Lesson+Plans

=** How do the common core standards inform your work with elementary school students? **=
 * The Core Content Standards dictate what students should be getting out of a lesson and what they should be able to do by the time they finish a certain grade level. It is very important to go by the standards when creating a lesson, as they illustrate important skills students should be taking away from it. Below are examples of lesson sets I planned out over the course of the semester, using the Core Content Standards as my guide. **

**Less ****on Set #1 **

 * Lesson Plan: Interactive Read- Aloud**

Grade: 4

Time: 15 minutes

Standard: 3.4 Listening

A. Active listening

B. Listening Comprehension

Objective: Students will listen actively as the teacher reads the book aloud, stopping to make predictions and inferences.

Materials: Finn McCool and the Great Fish by Eve Bunting

Lesson Sequence:

• Before Reading:

o “Okay, boys and girls, today I am going to be reading a book aloud to all of you called Finn McCool and the Great Fish. Has anyone ever heard of it? It’s one of my favorite stories. By looking at the cover of this book, can anyone make any predictions about what the story may be about?”

o Allow students to make predictions.

o “Who can tell me what an inference is?”

o Allow students to guess.

o If a student knows: “Very good! An inference is putting the pieces together with clues from the text and what we already know. If no one seems to know: “Boys and girls, an inference is a clue within the story that we can imply its meaning by connecting it to our own knowledge.”

o I’m going to start reading the story. Listen closely for some inferences and let’s see if we can make some predictions.

• During Reading:

o Read through the story, stopping only at points of significance where students can make a prediction or an inference.

o Stop once Finn meets the wise old man and ask the students how they think he will help Finn. Also ask if they notice anything interesting about how the wise old man looks.

o Stop after reading the page when Finn goes back to the old man’s empty house and ask the students, “Readers, why do you think the old man’s house was empty? I’d like you to turn to your partner and share ideas. Try to make an inference based on the page we just read together.”

• After Reading:

o “So how did you all like the story? Did anyone have a favorite part? I’ll take three answers.”

o Let students share out.

o “Can anyone share with the whole class the inference that was made by you and your partner? I’ll take two.”

o Allow students to share inferences.

o “Wow! It sounds like you all made great inferences. I’m so glad that you all enjoyed the story and were able to make such great predictions and inferences.”

• Assessment

o I will know if students are successful when they are able to share their favorite parts because it will prove to me that they comprehended what was read to them.

o I will know that they understood what an inference is when they are able to make and share their own.


 * Lesson Plan: Writer’s Workshop**

Grade: 4

Time: 20 minutes

Standards:

• W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

o Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

o Use dialogue and description to develop experiences and events or show the responses of characters to situations.

o Use a variety of transitional words and phrases to manage the sequence of events.

o Use concrete words and phrases and sensory details to convey experiences and events precisely.

o Provide a conclusion that follows from the narrated experiences or events.

Objective: Students will be able to make their own inferences, as they are guided by examples from the mentor text. Materials:

• Finn McCool and the Great Fish by Eve Bunting

• Lined paper or a notebook and a pencil

Lesson Sequence:

• Anticipatory Set

o “Boys and girls, yesterday we read Finn McCool and the Great Fish together and talked a little bit about inferences. Can anyone remind us what an inference is?”

o Listen to guesses and write clear definition on the board.

o “Very good, boys and girls. Now, who can give me a brief summary of the story?”

o Call on student to give a summary.

•State Objective and Purpose

o “Today, we are going to be writing our own passages about things that are familiar to us to allow the reader to make an inference. We will use the story as a guide to help us.”

• Teach and Model

o “I am going to read a page from the book and ask you to listen closely.”

o Read page that describes Finn going to the old man’s empty house after he let the fish go. There will be a post-it to mark this page.

o “So, yesterday after I read this page, do you remember what we did? Each of you turned to your partner and shared an inference you made. Who can remind me how you made these inferences?”

o Allow a few students to answer the question.

o “Wow, I am so impressed that you all seem to really know how to make inferences! Here on the board, I wrote a short passage on the board that should allow you as readers to make an inference. Take a few moments to read what I have written here on the board.”

o Allow approximately 2 minutes for students to read passage.

o “Can anyone make an inference about what I wrote? I will take three of your responses.”

o Allow students to infer what the passage is about. After listening to their guesses, share with students what the passage is about.

• Guided Practice

o “I’m going to read you another passage from the book to see what types of inferences we can make.”

o Read page when Finn gets a cut from the hook he used to catch the fish. This page will be marked with a post-it note.

o “After listening to this part of the story, what types of inferences can you make?”

• Independent Practice/Assessment

o “Boys and girls, now that we’ve had a few opportunities to learn how to make inferences, it is now your turn to write your own! I would like you to go back to your tables. I will hand each of you a piece of lined paper to write your own passages, similar to the one I wrote on the board. Remember, this passage should be a story or about an object and the reader should be able to make an inference, without you stating the answer in your writing. “

• Closure

o “Did you all enjoy writing your own passages similar to how Eve Bunting did in Finn McCool and the Great Fish? Why do you think making inferences is important? How does it help you become a better reader?”

• Assessment (How will I know if my students are successful?)

o I will know if my students are successful by circulating around the room and reading over their passages. I will be able to tell if they understand the meaning of an inference and how to write their own.


 * Lesson Plan: Reader’s Workshop**

Grade: 4

Time: 20 minutes

Standards:

• RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Objective: Students will learn how to use inferences as a reading strategy to draw conclusions about text.

Materials:

• Finn McCool and the Great Fish by Eve Bunting

• Walk Two Moons by Sharon Creech

• White board

Lesson Sequence:

• Anticipatory Set:

o “Readers, we’ve spent quite some time now talking about the book we read the other day, Finn McCool and the Great Fish and how we can make inferences. When I was reading the story aloud, why do you think I stopped a few times so that we could make inferences?”

• State Objective and Purpose:

o “Today, you will be using your own independent reading books to make inferences. I will show you what you should be looking for in order to make an inference.”

• Teach and Model:

o I’ve been reading Walk Two Moons by Sharon Creech. I’m going to read a short passage from the book and then talk about an inference I was able to make from it.

o I will read part of the first chapter of Walk Two Moons (“Gramps says that I am a country girl at heart…I put something there and I’ve got to have it’”.

o “So after reading this paragraph, I can make some inferences from the language the author used. First of all, I can tell that Sal, who is narrating the story, had to move from her house. I can tell that she misses her old home because of how she describes it. I am also able to infer that she wants to go back, since she is telling her father that she left something important that she needs. So now I’m wondering how she’ll fare in her new town andif she’ll ever be able to go back to her house.”

• Guided Practice:

o Read the following passage: “Don’t be a goose…he chipped away at that wall.”

o “After reading this passage, do I know if the inferences I made are correct? How? Are there any other questions I can ask myself before I keep reading?” Independent Practice:

o “Boys and girls, I’d like you to go back to your tables and choose your own independent reading books. I will pass out post-it notes and I would like you to choose a part of the story where you can make an inference and mark it with the post-it note. I will come around and write down the inferences and predictions you make.”

• Closure:

o “What did we learn about inferencing today? What types of clues did you use from your independent reading books to make inferences and predictions? Can anyone give an example of a passage you read and made an inference about? I’ll take two responses.”

• Assessment (How will I know if my students are successful?):

o By circulating around the room while the students are marking their pages and making their own inferences, I will be able to ensure that they know how to use text in order to infer and make predictions.

Lesson Set #2

 * Lesson Plan: Interactive Read Aloud**

Grade: 4

Time: 20 minutes

Standard: 3.4 Listening

A. Active listening

B. Listening Comprehension

Objective: Students will listen actively as the teacher reads Phillis Sings Out Freedom, stopping to make predictions and answer questions.

Materials: Phillis Sings Out Freedom by Ann Malaspina.

Lesson Sequence:

• Before Reading:

o “Boys and girls today we will be reading Phillis Sings Out Freedom. I really like this story, have you ever heard of it?”

o “What do you all notice about the cover? What do you see?”

o Allow a few students to respond.

o “So this story has a lot to do with George Washington. What do we already know about George Washington? I’ll take three facts.”

o Allow three students to give facts about George Washington

o “So if the man on the cover is George Washington, who do you think the woman is? Any guesses?”

o Allow students to guess.

o “Well now that we’ve shared some previous knowledge and made some predictions, let’s start reading!”

• During Reading:

o Read through the story, stopping only at points of significance where thought-provoking questions can be asked and predictions can be made.

o Stop at page three and ask, “How do you think George Washington is feeling right now? Why?”

o Stop at page six and ask, “What do you think Phillis is thinking right now? What do you think will happen to Phillis? I’d like you to take a minute, turn to your partner, and share predictions.”

o Give students a minute to share predictions and keep reading.

o Read through the rest of the story without interruption.

• After Reading:

o “What did you all think of the story? Let me see a thumbs up if you liked it and a thumbs down if you didn’t like it.”

o “So, in the beginning, George Washington did not seem very hopeful about winning any battles. What do you think helped give him some encouragement? I’ll take three answers.”

o Allow students to answer.

o “What wonderful ideas! I’m so glad you all seemed to enjoy and understand the story.”

• Assessment (how do I know if my students are successful?)

o I will know that they are engaged if they answer my questions and are able to make predictions during reading.

o I will know they comprehended what happened in the story when they are able to answer my question after reading.


 * Lesson Plan: Writers’ Workshop**

Grade: 4

Time: 20 minutes

Standard:

• W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Objective: Students will replace parts of their own personal narratives using stronger, more descriptive language using Phillis Sings Out Freedom as an example.

Materials:

• Phillis Sings Out Freedom by Ann Maltista

• White board

Lesson Sequence:

• Anticipatory Set

o “Boys and girls, we’ve been talking about Phillis Sings Out Freedom for a few days now. Yesterday we talked about how there are some really great examples of cause and effect, which you all were very good at identifying.”

• State Objective and Purpose

o “Today we are going to be using the story to help us with our writing. We’re going to examine Phillis’s writing and see how she used strong adjectives to make her writing so unique.”

• Teach and Model

o “I’m going to read a passage from the story that describes Phillis’s use of descriptive language. Listen carefully, writers.”

o Read page 8, which describes Phillis’s love for language.

• Guided Practice

o “On the board I have a passage written that has a few words underlined where we could place more descriptive language. Take a minute or so to read the passage and then we can discuss different words we could fit in to make it stronger and more descriptive.”

o Allow students about 1-2 minutes to read the passage. It will be on a laminated piece of large paper with the blank white board underneath.

o “Writers, what do you think? Let’s go through and discuss possible options to replace each word.”

o I will tape the passage to the wall so the students will still be able to see it. On the white board, I will write all of their ideas of stronger words to replace the weaker ones.

• Independent Practice

o “Writers, I’d like you to take what you’ve just learned and use it for your own writings. Please go back to your tables and edit your own personal narratives. Replace any weak words with stronger describing words.”

o I will be circulating around the room at this time to answer questions and give suggestions to any struggling students.

• Closure

o “Did reading Phillis Sings Out Freedom help you understand how to use more descriptive language? Can anyone give me an example of a word you changed in your own personal narrative? I’ll take three.”

• Assessment (How will I know if my students are successful?)

o I will know if my students are successful when they are able to pick out weak adjectives or verbs in their own narratives and replace them with more descriptive language.


 * Lesson Plan: Readers Workshop**

Grade: 4

Time: 20 minutes

Standards:

• RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Objective: Students will be able to identify cause and effect in a text in order to make sense of what they are reading.

Materials:

• Phillis Sings Out Freedom by Ann Malaspina

• White board

Lesson Sequence:

• Anticipatory Set

o “Readers, yesterday we read Phillis Sings Out Freedom and everyone seemed to reall enjoy it. Who can refresh my memory and tell me what the story was about?”

o Call on a student to give a summary of the story. If needed, ask for help from another student.

• State Objective and Purpose

o “Today, we’ll be talking about cause and effect and how it was present in the story. Yesterday when we read the story, I asked you why you think George Washington felt more encouraged and some of you thought it was because of Phillis’s poem. That, boys and girls, is an example of cause and effect.”

• Teach and Model

o “I’m going to read a passage from Phillis Sings Out Freedom where there is another example of cause and effect. Readers, I would like you to listen closely and try to pick out the cause and the effect.”

o Read passage from story that has a post-it note on the page. I will read page 8. The cause was that Mary taught Phillis how to read and write. The effect was that Phillis began to write poetry.

o “So from this passage, readers, I know that because Mary taught Phillis to read, she began to love words and started writing poetry. So the cause would be Mary teaching Phillis to read and the effect would be Phillis beginning to write poetry. So to remind myself of this, I’m going to make a chart.”

o On the whiteboard, I will make two columns, one with the heading “Cause” and the other with the heading “Effect”. I will write the cause and effect in their appropriate columns.

• Guided Practice

o “Let’s try another one readers. Listen closely because this time I’m going to ask you to tell me what the case and effect is.”

o Read the very last page of the book.

o “Does someone want to take a guess about what the cause and effect may be?”

o Allow students time to think and call on a few students with guesses. Guide them along with clues from the passage if they are having trouble.

• Independent Practice

o “Readers, now that we’ve learned about cause and effect I’d like you to find examples of cause and effect in your own independent reading books. I’ve made up a chart similar to mine on the board. I would like you to read through and pick out some examples of cause and effect you can find.”

• Closure

o “Boys and girls, what did we learn today? How will learning about cause and effect help to make you as readers?”

o Allow students to answer.

o “I want to hear some of the examples you found on your own! I have time to take three of your cause and effect examples.”

• Assessment (How will I know if my students are successful?)

o By circulating around the room during their independent practice, I will be able to see if they grasped the concept of cause and effect.

