Other Times, Other Places

4th grade

Tanya Gibson
READ 371
May 25, 2016

Other Times, Other Places

Scott Foresman
Reading, Seeing in Believing
Multimedia Teachers Edition
4th Grade Volume Two
I chose this teachers edition to do my lesson plan on because I wanted something that
would challenge my thinking process on how to teach students reading and would give
me a more comprehension based lesson plan. The second reason I chose the weekly
content that was in the book the fact that it was about traveling when it was not so
common as today to just travel across country. I really like the way the book laid out the
information that the students needed to be taught and the different ideas to try with the
students. I have never used a teachers edition to write a unit plan and this was a great
experience.
I think one of my favorite things about using this book and particular section in the book
was because I think students would like the idea of reading a journal written by Alice and
her adventure. The teachers edition used a lot of comprehensive thought processing
when writing a journal entry. Especially when it came to prewriting, editing, and
publishing their journal entry. The book was very handy with creating the word list
needed for spelling and for prefixes and possessive nouns and pronouns.

Daily Schedule
7:45 8:00 students come to class and get ready for reading.
8:00 8:45 Reading
8:45 9:15 Spelling/Word Study
9:10 9:20 Bathroom Break
9:20 10:05 Writing/Grammar

Bluefield State College

Daily Lesson Plan (Template)
DAY 1
Name: Tanya Gibson
Date: 5-20-16
Subject: Reading
Topic: Comprehension
Grade: 4th grade
Length of Lesson: 45 mins
Introduction (Essential Question):
What are the most important ideas in the paragraph? If you were going to summarize the
article, what ideas would you include?
Standard: Reading
Cluster: Key Ideas and Details
Objective: ELA.4.R.C1.5 Determine the main idea of an informational text and explain how it is supported by key
details; summarize the text. (CCSS RI.4.2)
Specific Objective:
Students will determine which story events to include in a summary. They will also be able
to analyze summaries of the text to choose the best one. Students will show a mastery level
of 80% through the summary they will turn in for grading, which will be based on a rubric.
Method(s):

The teacher will open with the essential questions and then explain what the word
summary means and that it is a short statement that expresses only the most important
ideas. The teacher will then have a short hand out of from the encyclopedia of western
frontier life. The teacher will read this out loud to the class, as the teacher is reading the
students will highlight what they are the important facts of the handout. Once the teacher
is done she will the students summarize what was just read in a few complete sentences
about what the article was about. The teacher will walk around while the students are
writing to ensure that they understand how to summarize the article. Once this is
complete the class will read Stage coaches, Thenand Now by Dorothy Hinshaw
Patent. After the reading is competed the students will write a one to two paragraph
summary about the story. The teacher will also introduce the vocabulary word lists.
Materials:
-

Article of western frontier life from the encyclopedia

Paper
Story on Stagecoaches, Then.and Now by Dorothy Hinshaw Patent
Words to know list

Direct Instruction:
The teacher will start the lesson by asking the essential questions, What is the most
important ideas in the paragraph? and If you were going to summarize the article, what
ideas would you include? After asking these questions the teacher will then explain the
word summary to the students.
- A summary gives the main ideas of an article, or it tells what happened in a story.
- It is short, and it doesnt include unimportant information.
- A summary will help you recall and organize information.
The teacher will introduce the words to know list.
- blacksmith
- crank
- dependable
- forge
- ravines
- telegraph
Guided Practice:
The teacher will now hand out the article on western frontier life from the encyclopedia,
and read it aloud to the class. As the teacher is reading the students will need to highlight
what the important ideas in the article. Once the teacher is done reading the students will
write a few sentences summarizing the article. While, the students are doing this
assignment the teacher will need to walk around and make sure that the students
understand how to summarize and to make sure they are not just copying what is in the
article. If the students are having problems then will need to set down with the teacher at

the thinking circle away from the other students at the desk pods. Once, this is complete
and the teacher will have the students read Stagecoaches, Then and Now by Dorothy
Hinshaw Patent. As the students are reading the story then will need to take notes writing
down the important information they would like to discuss in their summaries. As the
students finish reading the story the class will talk about some summary statements, such
as:
- Unlike in the movies, real stagecoaches usually provided safe, reliable delivery of
passenger and mail.
- Stagecoaches stopped every twelve miles or so to replace the horses with a fresh
team.
- In the 1850s many settlers and miners traveled by stagecoach. A stagecoach
passenger could expect a dusty and boring ride.
The students will be asked to choose which summaries was the best out of the three and
explain why. The correct answer would be summary a.
Differentiation:
For the auditory learners listening to the teacher read the stories and article out loud will
these students to understand the text and pick out the important ideas.
For the visual learners, having a handout in front of them to read and see the important
ideas. Also, having the ideas written down of paper will help them to understand.
For the kinesthetic learners, having to actually write down the important ideas and then
write their own summary will help these students to understand what a summary is and
how to find them important ideas.
Lesson Closure:
The teacher will readdress the EQ and have the students answer. This will help with the
assessment because students will be giving their understanding and knowledge of what a
summary is.
Independent Practice:
After this the students will need to write a one to two sentence summary of the story that
is different from the three that were given. This will be turned in for a grade.
Assessment:
Students will be assessed based on the writing rubrics that will be used on the summaries
that the students wrote on the story Stagecoaches, Then.and Now. Students will also
be graded based on participations and understanding of the lesson. The students will end
the lesson with an 80 % mastery of what summarizing means.

TeacherName:TanyaGibson
StudentName:________________________________________
CATEGORY
4
3

Organization

Informationisvery
Informationisorganized
organizedwithwell
withwellconstructed
constructedparagraphsand paragraphs.
subheadings.

QualityofInformation

Informationclearlyrelates
tothemaintopic.Itincludes
severalsupportingdetails
and/orexamples.

Informationclearlyrelates Informationclearlyrelates Information

tothemaintopic.Itprovides tothemaintopic.Nodetails nothingtodo
12supportingdetailsand/or and/orexamplesaregiven. topic.
examples.

AmountofInformation

Alltopicsareaddressedand
allquestionsansweredwith
atleast2sentencesabout
each.

Alltopicsareaddressedand
mostquestionsanswered
withatleast2sentences
abouteach.

Alltopicsareaddressed,
andmostquestions
answeredwith1sentence
abouteach.

Oneormore
addressed.

ParagraphConstruction

Allparagraphsinclude
introductorysentence,
explanationsordetails,and
concludingsentence.

Mostparagraphsinclude
introductorysentence,
explanationsordetails,and
concludingsentence.

Paragraphsincludedrelated
informationbutwere
typicallynotconstructed
well.

Paragraphing
notclearand
nottypically
theparagrap

Mechanics

Nogrammatical,spellingor Almostnogrammatical,
punctuationerrors.
spellingorpunctuation
errors

Bluefield State College

Daily Lesson Plan (Template)
Day 1
Name: Tanya Gibson
Date: 5-20-16

Informationisorganized,
Theinforma
butparagraphsarenotwell bedisorgani
constructed.

Afewgrammaticalspelling, Manygramm
orpunctuationerrors.
orpunctuatio

Subject: Spelling
Topic: Phonics/word study
Grade: 4th grade
Length of Lesson: 30 mins
Introduction (Essential Question):
Identifying prefixes and base words. What are prefixes? What are base words? Can you
find the prefix and base word?
Standard: Reading
Cluster: Phonics and word recognition
Objective: ELA.4.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words.
use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes ) to read accurately unfamiliar multisyllabic words in
context and out of context. (CCSS RF.4.3)
Specific Objective:
The students will show 80 % mastery of knowledge on prefixes dis-, in-, mis-, and re-. Students
will be able to distinguish between the prefix and base words.
Method(s):
The teacher will begin by introducing what a prefix is to the class and then listing the
commonly used prefixes on the board. The teacher will model several different prefixes
with base words to show they make a whole new word. The teacher will write a word list
with the words that the students will be looking for during their assignment. The teacher
will pass out a pretest for the students to complete.
Materials:
-

list of prefixes
word list
pretest

Direct Instruction:
The teacher will start by introducing asking the EQs, What are prefixes?, What are
the base words?, Can you find the prefix and base words? If the students do not know
a prefix is then the teacher will given the definition, which is a word that is placed before
another word to form a whole new word. The teacher will then write the commonly used
prefixes on the board

- dis
- in
- mis
- re
the teacher will then take a base word and add a prefix to model to the students how this
makes a new word. Some examples are; dis + like = dislike, in + correct = incorrect, etc.
The teacher will then write the word like on the board.
- dislike
- dishonest
- disappear
- distrust
- disagree
- incomplete
- recall
- incorrect
- invisible
- inactive
- misplace
- misspell
- misled
- mistreat
- misbehave
- rebuild
- reuse
- react
- replace
- independent
Guided Practice:
The teacher will then list several other words on the board that are not on the word list
and have students come to the board and draw a line between the prefix and base word.
Some examples to use: misjudge, discolor, retake, etc. Do this till the students show an
understanding between prefix and base word. If a student is stuck the other students in the
classroom can help to get the answer correct.
Differentiation:
For the auditory learners, having them sound out the words to distinguish between the
prefix and base word. These students may need to have the teacher also say the words.
For the visual learners, seeing the models on the board will help them to understand the
difference between the prefix and base word. The teacher may need to give more
examples for these students.
For the kinesthetic learners, they will do their best by writing the word out and then
drawing a line through to separate the prefix from the base word.
Lesson Closure:

The teacher will ask the EQ again to the classroom and see if they can tell what the
difference is between prefix and the base word.
Independent Practice:
The students will be given a pretest to test their knowledge on the subject. Once the
students have completed the assessment they will turn it in for grading.

Assessment:
The students will be graded based on class participation and then the pretest will be
graded based on how many the students have gotten correct. A letter grade will be given
for the pretest, A-F.

Name______________________________________

Please draw a line underneath the word that has a prefix and base word. Next, draw a line
between the prefix and the base word.

EXAMPLE: The teacher has given us a pre test to take.

1. She doesnt dislike anyone.

2. He made the food disappear.
3. Dont distrust people too much.
4. Lying is dishonest.
5. I disagree with that.
6. The collection is incomplete.
7. Se is an independent girl.
8. This answer is incorrect.
9. The crack is almost invisible.
10. The volcano is inactive now.
11. I never misplace my homework.
12. Did I misspell your name?
13. Their lies misled the jury.
14. Dont mistreat the dog.
15. Babies, dont misbehave!
16. We need to rebuild our house.
17. I can reuse this jar.
18. How should you react to that?
19. Please replace the light bulb.
20. He cant recall what happened.
Bluefield State College

Daily Lesson Plan (Template)

DAY 1
Name: Tanya Gibson
Date: 5-21-16
Subject: Writing/Grammar
Topic: Singular and Plural Possessive Nouns
Grade: 4th grade
Length of Lesson: 45 mins
Introduction (Essential Question):
Do you know where the apostrophe goes?
Standard: Language
Cluster: Conventions of Standard English
Objective: ELA.4.L.C15.2 demonstrate command of the conventions of Standard English capitalization, punctuation,
and spelling when writing.
use correct capitalization.
use commas and quotation marks to mark direct speech and quotations from a text.
use a comma before a coordinating conjunction in a compound sentence.
spell grade-appropriate words correctly, consulting references as needed.
Specific Objective:
Students will use apostrophe to form singular and plural possessive nouns. Students will be
able to write and recognize singular and plural nouns.
Method(s):
The teacher will ask the EQ to the classroom, waiting on a response. Next, the teacher
will introduce the word possessive and see if the students can give their thoughts on what
they think the meaning is. The teacher will give the students the true meaning of the word
possessive and then talk about singular and plural nouns. Most students should already
have knowledge on the two and this should be a recap. Once the teacher has completed
this he or she will explain how to add the possessive to both singular and plural nouns.
Materials:
-

graphic organizer

pencil
paper

Direct Instruction:
The teacher will start the lesson by asking the students the EQ Do you know where the
apostrophe goes? Students will be given time to allow for their answers. Next, the
teacher will introduce the word possessive and see if the students scan give thoughts on
what they think it means. The teacher will give the correct definition of the word
possessive,
- something that shows possession
- demanding
Now the teacher will reinforce singular and plural nouns, most students should have some
background knowledge of this subject, for the ones that do not this will be a chance to
develop the skill. Once this has been completed the teacher will explain how to add the
possessive to both singular and plural nouns.
- to make singular possessive nouns, add the apostrophe and then s. To make plural
possessive nouns, add an apostrophe alone if the noun ends in s, or an
apostrophe and an s if the noun does not end in s.
- Examples
Singular Tennessees
Plural childrens
Guided Practice:
The teacher will write several sentences on the board with the apostrophe left out the
students will have to come to the board and correct the sentence by putting the
apostrophe in the correct place on the noun. Students will also have to make a decision on
whether the noun is singular or plural before adding the apostrophe. The teacher can also
make it more challenging by not putting an s on the noun and seeing if the students can
figure out how to add both the apostrophe and s.
- Sallys bike was purple and green.
- The cars interior is black.
- Peg is washing her cats toys.
These are just a few that can be written of the board for the students to answer. As
students correct the sentences, if they seem to be having trouble or are stuck if the nouns
is singular or plural they may ask for help from their classmates. Depending on time the
teacher will make the decision on whether to do more sentences or move on.
Differentiation:
For auditory learners, hearing the teacher explain how to place the apostrophe on a
singular possessive noun and how to place the apostrophe on a plural possessive noun
will help to gain knowledge.

For the visual learners, having the teacher to write the noun on the board and showing the
placement of where it put the apostrophe on both the singular and plural possessive nouns
will help them to gain knowledge on the skill.
For kinesthetic learners, they will gain knowledge when taking part in going to the board
to show if the noun is singular or plural possessive and where to put the apostrophe.
Lesson Closure:
The teacher will ask the students if they understand what possessive means. The teacher
will also ask the students the EQ again. Students will now be given the graphic organizer
to work on.
Independent Practice:
The teacher will hand out the graphic organizer to the students reminding them what they
are looking for. The teacher will go over the directions for the students; they are to
underline the singular or plural possessive nouns and then on the line provided they are to
write what the possessive nouns should look like. If the students finish before the lesson
is over then they will turn it in to the teacher but if they do not finish they will need to
take it home to finish and bring back completed the next day.
Assessment:
The students will be assessed based on class participation and the graphic organizer that
has been turned in for a grade. The students will be given a participation grade and a
letter grade for the graphic organizer and this will be based on the correct form of
singular or plural possessive noun.

Name: ________________________________________________Date:
__________________________

Singular and Plural Possessive Nouns

Please underline the noun possessive in the sentence. Next, write the noun in the space
provided and make sure to make it singular possessive or plural possessive.

1. What is the cars color?

_____________________________________________

2. The people choice.

_____________________________________________

3. Besss bicycle.
_____________________________________________

4. Thats the coyotes bed.

_____________________________________________

5. His parent automobile.

_____________________________________________

Bluefield State College

Daily Lesson Plan (Template)
Day 2 Part 1

Name: Tanya Gibson

Date: 5-20-16
Subject: Reading/Vocabulary
Topic: Context Clues: Synonyms
Grade: 4th grade
Length of Lesson: 45 mins
Introduction (Essential Question):
Can you list three words that describe something good?
Standard: Language
Cluster: Vocabulary Acquisition and Use
Objective: ELA.4.L.C17.2 demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in
context.
recognize and explain the meaning of common idiom, adages, and proverb.
demonstrate understanding of words by relating them to their opposites (antonyms) and to
words with similar but not identical meanings (synonyms).
Specific Objective:
Students will use synonyms as context clues to figure out unfamiliar words, develop vocabulary
by listening to selections read aloud, and use new vocabulary words in a postcard.
Method(s):
The teacher will begin with reintroducing the vocabulary words and seeing how many
students know the meanings. There will be a list of words to know and then a list of more
words to know for the students that are already familiar with the words to know. Once
this is complete the teacher will ask the students the EQ. Next, the teacher will introduce
the word synonym. The teacher will then have a student read aloud Postcard from a
Cross-Country Trip. Once this is complete the students and teacher will work on finding
a sentence with a word they do not know and try to decipher what it may mean through
what the author has written in the sentence. The teacher will close with having the
students use synonyms as context clues in the remaining sentences of the postcard.
Materials:

List of words to know

List of more words to know
Postcard from a Cross-Country Trip
Graphic organizer of a postcard

Direct Instruction:
The teacher will begin the lesson by reintroducing the vocabulary words from the list
words to know; if there are students that are already familiar with the first list and
second list more words to know can be given. The teacher will ask the students the EQ,
Can you list three words that describe something good? Such as terrific, wonderful,
amazing, great, etc. Next, the teacher will introduce synonym and its meaning.
- a word with a similar meaning
Now the teacher will have the students underline words in the words to know list that
are unfamiliar to them. The teacher will then pass out to each student a copy of the
Postcard from a Cross-Country Trip
Guided Practice:
Now, the teacher will have a student read the Postcard from a Cross-Country Trip. The
teacher will then ask the students to reread the sentence that contains the word
dependable and then model how to use its synonym as a context clue.
- As I was reading the word dependable I did not understand what this meant so
continued reading the sentence and noticed that the writer mentions a
trustworthy car. I noticed that the writer is using the word dependable to describe
the car, so these to must mean the same thing. And both must be synonyms
meaning something you can depend on or trust.
Next, the teacher will assign a different word from the words to know list to each group
of students (this is based on their seating arrangement, grouped together in sets of four),
making sure to set the word forge to the side to discuss as a class. As a group the students
will look at the sentence that contains the word that was given and find the synonym and
then write down what the group as decided the meaning of the word is and then share it
with the class.
Differentiation:
For the auditory learners hearing the material read aloud will help to understand and
come to a conclusion of what the synonym is for the words in the word to know list.
These students may need to reread the text out loud to them to fully understand.
For the visual learners, these students may need to write down the words and their
synonym. This will help them to see what the connection is between the two words.
The kinesthetic learners will show understand by writing down the sentence and then
underlining the words and then circle the synonym that correlates to the vocabulary word.
Lesson Closure:

The teacher will ask the students what word or words can help them to figure out the
meaning of forge? (The next sentence in the text uses the phrase metal-working shop,
which is the definition of forge.
Independent Practice:
The students will be asked to picture a place they would like to visit. Then the teacher
will have the students write a postcard from this place using as many vocabulary words
as possible.
Assessment:
Students will be assessed based on their participation during class and then through the
postcard that each will write and turn in for a grade. The grading will be based on
sentence format, grammatical errors, use of vocabulary words, and understanding the
meaning of the words.

Bluefield State College

Daily Lesson Plan (Template)
DAY 2 Part 2
Name: Tanya Gibson
Date: 5-21-16
Subject: Reading
Topic: Reading Strategies
Grade: 4th grade
Length of Lesson:

Introduction (Essential Question):

Amazing Alice! Lets take a voyage with Alice from Coast to Coast.
Standard: Reading
Cluster: Key Ideas and Details
Objective: ELA.4.R.C1.5 determine the main idea of an informational text and explain how it is supported by key
details; summarize the text. (CCSS RI.4.2)
Specific Objective:
Students will be able to understand the difference between real events and made up events
in a story. Students will also be able predict what will happen next in a story and write
down their thoughts. This will all be graded based on a rubric showing a mastery level of
80 %.
Method(s):
The teacher will continue this lesson plan right after the lesson on Postcards from a
Cross-Country Trip. The class will read the A Note to the Reader together as a class
and discuss different questions the teacher will have. The class will discuss if the events
are real or made up, how the pictures help with what they have read, and what do the
students predict will happen next? Once this is complete the class will read aloud the first
paragraph of Amazing Alice! From Coast to Coast with Alice: by Patricia Rush Hyatt.
The class will then discuss the purpose of the reading. At end students will start a
response log, which the students will write their predictions, any questions they may have
about the reading material or pictures. Also, the students can write down any other
information or impression they have an about the characters.
Materials:
-

Response Logs (one subject note book)

Amazing Alice short story.

Direct Instruction:
This lesson will be an extended lesson to the Postcards from a Cross-Country Trip. The
students will have previous knowledge of the vocabulary. The teacher will then have the
students take out the short story Amazing Alice. The teacher will have the students pair
up with a partner and read A Note to the Reader. After the students have read the
material the teacher will have the students get back to their desks to begin the next part.
The teacher will ask the students Do you think the events in the selection are real or

made up? How can you tell? After the answers to this question are none the teacher will
as What do the pictures tell about the sections? Next, the students will be asked What
do you predict will happen in the selection? The teacher will wait for the answers of
each student.
Guided Practice:
The teacher will now read the first paragraph of the short story out loud to the students.
After reading this section to the students the teacher will model how to purposes for
reading. The teacher may want to read what is in the teachers edition reading book under
the label Set Purposes. As a group the class will discuss the different things that Minna
was excited about, what was the reason for her excitement, and what is Alice trying to
do?
Differentiation:
For the auditory learners, these students will need to hear the story read aloud and may
even need to set in a quiet cross with the CD that has the stories on it and listen to the
short story being read to him or her for comprehension.
For the visual learners, these students may need to look at the pictures that go along with
the text. Reading the text again to themselves will help these students understand the
material.
For kinesthetic learners, writing in their response log will help these students to think
about what the text is meaning and to predict what will happen next.
Lesson Closure:
The teacher will have all the students bring their attention back to her for a recap of what
they have just read and to talk again about what predictions are and how they make a
prediction. The teacher will then tell the students will be writing in their response logs so
they need get all their information that is stored in their head about the text and put it into
words.
Independent Practice:
The teacher will have the students get out their response logs and have them to write
down in the table of contents Amazing Alice and then the correct page number for their
response. Now the students will write their predictions down what they think will happen
next. Then the students will write down questions they have about the illustrations and
events and lastly they will write down their impressions of both Minna and Alice.
Assessment:

Students will show an 80 % mastery level based on the writing response logs that each
student has completed and turned in. The rubric is based on a 10-point system. The rubric
follows.

ResearchReport:AmazingAlice!

TeacherName:TanyaGibson
StudentName:________________________________________
CATEGORY
4
3

Organization

Informationisvery
Informationisorganized
organizedwithwell
withwellconstructed
constructedparagraphsand paragraphs.
subheadings.

Informationisorganized,
Theinforma
butparagraphsarenotwell bedisorgani
constructed.

QualityofInformation

Informationclearlyrelates
tothemaintopic.Itincludes
severalsupportingdetails
and/orexamples.

Informationclearlyrelates Informationclearlyrelates Information

tothemaintopic.Itprovides tothemaintopic.Nodetails nothingtodo
12supportingdetailsand/or and/orexamplesaregiven. topic.
examples.

AmountofInformation

Alltopicsareaddressedand
allquestionsansweredwith
atleast2sentencesabout
each.

Alltopicsareaddressedand
mostquestionsanswered
withatleast2sentences
abouteach.

Alltopicsareaddressed,
andmostquestions
answeredwith1sentence
abouteach.

Oneormore
addressed.

ParagraphConstruction

Allparagraphsinclude
introductorysentence,
explanationsordetails,and
concludingsentence.

Mostparagraphsinclude
introductorysentence,
explanationsordetails,and
concludingsentence.

Paragraphsincludedrelated
informationbutwere
typicallynotconstructed
well.

Paragraphing
notclearand
nottypically
theparagrap

Mechanics

Nogrammatical,spellingor Almostnogrammatical,
punctuationerrors.
spellingorpunctuation
errors

Afewgrammaticalspelling, Manygramm
orpunctuationerrors.
orpunctuatio

Bluefield State College

Daily Lesson Plan (Template)
DAY 2
Name: Tanya Gibson
Date: 5-21-16
Subject: Reading
Topic: Comprehension
Grade: 4th grade
Length of Lesson: 30 mins
Introduction (Essential Question):
This is the continuing of the summarizing lesson from the previous day, but students will
be reading the short story of Amazing Alice. Some questions to ask the students are
Would you tell every detail about the movie, or would you just tell the important parts?
Standard: Reading
Cluster: Key Ideas and Details
Objective:
ELA.4.R.C1.3 describe in depth a character, setting or event in a story or drama, drawing on specific
details in the literary text (e.g., a characters thoughts, words or actions). (CCSS RL.4.3)
Specific Objective:

Students will summarize the text to recall ideas and students will recognize the characteristics of
diary/journal entries. Students will summarize text to recall ideas.

Method(s):
The teacher will start out by start by putting the students into groups of four and then
having the students take notes on what they read. The students will read Amazing Alice,
noting that the introduction of each section was created based on newspaper stories,
interviews, and the recollections of Alice Ramsey. The teacher will have the students
summarize each section as they read beginning on page 459. The students will read
through page 475. Students will also be working on what a diary/journal is as a text. At
the end of the reading the students will need to answer the questions as a group.
Materials:
-

Amazing Alice text

Paper
Pencil
A map of the U.S. that is laminated so the students can draw on it.

Direct Instruction:
The teacher will start the lesson putting the students into groups of four; this can be
divided by the seating arrangement already placed in the room. The teacher will introduce
that the text comes from newspaper stories, interviews, and recollections of Alice Ramsey
on her journey. The teacher will next tell the students that the introduction of each section
is a new day and event from the journal. The teacher will explain that a journal or diary is
a day-to-day chronicle of events; it describes events and thought experienced by the
person doing the writing. There will be words such as I, me, and us when referring to
whom the idea of event is about. The teacher will also have the students taking notes on
each day and what the specific event was of each day and where Alice visited each day.
Guided Practice:
The students will begin reading the journal entries each student in the group will read an
entry at a time so that everyone in the group gets the opportunity to read. As the students
are reading they will be taking notes on what events are happening during the each day.
As each days journal entry is read a students will come up to a map that the teacher has
placed at the from of the class to map the different places the women travel too. This will
also be a helpful aide to discuss at the end of the reading to map the direction they went.
At the ending of the reading students will need to talk about what they have learned from
the journal entries. The students will all then come back together as a group and the
teacher will ask different questions to assess the comprehension. The teacher can use the

questions that are listed in the teachers edition under each of the guiding comprehension
sections on pg. 466, 468, and 470.
Differentiation:
For auditory learners, reading the text out loud and listening to the other students reading
out loud will help them understand what is being said in the journal entries.
For visual learners, while reading the entries these students will be look at the photos and
other graphic information that has been supplied in the text for comprehension.
For kinesthetic learners, for these students they will need to work together with the other
students by discussing what was just read and summarizing the material. Another thing
that the teacher may want to do with all the students but especially these students is to
place a large map up and then have the students up and draw circles to the different
places the women. (This would be done during the reading of each section).
Lesson Closure:
Since the students are back into their seats and now have all their notes and points written
down from the journal entries the teacher will begin by asking more questions from the
reading, such as where all did the women journey to, what where some of the things they
enjoyed or encountered on their way? Now that the students have read the journal entries
the teacher will have them summarize their favorite entry, what happened on this day and
why was this their favorite?
Independent Practice:
This will be the part where students write about their favorite day and why. Students will
need to be specific on ideas and things that happened on this day.
Assessment:
Students will be assessed based on participation and the write up of their favorite day
from the journal. These will be graded based on rubric and show 80 % mastery.
ResearchReport:FavoriteDayinAmazingAlice

TeacherName:TanyaGibson
StudentName:________________________________________
CATEGORY

AmountofInformation

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questionsansweredwithat
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severalsupportingdetails
and/orexamples.

themaintopic.Itprovides12 themaintopic.Nodetails
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examples.

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Allsources(informationand
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Allsources(informationand Somesources
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ParagraphConstruction

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Bluefield State College

Daily Lesson Plan (Template)
DAY 2

todowiththe

Name: Tanya Gibson

Date: 5-25-16
Subject: Writing/Grammar
Topic: Singular and plural possessive Pronouns
Grade: 4th grade
Length of Lesson:45 mins
Introduction (Essential Question):
Which of these words are possessive pronouns? How do you know?
Standard: Language
Cluster: Conventions of Standard English
Objective: ELA.4.L.C15.1 demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when,
why,).
form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb
tenses.
use modal auxiliaries (e.g., can, may, must) to convey various conditions.
order adjectives within sentences according to conventional patterns (e.g., a small red bag
rather than a red small bag).
form and use prepositional phrases.
produce complete sentences, recognizing and correcting inappropriate fragments and runons.
correctly use frequently confused words (e.g., to, too, two; there, their)
Specific Objective:
Students will use their skills leaned from the previous day on possessive nouns to apply
them to forming possessive singular and plural possessive pronouns.
Method(s):
The teach will reinforce the previous days lesson on singular and plural possessive nouns.
Once the recap is done the teacher will reintroduce pronouns to the students. Next, the
teacher will write several pronouns on the board and have the students to come up and
write the possessive to each one. For independent practice the teacher will have the
students work on a graphic organizer for practice.

Materials:
- graphic organizer
Direct Instruction:
The teacher will reinforce the previous days lesson regarding singular and plural
possessive nouns. Also the teacher will recap on what pronouns are: are words that
replace the nouns or noun phrases. Examples: her, she, him, my, their, they, our. Now the
teacher will add the s and apostrophe to show possessive pronouns. The teacher will
model her to make it singular hers and then plural hers. The teacher will remind the
students that when it comes to they to singular or plural it will be their. The student must
change the spelling or the meaning will be incorrect. Theyre means they are not theirs.
Guided Practice:
Now the teacher will write several pronouns on the board and have students come up and
write their singular or plural possessive pronoun form. The teacher will tell the student
which one to make it as they come to the board. If the student has any trouble figuring
out how to make them singular or plural possessive they can ask for help from and friend.
Differentiation:
For the students that are auditory learners the teacher may need to take them to small
group instruction and then have each of them say the pronouns and spell out loud how to
make it possessive and then singular or plural possessive.
For the students that are visual learner having them to see the correct way to write these
and writing them down on paper will help these students. The teacher may even need a
graphic organizer that they can work on while others are working on comprehension.
For the kinesthetic learners the teacher will need to have these students do more hands on
activities for comprehension. The teacher may need to have these students come to the
board and write the pronoun and then the teacher say which possessive form they need to
make it and then the student can write on the board the correct singular or plural
possessive pronoun they think is correct. This will also allow the teacher to let students
know what is correct and what is not and help the students in more depth.
Lesson Closure:
Before the students get to work on their graphic organizer the teacher will have them
explain what a pronoun is and how to make it singular or plural possessive.
Independent Practice:

The students will be given a graphic organizer to complete before the lesson ends. The
teacher will not allow any help between students; each student will need to do their own
work for the assessment.
Assessment:
The students will be assessed based on participation and the graphic organizer. The
graphic organizer will be graded using the letter grade A, B, C, D, or F.

Name; ________________________________________________Date:
______________________________

Grammar: Possessive Prounouns

Directions: Circle the correct possessive pronoun for the sentence.
1. Does that red car belong to (youre / your) parents?

2. No, that is my cousin (Iris / Iriss) care.

3. She set up her (babys / babies) care seat in the back.

4. The dog lies on (its / its) pillow in front.

5. Her passengers will have to look around for (they / their) own place to sit.