraph, capitalize the beginning of sentences, add proper punctuation at the
conclusion of a sentence, and stay within the margins of the paper.
All students will pass their weekly spelling tests with a 70% or higher.
All students will engage in positive peer support/feedback, at least once a day, while in a
small reading group.
Anchor Standards:
Engage in literacy learning through a collaborative and community effort and in an
integrated fashion, rather than as discreet skills in isolation.
Use meta-cognitive strategies to monitor literacy for learning.
Engage the five essential components of reading at all grade levels based on individual
student needs.
Key Ideas & Details = #1, 2 (RL.4.1; RL.4.3; RI.4.1; RI.4.2)
Integration of Knowledge & Ideas = #7 (RI.4.7)
Range of Reading & Level of Text Complexity = #10, 11, & 12 (RL.4.10)
Craft & Structure = (RI.4.4; RI.4.5)
Phonics & Word Recognition = (RF.43; RF.4.3a)
Fluency = (RF.4.4, RF.4.4a; RF.4.4c)
Production & Distribution of Writing = #4, 12, 5, 6 (W.4.4; W.4.5; W.4.6)
Range of Writing = #10 (W.4.10)
Text Types & Purposes = (W.4.1; W.4.1a)
Research to Build & Present Knowledge = (W.4.7; W.4.9; W.4.9a)
Comprehension & Collaboration = #1, 2 (SL.4.1; SL.4.1b; SL.4.1c; SL.4.1d)
Conventions of Standard English = #1, 2 (L.4.1; L.4.1f; L.4.1g; L.4.2; L.4.2a; L.4.2d)
Knowledge of Language = #3
Vocabulary Acquisition & Use = #4, 6 (L.4.4c; L.4.5c)
Formative Assessments:
Small group Daily Language Review
Small group discussions about the text
Small group vocabulary participation
Small group glossary word search
Small group and one-on-one (teacher/student) fluency probes
Small group and independent writing across different settings
Small group spelling practice

University of Kansas Department of Special Education 2

M2: Lesson Plan 1

Resources (texts,
technology, materials,
etc.)

Incorporation of other
subject areas

Introduction
(Anticipatory set,
thinking device, advance
organizer, lesson
hook)

Small group interactions

Weekly spelling assessment on Friday (end of unit)
Small group comprehension test on Friday (end of unit)
Independent writing assignment due on Friday (week long project)
Summative Assessments:
MAP Reading
Fall Oral Reading Fluency Probe
State Assessments
Standards notebooks
ELMO
Pens/pencils/dry erase markers
Timer
StoryTown textbooks = Kais Journey to Gold Mountain
http://wwwk6.thinkcentral.com/content/hsp/reading/storytown/na/gr4/se_9780153597763_/grade
4/shell.html?grade=4
Spelling list for Week 4
Oral reading fluency passage
Miniature dry erase boards
Crates with the required supplies for each station
Odyssey Reading
Computers (3-5)
iPads (3-5)
This lesson incorporates all the Language Arts elements (Reading, Writing, Speaking,
& Listening).
This lesson incorporates movement.
This lesson incorporates Art.
This lesson incorporates elements of Social Studies.
This lesson incorporates Math.
LESSON DELIVERY
# of minutes: 2-3 minutes
This lesson is a combination of centers. There is not one hook, but rather, students are
trained to move through four stations, as independent groups, as well as to work with the
teacher during one specific station. To begin the class, I will explain to the students what the
expectations are and what they are to accomplish. In past lessons, I have invested ample time

to teach them how to effectively work together. This lesson is the final creation of what the
Language Arts stations will look like for the remainder of this grading period. A three week
foundation has gone into bringing the two classes to a point where they can successfully work
at each center.
Description
UDL principle & description (at least 1):
Multiple Means of Representation

Lesson activities
(Content, methods,
strategies, procedures,
formative assessment)

Rationale
Explain your reason for choosing the UDL
principle:
Through the use of five centers, students are
able to break learning down into smaller
manageable chunks. Students build upon
their skills through various modalities (i.e.,
iPad or laptop, physical textbook or online
textbook, varied spelling options, and
worksheets to name a few).
# of minutes: 60 minutes

1. Students will enter the classroom and find their first center (Stations 1-5). Those who
do not recall what group they are in, or what center they begin at, can view the graphic
organizer located on the whiteboard (see Appendix A). It has been color coded for ease
of viewing. The students have methodically been placed in heterogeneous groups so
that there is a variety of ability levels and strengths. This allows students to lean on one
another for support and understanding when there are questions or concerns. Each
group specifically has a leader placed within it so that there is always someone to take
the lead on guiding the group to success.
2. Station #1 (12 minutes) = Reading Comprehension Center (see Appendix B & H) *I will
monitor this station closely, because it is the driving force and foundation to all of the
other stations (see Appendix G).
Station #2 (12 minutes) = Oral Reading Fluency & Reading Counts Center (see Appendix
C & H)
Station #3 (12 minutes) = Spelling Center (see Appendix D & H)
Station #4 (12 minutes) = Writing Center (see Appendix E & H)
Station #5 (12 minutes) = Technology Center (see Appendix F & H)

University of Kansas Department of Special Education 4

M2: Lesson Plan 1

UDL Description

Rationale:

Representation

Information will be displayed through a variety of modalities. Content

will be presented through the use of textbooks; both online and
through a traditional method. Graphic organizers will be displayed
both in an erasable format as well as through hand written
worksheets. Students will get to read material online, via textbooks,
and through worksheets. They will also get to hear the teacher and
their peers model various Language Arts learning strategies.
There are no physical limitations, at least that I am currently aware of,
in my classroom. However, there are various barriers for students
when it comes to cognitive functioning. Therefore, I have ordered two
iPads, to use for speech-to-text (and many other options), so that two
of my students, with extensive learning barriers, can find success
through assistive technology. I also have at least four students who
need an alternative spelling test. Therefore, I have modified the
traditional test so that students can choose either 10, 15, or 20
spelling words to study each week. As well, I will be adding five bonus
words for those who need to be challenged further. I have also
created an alternative test for those who struggle severely. The
alternative test allows students to highlight the correctly spelled words
out of a set of three words. This method removes the barrier of
writing.
Since motivation differs for students, I have designed some stations
with prizes for earning the most points. I have found that this really
motivates my students. However, for those who struggle to earn
points academically, I also teach students to track the person who
has the best sportsmanship. I have found that my learners who
struggle often earn this prize. This motivates them to be even
more caring to their peers. I also reward students for trying (not
necessarily getting an answer correct). This also motivates my
learners who struggle. In addition, I teach students to set personal
goals by providing choice within given stations. I also provide premade graphic organizers for students to track their learning and

Expression &
Action

Engagement

understanding. This builds self-regulation and self-determination

skills. In addition, I alternate having students work independently, in
small groups, and in pairs so that every preference is met, and so
that learners are also forced out of their comfort zones.

Closure

# of minutes: 3-4 minutes

After students clean up their final station rotations I will have them reflect on the learning from the
day. First, I will have them show me a thumbs up if they worked hard to meet their personal goals
for the day, a thumb to the side if they did okay at some stations, but not others, and a thumbs
down if they really struggled with staying focused and giving it their all. I will then ask everyone to
point to the one person in the room who had the best sportsmanship throughout the learning
time. The person with the most votes will get to choose a prize out of my bucket. Finally, I will
prompt students to hold up one hand as they move throughout the room and count to 10
backwards. When they reach the number one, they will stop and pair up with someone closest to
them to discuss what they liked about the learning today. I will then have them count up from one
to 10, in Spanish, and ask them to stop and pair up with a new partner where they will be asked
to share one thing they would change to make learning better for tomorrow. Finally, I will say, I
need all students in line, ready to switch back to their homeroom class, in 10, 9, 8, voices off in 7,
6, 5, great job _____, 4, 3, 2, 1. Have a wonderful afternoon!
UDL principle & description (at least 1):
Multiple Means of Engagement: By providing several different outlets for reflection (i.e., show of
thumbs, pointing to someone, and sharing out loud), all students will be able to find a way that
works best for them to reflect on their learning.

University of Kansas Department of Special Education 6

M2: Lesson Plan 1
Appendix A
What Group Am I In?
(Mr. Roberts Class)
Green

Yellow

Blue

Orange

Red

*
*
*
*
Start At Station
#1 Each Day

*
*
*
*
Start At Station
#2 Each Day

*
*
*
*
Start At Station
#3 Each Day

*
*
*
*
Start At Station
#4 Each Day

*
*
*
*
Start At Station
#5 Each Day

*When the timer goes off, turn voices off, and clean up quickly. Your area must be clean, you must be standing behind your chair, holding
up 1 finger, by the time I count from 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 or your group will owe 2 laps at recess. Do not switch until I say, Switch.

What Group Am I In?

(Mrs. Cadys Class)
Green
*
*
*
*
Start At Station
#1 Each Day

Yellow
*
*
*
*
Start At Station
#2 Each Day

Blue
*
*
*
*
Start At Station
#3 Each Day

Orange
*
*
*
*
Start At Station
#4 Each Day

Red
*
*
*
*
Start At Station
#5 Each Day

*When the timer goes off, turn voices off, and clean up quickly. Your area must be clean, you must be standing behind your chair, holding
up 1 finger, by the time I count from 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 or your group will owe 2 laps at recess. Do not switch until I say, Switch.

Appendix B
Reading Comprehension Center
Station #1
Directions: At this station you must complete the following items, throughout the week, in order to earn 100 pts.

Before, During, and After Reading

Tasks
Monday
*Dont forget
to tally when
someone gets
an item
correct. The
person with
the most
points will
earn
something.

Directions
1. Read the title of the story. Take
turns sharing three things that come
to mind. There is no wrong answer.
2. Take a picture walk for one minute.
Use the timer to keep track of time.
When the timer is done, close your
books, and take turns asking each
other one question from the
pictures.
3. Turn to the glossary. Complete the
vocabulary worksheet as a group.
One person must read the question
out loud and then place a tally mark
by the answer he/she thinks is
correct. Then, he/she must pass the
paper for everyone else to tally
their answers. Whomever finds the
word first must read the definition
aloud. Decide which answer and fill in
the bubble. Also, put the page
number you found the answer on

Points
20 pts.

Date Completed
___-___-___

University of Kansas Department of Special Education 8

M2: Lesson Plan 1

Tuesday
*Make sure
you keep
track of tally
marks for
the person
who gets the
most answers
right,
because
he/she will
earn a prize.

Wednesday
*Keep track
of points.
The winner
earns a prize.
Thursday

next to the choices.

1. Finish
vocabulary
sheet
from
Monday if you are not done. Make
sure
everyone
has
their
names/numbers at the top of the
paper. Place your completed paper in
your class folder so I can grade it.
2. Each student should read one page
of the story. When he/she finishes
reading, everyone in the group must
take turns asking each other a
question from the text.
There are 4 types of questions:
Right There (answers are directly in
the text in one sentence)
Think & Search (the answers are in
the text, but can be in more than
one place)
Author & Me (the answers are not
directly in the text, but you have to
read the text to answer this type of
question)
On My Own (the answer is not in
the text)
1. Finish reading the story and asking
each other questions (see Tuesday
#2).

1.

Finish reading the story if you are

20 pts.

___-___-___

20 pts.

___-___-___

20 pts.

___-___-___

Friday

still not done.

2. Choose one of the graphic
organizers to complete as a team.
1. Work as a team to complete the
weekly test. Be sure to rule out the
two answers that do not make sense
- first. Then, you must prove where
you found your answer(s) by writing
the page number(s) and
paragraph(s). Make sure everyone
has their name/number on the top of
the paper. Place the completed paper
in your class folder.

20 pts.

___-___-___

+ ____/100 =

____% = ____

Kansas College and Career Ready Standards

Literacy Learning
#1, 2, & 3
Key Ideas & Details
#1, & 2

Range of Reading & Level of

Text Complexity
#11 & 12

RL.4.1
RL.4.10
RI.4.1
RI.4.2
RI.4.4
RI.4.5
RI.4.10
RF.43
RF.4.3a
RF.4.4
RF.4.4b
RF.4.4c

Speaking & Listening

#1
SL.4.1
SL.4.1b
SL.4.1c
SL.4.1d
Vocabulary Acquisition & Use
#4 & 6

University of Kansas Department of Special Education 10

M2: Lesson Plan 1

Appendix C
Oral Reading and Reading Counts
Station #2
Directions: At this station you must follow the directions for each day.
Oral Reading & Reading Counts
Day
Directions
Points
Monday
Each person in your group must read the
weekly fourth grade prompt. Be sure that
20 pts.
one person monitors the timer, two people
record errors, and one person reads aloud.
Do not forget to record your words per
minute (wpm) on your class recording log.
Tuesday
You may read silently on the furniture (3
20 pts.
people per couch and 1 person on the small
seat). Feet should not be on the furniture at
all. No hair should be touching the
furniture at all. There should be no talking.
You may go to the Library to checkout new
books, or to take an RC quiz, but you must
walk in the halls, whisper in the Library, and
absolutely be back to class before the timer
goes off. Otherwise, you will owe 2 laps.
Wednesday
Each person in your group must read the 20 pts.
weekly fourth grade prompt. Be sure that
one person monitors the timer, two people
record errors, and one person reads aloud.
Do not forget to record your words per
minute (wpm) on your class recording log.

Date Completed
___-___-___

___-___-___

___-___-___

University of Kansas Department of Special Education 12

M2: Lesson Plan 1
Thursday

Friday

You may read silently on the furniture (3

people per couch and 1 person on the small
seat). Feet should not be on the furniture at
all. No hair should be touching the
furniture at all. There should be no talking.
You may go to the Library to checkout new
books, or to take an RC quiz, but you must
walk in the halls, whisper in the Library, and
absolutely be back to class before the timer
goes off. Otherwise, you will owe 2 laps.
Each person in your group must read the
weekly fourth grade prompt. Be sure that
one person monitors the timer, two people
record errors, and one person reads aloud.
Do not forget to record your words per
minute (wpm) on your class recording log.

Kansas College and Career Ready Standards

Literacy Learning
Phonics & Word
#1, 2, & 3
Recognition
RF.43
RF.4.4
RF.4.4a
RF.4.4c
Range of Reading
Comprehension &
& Level of Text
Collaboration
Complexity
#2
#10, 11, & 12
SL.4.1
SL.4.1b

20 pts.

___-___-___

20 pts.

___-___-___

+ ____/100 =

____% = ____

Appendix D
Spelling Center
Station #3
Directions: At this station you must choose four items to complete off of the menu below. The goal is to complete one item per day
(Monday Friday), but you can always work faster, or slower, as long as you get four items done. You must earn a total of 100 points to
earn an A+ in spelling this week. If you finish an item early, you can start the next one right away, or read silently (RC). *Be sure to keep
track of which day you complete each item.

Spelling Menu
Options
Choice 1
Choice 2
Choice 3

Choice 4
Choice 5

Choice 6

Choice 7

Directions
Draw a picture on a whiteboard and hide at
least 10 of your words in the picture.
Spell at least 10 of your words with the
heart letters or the plastic letters.
At the standing computer station, type your
words in Microsoft Word. You do not need
to save your words.
Write your words three times each on a
whiteboard.
Look up 10 of your spelling words in the
Dictionary and read the definition to
yourself.
Clap out the syllables to your words as you
say the words out loud.
Example = chicken would be 2 claps
(chick*en)
Think of an antonym (opposite meaning) and

Points
25 pts.

Date Completed

25 pts.

___-___-___
___-___-___

25 pts.

___-___-___

25 pts.

___-___-___

25 pts.

___-___-___

25 pts.

___-___-___

25 pts.

___-___-___

University of Kansas Department of Special Education 14

M2: Lesson Plan 1
a synonym (same meaning) for 5 of your
spelling words.
Example = girl (antonym = boy) (synonym =
female)
+ ____/100 =

____% = ____

Kansas College and Career Ready Standards

Conventions of
Standard English
#2
Literacy Learning
#3

L.4.1g

L.4.2d

L.4.4c

L.4.2

L.4.4

L.4.5c

Appendix E
Writing Center
Station #4
Directions: At this station you must choose one of the three options to complete this week. Your work is due on Friday so be sure to focus
throughout the week so you get everything done.

Writing Menu
Options
Choice 1

Choice 2

Directions
Choose a fictional story (not real) that you
have read this year. It can be one from our
reading textbook. Describe in depth a
character, setting, or event in the story. Be
sure you use details from the text to
support your writing. Be sure you have a
title. Indent each paragraph. Stay within
the red lines on the paper.
Character = How did the person act? Did
the person show the pillars of character?
What from the text made you think this?
Setting = What time of year was it? What
was the weather like? Was it the past,
present, or future? What part of the world
did it take place in?
Event = Describe a main event from the
story. What did it look like, smell like, taste
like, or feel like? How do you know this?
Write an opinion paper over one of the
following topics:

Points

Date Completed

100 pts.

___-___-___

100 pts.

___-___-___

University of Kansas Department of Special Education 16

M2: Lesson Plan 1
a.

Choice 3

Fourth graders should or should not

lose their afternoon recess, because
___________________________.
b. The best animal in the world is
________,
because
____________.
c. It
is
my
opinion
that
____________,
because
____________________.
Be sure to provide reasons for why you feel
the way you do. Do not forget a title. Indent
your paragraphs. Stay within the lines on the
paper.
Research an item online, at the standing
computer lab station that you want to learn
more about. Be sure to jot important notes
so you can use your notes to write your
paper. Do not forget to cite your sources.
What websites did you find your information
from? Never take information from any
source without giving credit to where the
information came from. That is called
plagiarism. We should always give credit to
the source or we could end up in trouble.

Kansas College and Career Ready Standards

Key Ideas &
Range of Writing
Details
#10
RL.4.3
W.4.1

100 pts.

___-___-___

+ ____/100 =

____% = ____

Conventions of
Standard English
#1, 2

W.4.1a

Research to Build
& Present
Knowledge
W.4.7
W.4.9
W.4.9a

Production &
Distribution of
Writing
#4, 12, 5, 6
W.4.4
W.4.5

L.4.1
L.4.1f
L.4.2
L.4.2a

University of Kansas Department of Special Education 18

M2: Lesson Plan 1
Appendix F
Technology Center
Station #5
Directions: At this station you may choose what you would like to do between two items. Be sure to handle the technology with care.
Technology
Day
Directions
Points
Date Completed
Monday
a. Odyssey ~ Reading
b. iPad Reading Games
20 pts.
___-___-___
Tuesday
a. Odyssey ~ Reading
b. iPad Reading Games
20 pts.
___-___-___
Wednesday
a. Odyssey ~ Reading
b. iPad Reading Games
20 pts.
___-___-___
Thursday
a. Odyssey ~ Reading
b. iPad Reading Games
20 pts.
___-___-___
Friday
a. Odyssey ~ Reading
b. iPad Reading Games
20 pts.
___-___-___
+ ____/100 =

____% = ____

Kansas College and Career Ready Standards

Literacy Learning

#3

Integration of
Knowledge &
Ideas
#7
RI.4.7

Range of Reading
& Level of Text
Complexity
#10, 11, & 12

Key Ideas &

Details
RL.4.1

Knowledge of
Language
#3

Appendix G
Small Group
Formative Assessment Guide
Week of: ___/___/___

Blue Team:
1. _____________ (MAP ___) (WCPM
2. _____________ (MAP ___) (WCPM
3. _____________ (MAP ___) (WCPM
4. _____________ (MAP ___) (WCPM

___)
___)
___)
___)

(Comprehension
(Comprehension
(Comprehension
(Comprehension

~ High/Med/Low)
~ High/Med/Low)
~ High/Med/Low)
~ High/Med/Low)

Weekly Notes:
1.
2.
3.
4.

_____________ (strength:
_____________ (strength:
_____________ (strength:
_____________ (strength:

____________;
____________;
____________;
____________;

needed growth:__________)
needed growth:__________)
needed growth:__________)
needed growth:__________)

University of Kansas Department of Special Education 20

M2: Lesson Plan 1
Appendix H
Small Group
Self-Assessment Guide
Grading Myself When There Are 20 Points
20/20 = 100% (A+)
19/20 = 95% (A)
18/20 = 90% (A-)
17/20 = 85% (B)
16/20 = 80% (B-)
15/20 = 75% (C)
14/20 = 70% (C-)
13 and below = Unacceptable
Grading Myself When There Are 100 Points
100/100 = 100% (A+)
99/100 = 99% (A+)
98/100 = 98% (A+)
97/100 = 97% (A+)
96/100 = 96% (A)
95/100 = 95% (A)
94/100 = (A)
93/100 = (A-)
92/100 = (A-)
91/100 = (A-)
90/100 = (A-)
89/100 = 89% (B+)

Grading Myself When There Are 25 Points

25/25 = 100% (A+)
24/25 = 96% (A)
23/25 = 92% (A-)
22/25 = 88% (B+)
21/25 = 84% (B)
20/25 = 80% (B-)
19/25 = 76% (C)
18/25 = 72% (C-)
17 and below = Unacceptable
Procedures for Grading
Always be honest with yourself and
others when you are grading.
Use a pen when grading. Put your pencil
away.
Place and X or a
when you miss an
item. Write the correct answer with
your pen beside the wrong answer.
Make sure your name and number are on
all of your papers.
Remember that grades are to help you
learn where you are at, so that you can
set goals for yourself and grow even

85/100 = 85% (B)

80/100 = 80% (B-)
79/100 = 79% (C+)
75/100 = 75% (C)
70/100 = 70% (C-)
69 and below = Unacceptable

more.