KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Macy Deskiewicz

Cooperating Teacher:
Group Size:

24

Subject or Topic:

Natalie Smith
Allotted Time
Stone Fox day 7

Date:

2/25

Coop. Initials
1 hour Grade Level
Section

4
035

STANDARD:
R4.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words used in text.
R4.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R4.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting
details from text.
R4.A.1.5.1: Summarize the key details and events of a fictional text as a whole.
I. Performance Objectives (Learning Outcomes):
A. Students will be able to identify character traits by citing evidence from the
story on chart paper.
B. Students will be able to analyze character growth by comparing new charts to
those from day 3.
C. Students will be able to summarize and predict throughout the story.
II. Instructional Materials
A. Chart paper
B. Stone Fox books
C. Markers
D. Summarizing/predicting sheets
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
A. Students should be familiar with identifying character traits and finding text
based evidence.
IV. Implementation
A. Introduction
i. Pass out books and summarizing/predicting sheets.
ii. Ask class to recall what happened in the previous chapter
B. Development

i.
ii.

iii.

iv.
v.
vi.

Begin to read chapters 6 and 7, allowing the students to read aloud

alternatively by calling on them through a randomly pulled name
popsicle stick.
After completing chapter 7 tell the students they will be creating
character charts again, this time adding the Taxman, Doc Smith and
Stone Fox. 3 groups will be getting Little Willy, Grandfather and
Searchlight again as well.
Ask a few students to read examples of character traits from the
existing posters to remind students of the expectation and to give
ideas. Ask students with the repeated characters to try to find
different traits based off of more recent events in the story, rather
than our initial impressions.
Assign groups a character and distribute the markers, rubrics and
chart paper and allow students time to create their trait charts.
After 10-15 minutes/ upon completion ask the students to hang and
present their charts.
Discuss the difference between the new and old charts as a group.

C. Closure
i. On the back of their rubrics, ask each student to write a sentence
about one change a character has made since the beginning of the
story.
ii. Students should work on their summaries and predictions at the end
of class.
D. Accommodations/Differentiation
E. Assessment/Evaluation Plan
1. Formative
i. Students will be evaluated based on appropriate character traits and
evidence on their posters.
ii. Students will be checked for understanding for their exit slip
character change sentence.
iii.
Students will be assessed on their final completed prediction and
summary chart.
2. Summative

V. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)

Remediation Plan
B. Personal Reflection
VI. Resources
Stone Fox- John Reynolds Gardiner

Rubric- Stone Fox character traits (1)

Character trait chart contains:
At least 4 character traits

____ (4 points)

Supporting reasons for each trait ____ (4 points)

Identified page numbers
Proper grammar usage
Proper spelling
Total:

____ (2 points)
____ (2 points)
____ (2 points)
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