AmyScuron

DirectInstructionLessonPlanTemplate
GradeLevel/Subject:
CentralFocus:
4thGradeReading
SynthesisfromDialogue
EssentialStandard/CommonCoreObjective:
CCSS.ELALITERACY.RL.4.1

Refertodetailsandexamplesinatextwhenexplainingwhatthe
textsaysexplicitlyandwhendrawinginferencesfromthetext.

Datesubmitted:Datetaught:
4/5/16

DailyLessonObjective:
Studentswilllearnhowtousedialoguetosynthesizebigideasaboutcharactersandthetext.

21st
CenturySkills:

AcademicLanguageDemand(LanguageFunctionandVocabulary):
Dialogue
:aconversationbetweentwoormorecharacters.
Synthesize
:creatingbigideasaboutcharactersandthetext.
Inferences
:combiningwhattheyknowwithinformationfromthetext.

PriorKnowledge:
Askstudentstothinkabouttimeswhentheyfeltthattheirparentsorotherimportantpeoplewerenotpayingany
attentiontothem.Discusswhypeoplemightignoreotherpeople,howitfeelstobeignored,andwhatstudentscan
dotoshowotherpeoplehowtheyfeel.Tellstudentstheywillreadpartofastoryaboutagirlwhofeltthattheir
fatherwastoobusytotalktoher.
Studentsneedtoknowtheterms:dialogue,synthesize,andmakinginferences.

Activity

1.FocusandReview

2.StatementofObjective
forStudent

3.TeacherInput

DescriptionofActivitiesandSetting
Aconversationbetweentwopeopleiscalled
dialogue.
Dialoguesoften
tellyoualotaboutcharacters.Bystudyingdialogues,youcan
synthesize
bigideasaboutthecharactersandthetext.
Intheselectionbelow,Gloriaandherfathersolveaproblemthroughtheir
dialogue.Gloriasthinkingalsochangesduringthedialogue.Asyouread,
underline/highlighttextthatshowschangesinGloriasthinking.Inthe
responsenotes
offtotheside,writehowGloriasthinkinghaschanged.
Todayboysandgirls,wearegoingtolearnhowtousedialogueto
synthesizebigideasaboutcharactersandthetext.
ASKSTUDENTS:
Somebodytellmewhatdialogueinastoryis?
Howdoesdialoguehelpyouunderstandastory?
REMINDER:
Remindstudentsthatdialogueisthewordsthecharactersspeak.
Sometimes,theauthoralsotellswhatacharacterdoesorthinksasheor
sheistalking.
DIRECTIONS:
Explainthatintheexcerpttheywillread,studentswilllearnhowdialogue
solvesaproblemtwocharactershave.Tellstudentstonoticehowthe
dialogueshowschangesinGloriasthinkingasthestoryprogresses.

Time

10
minutes

25
minutes

AmyScuron

4.GuidedPractice

5.IndependentPractice

6.AssessmentMethods
of
allobjectives/skills:

Aswereadaloud,underline/highlighttextthatshowsGloriasthinking.
Discusswhatherthoughtsareatthispoint.Thenreadanotherportionof
thepassageanddiscusshowGloriasthoughtshavechanged.Remind
studentsastheyread,tocontinueunderlining/highlightingandwritingin
theirresponsenotesaboutGloriasthinking.
Studentswillthentaketurnsreadingpartsofthestoryoutloud.

Throughoutthestory,wewillstopeverycoupleofparagraphsto
underline/highlightimportanttextthatshowsuswhatGloriasthoughts
areandhowtheyhavechanged.Butfirstwearegoingtoreviewthe
questionsattheendsoweknowwhattospecificallylookfor.

1. WhatdidyoulearnaboutGloriasfatherfromhiswords?Howdo
youthinkhemightactinthefuture?
2. ThinkaboutGloriainthebeginning,middle,andendofthe
1520
selection.Whatwasshelikeineachpart?Writeyourthoughtsin
Minutes
thechartprovided.
3. Whatwasgloriasurprisedtolearnaboutherfathersjob?Howdid
thisaffectherfeelingsaboutfractions?
4. WhatkindofjourneydidGloriatake?Howdidithelpherdealwith
herproblem?
5. WhatconnectionstoyourownlifedoyoumakewithGloriaand
herexperiences?
6. Explaintoapartnerwhatsynthesisis.Nowwritethreemost
importantpointsfromyourconversation.
Afterreviewingthequestions,beginreadingthepassage.
StudentsWillanswerthequestionsattheendofthepassageaboutGloria
15
andhowherthinkingchangedthroughoutthepassage.Studentswillmake
minutes
directinferencesfromthepassagetosupporttheiranswers.
Remindstudentsthattheyhavelearnedhowsynthesizingbigideasfromstoryevents,
fromchange,fromchangingevents,fromhistoricalevents,fromsettings,andfrom
dialoguecanhelpthembetterunderstandwhattheysaid.
Thingstocheckforwhenassessingstudents:
1. Didstudentsunderline/highlighttextthatshowedchangesinGloriasthinking,
andwriteaboutitintheirResponseNotes.
2. DidstudentscompletethechartofwhatGloriawaslikeatthebeginning,
middle,andendoftheexcerpt?
3. DIdStudentsexplainwhatGlorialearnedaboutherfathersjobandhowdidthe
informationaffectedherfeelingsaboutfractions?
4. DidstudentsdescribeGloriasjourneyandtellhowithelpedsolveherproblem?
5. DidstudentsmakeappropriateconnectionswithGloriaandherexperiences?

AmyScuron

ReflectingontheTheme:
Remindstudentsthatinthisunit,theyreadaboutjourneys.Pointoutthat
ineachselection,acharacterorcharactersmadeanimportantphysicalor
emotionaljourneythatchangedthecharactersoutlooksonlife.For
example:ManiacMageesjourneywashisrunningawayfromhome,the
musherssleddogsjourneydeliveredtheserum,andGloriasjourney
taughtheraboutarockintheroad.Helpstudentstoreflectontheir
readingbydiscussingthefollowingquestions:
510
7.Closure
1. Whichcharacterstookphysicaljourneys?
minutes
2. Whichcharacterstookemotionaljourneys?(Notethatsome
characterstookbothphysicalandemotionaljourneys)
3. Howdideachjourneychangethecharactersthinking?
4. Whatnewideasdidyousynthesizeabouteachcharacter?
Studentswillbegradedbasedontheiranswersandtheevidencethey
provided.Theirevidencemustmatchtheirreasoning.Studentsare
expectedtogetallquestionsrightortheywillbesentbackforcorrections.
Allthestudentsmettheobjectiveandfollowedthedirections.Everystudent
8.AssessmentResultsof
highlightedkeypointsandwroteofftothesidewhattheythought.Thentheywrote
allobjectives/skills:
theiranswersinfullsentencesprovidingarestatementofthequestion,ananswerto
thequestion,andevidencetosupporttheiranswers.
TargetedStudentsModifications/Accommodations:
Student/SmallGroupModifications/Accommodations:
StudentsatDavidsonDaydonotgetspecial
Havestudentsworkinpairstocompletethechartatthetop
modifications.However,theteacherwillhelp
ofpage166.LetthemdiscusstheirideasaboutwhatGloria
studentsoneononeoringroupsorpartners.
islikeineachpartoftheselection,andsharetheirnotes
aboutchangesinherthinking.Tellstudentsthatifthe
discussionchangestheirmindsaboutGloria,thatisfine.
Materials/Technology:
(Includeanyinstructionalmaterials(e.g.,worksheets,assessmentsPowerPoint/SmartBoardslides,etc.)neededtoimplementthelessonattheendofthelessonplan.)

Readingbooks,StoryinbookcalledARockintheRoadbyAnnCameron,Worksheetattheendofthestorywith
chartandquestions,highlighter,pencil
References:
SynthesisfromDialoguelesson6fromreadingbook.
Reflectiononlesson:
Thelessonwentreallywellandthestudentspaidcloseattentiontodetailandansweredallthequestionsthoroughly.
IwasnervousatfirstandafraidIwouldforgettogooverafewtermsbeforestartingthelesson,butIquickly
adjusted.IhadalotofsupportfromMrs.SaundersandIenjoyedteachingthislesson.