Dakota State University

College of Education
LESSON PLAN FORMAT

Name: __Carianna Anderson______________________

Grade Level: ____4th_______________
School: ____Hermosa Elementary____________________
Date: __9/5/18_________
Time: __8:30 AM_________

Reflection from prior lesson:

This is the first lesson in the unit.

Lesson Goal(s) / Standards:

4.RL.1 Explain what a text says explicitly and draw inferences by referring to
details and examples in the text.
4.RL.2 Determine a theme of a story, drama, or poem and explain how it is supported
by details in the text; summarize the text.

Lesson Objectives:

While reading a story, students will be able to demonstrate how to make predictions
using text evidence and illustrations.

Materials Needed:
Textbook-Wonders
Pencil
Paper for Exit Ticket

Contextual Factors/ Learner Characteristics:

The class has 28 students. There are 5 students with IEPs with goals for reading
fluency and comprehension. The lesson will take place in the morning, so students
should be ready to listen.

A. The Lesson

1. Introduction (5 minutes)
● getting attention
 ● relating to past experience and/or knowledge
● creating a need to know
● sharing objective, in general terms
● I will first get everyone interested asking about their interest in fortune tellers. I
will invite them to be “predictors” that will forsee the future.
● I will then remind them of what we have been working on with reading and
yesterdays objective
● Today we are going to learn a reading strategy called “making predictions” as we
read the story “The Dragon Problem”
● Good readers make predictions about the stroy they read to help them
comprehend the story better
● Good readers use text evidence to support their predictions
● You will follow along as I read the story from our textbook
2. Content Delivery (include time allotment & instructional methodologies)

30 minutes
● I will start with the title. I will model how I make predictions about what the story
is about.
● I will breifly talk about the genre- fanatsy. I will encourage the students to use
their imaginations
● As I read through the story, I will make pauses and model how I make predictions
about the story and what the problem may be.
● I will also include them discussing with their neighbor about their predictions.
● Some students may have trouble making predictions
● Some students may have problems staying focused on the story when asked to
talk with neighbors
● Some students may loose interest in the story
● Some students might not be able to use text evidence and illustrations to
support their prediction

3. Closure (5 minutes)

After reading the story I will ask for participation to explain what we learned today.
Students will learn how to make predictions about the stroy as they read. Using text
eveidence to support our predictions will help with comprehension.

B. Assessments Used
Exit Ticket- How does a good reader make predictions?

C. Differentiated Instruction
 Students with IEPs for Reading- I will use prompting questions to help them write their
response. “What did I do when I read today?” “Did I make a guess using words in the
story? What was that called?

D. Resources
Wonders Reading/Writing Workshop Textbook 4
teachingchannel.org