Lesson Plan #1

Date: Monday, January 16

Subject: Language Arts/Social Studies (Whole group Instruction)

Indiana Standards:

4. RF.1 Apply foundational reading skills to demonstrate reading fluency and

comprehension.

4.RL.1 Read and comprehend a variety of literature within a range of complexity

appropriate for grades 4-5.

4.RL.2.2 Paraphrase or retell the main events in a story, myth, legend, or novel; identify the

theme and provide evidence for the interpretation.

4.RL.2.3 Describe a character, setting, or event in a story or play, drawing on specific

details in the text, and how that impacts the plot.

4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details;

summarize the text.

4.RV.2.1 Apply context clues (e.g., word, phrase, sentence, and paragraph clues) and text

features (e.g., charts, headings/subheadings, font/format) to determine the meanings of unknown

words.
4.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) on grade-appropriate topics and texts, building on others ideas and expressing

personal ideas clearly.

4.SL.2.4 Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others.

4.SL.2.5 Review the key ideas expressed and explain personal ideas in reference to the

discussion.

4.2.4 Identify major state offices, the duties and powers associated with them, and how

they are chosen, such as by election or appointment. Examples: Governor, lieutenant governor,

chief justice, state senators and state representatives.

4.2.5 Give examples of how citizens can participate in their state government and

explain the right and responsibility of voting.

4.2.6 Define and provide examples of civic virtues* in a democracy.

Examples: Individual responsibility, self-discipline/self-governance, civility, respect for the

rights and dignity of all individuals, honesty, respect for the law, courage, compassion,

patriotism, fairness and commitment to the common good, civic virtues: behaviors that

contribute to the healthy functioning of a democracy

Essential Question (for the week): Why do people run for public office?

Lesson:

Introduce the Concept T74-75

Build Background pg. 248-249

Listening

Comprehension

Interactive Read Aloud T76-77

Connect to Concept: Leadership

Preview Genre: Fantasy

Read Aloud Elephant vs. Monkey

Preview Comp. Strategy: Make, Confirm, or Revise Prediction

Vocabulary:

Accompanies: Accompanies means goes along with something.

Campaign: A campaign is a series of actions planned and carried out to bring about a particular

result.

Intent: To intent is to have a purpose or plan in mind.

Opponent: An opponent is a person or group that is against another in a fight, contest, or

discussion.

Overwhelming: Something overwhelming is overcoming or overpowering completely.

Tolerate: To tolerate means to put up with or endure someone or something.

Weary: To be weary means to be very tired.

Instruction:

Have students read the Essential Question on page 248 of the Reading/Writing workshop.

Tell them that when people run for important government office like governor, they must

organize a campaign.

Discuss the photograph with students. Focus on the needs of the voters in 1932 and what people

running for office needed to promise them.

- What do people in the hunger march want?

- If you were running for office in 1932, what would you tell the voters?

- Why is it important for people to run for office and to vote?

Ask: How do people in public office provide leadership for the people who vote for them? What

promises and decisions do they have to make?

Have students discuss in pairs and paraphrase the issues shown in the photo.

Have the students continue the discussion by sharing why they would or would not want to run

for office.

Connect to Concept: Leadership

Tell students that people run for public office to help improve lives. Let students know that you

will be reading aloud a passage about a monkey who becomes a leader in order to make life more
fair to everyone. As you read, have students listen carefully for reasons the monkey runs for

office.

Preview Genre: Fantasy

Explain that the story you will read aloud is fantasy. Discuss features of a fantasy:

- Characters, setting, and events could not exist in real life

- May include animals as characters

- Animal characters behave in human ways

Read the story, Elephant verses Monkey

Ask Questions:

- Think Aloud: Will the animals convince Elephant to let them use the water hole?
- Think Aloud: My prediction was correct. The animals planned an election. I predict

the Elephant will try to scare the animals into voting for him, but Monkey will win

anyway.
- Think Aloud: My second prediction was correct. I will now make a prediction that

monkey will be a good and fair mayor and that the animals will get to use the water

hole whenever they want.

Discuss story.

Preview Comprehension Strategy: Make, Confirm, or Revise Predictions

Explain that readers can use text clues to make predictions about what might happen in a story.

As readers get more information from the story, they may confirm or revise their earlier

predictions.
Work pages:

Attached:

Vocabulary page- On-Level Practice Book pg. 161