Idan Bismanovsky

2016
Lesson Plan
Title: Sugar Appetite
Subject/Grade Level/ Date(s): 4th grade, ELA/Science, 01/25/2016
Time Requirements: 20 minutes
Materials List: - Student laptops
Type of Lesson: Whole group, Individual
Connection to Standards: http://www.azed.gov/azccrs/files/2013/10/azccrs-3-5-ela-standards-final10_28_13.pdf
CC/ AZCCRS:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text. (4.RL.1)
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text. (4.RI.1)
ELP:
Standard 4: The student will analyze text for expression, enjoyment, and response to other related content
areas.
HI-22: Locating information for a specific purpose. (e.g., atlas, glossary, textbook, indexes, websites,
podcast, webinars, etc.)

Instructional Objective:
Students will be able to recall the information presented in the text.
Students will be able to interpret the information presented in the text.

Idan Bismanovsky
2016
Active Instructional Plan: How will you teach your lesson step by step? What will you expect the
students to be doing? What will you/the teacher be doing? Consider including each of the following
within your instructional plan:

Anticipatory Set: To hook my students attention, I will introduce the article and ask students about
any prior knowledge on the subject. The article I have chosen for this mini-lesson is titled Time for
Americans to Subtract Some Added Sugars; I will ask my students if they know what added sugars
are and I will also provide a background on what we will be reading and what will be expected.
Students have done Newsela articles many times, so this in not an unfamiliar activity.
Questions: As I am reading the article to my students, I will ask questions as we move along to get
an idea of their reading comprehension for the lesson. I will stop after each section to ask a
question or two to make sure that we are all still following along.
Modeling: To demonstrate what is expected from students, I will review the steps on how to
annotate the article with the highlighting option. I will also project the comprehension quiz for my
students to see what is expected with that. The main focus of this lesson is for students to highlight
and annotate the article according to the questions.
Guided Practice: The guided practice will take place during the introduction and modeling portions
of the lesson, as well as the reading of the article. During the guided practice, students are
expected to be highlighting their articles and asking questions when confused. I will be reading the
article during this time.
Independent Practice: For the independent practice of this lesson, students will be highlighting
and annotating on their own, and then take the comprehension quiz as an assessment. The
independent and guided practice will be going together because as I read, students will be working
on annotations.
Closure: To wrap up this lesson, I will have students raise their hands so I can check their
comprehension scores and then I will provide an opportunity to talk about what we had just read
and to see if any students have more questions now on the new content.

Assessment/Evaluation: To assess this lesson, students will be taking a four (4) question comprehension
quiz provided by Newsela. Students will share their scores with me so I can get an understanding of how
the lesson went and how the article was comprehended. I will also be using student questions as a form of
evaluation ; the more questions that are asked means students are working to understand the material that
is confusing them.
Modifications/Differentiation: There are several ways to modify this lesson. When using Newsela, you
can choose between Grade and Lexile level of reading. If students are below, or above, grade level reading
you can assign the same article but modified for specific grades. Spanish options are also available.