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Teacher: Cristen Simone

Grade: 4

Date: February 19, 2016

Day: 1 of 1

Subject: English

Time: 40-50 minutes

Cognitive Level(s) of Lesson: Analysis

Objective:
Students will be able to:
Learning: determine and understand the main idea of the passage
Behavior: by asking and answering questions
Condition: after reading a passage about Christopher Columbus

NJCCS Addressed:
CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-Literacy.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the
text.
CCSS.ELA-Literacy.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.

Instructional Strategies:
Opening:
1. The teacher explains to her students that in todays lesson they will read a passage about
Christopher Columbus and will be answering questions that help them understand the
reading. (Purpose Setting)
2. The teacher starts by going over who Christopher Columbus is and will remind students
that they are and will be learning more about him in their history class. (Review)
3. The teacher will ask the students if they know who Christopher Columbus is.
Anticipated Responses: An explorer He found the world(Assessment of Background
Knowledge)(Anticipatory Set)

4. The teacher will explain to the students that they will be reading the passage together.
After, they will independently answer the questions on the back. They will be given a
good amount of time to work on the set of questions. Once the teacher sees that most of
the questions are answered, they will go over the questions as a class and what they do
not finish they can continue the following day.
Presentation:
5. The teacher will begin by discussing who Christopher Columbus is and why he is an
important explorer. (Input)
6. The teacher will tell students that Christopher Columbus became famous all the way back
in 1492 when he started his journey to sail across the Atlantic Ocean. The teacher will
ask students if they can figure out and tell the class how many years ago was 1492 and
tell the class how they came up with that answer. Anticipated Responses: 524 years
ago subtract 2016 and 1492 (Checking for Understanding)
7. The teacher will read and go over the questions that the class will be answering, before
reading the passage. She will remind the students that it is important to keep these
questions in their mind while reading. It is also important to always look for evidence
when youre answering each question. (Input)
8. The teacher reads each question and clarifies any phrasing or vocabulary that she feels
the students might not understand. She will also give hints as to how she could figure out
the answer for some questions, such as highlighting key details in the passage.
(Modeling)(Checking for Understanding)(Input)
9. Once the teacher feels that she has read and clarified everything in the questions, she will
begin to read the passage. (Checking for Understanding) (Modeling) (Input)
10. The teacher starts to read the passage aloud and will pause when she gets a bolded word.
She will ask the students what the word means and will display the word on the smart
board. (Checking for Understanding)(Input)
11. The teacher will not interrupt her reading of the passage because she wishes to see how
the students grasp the meaning of it on their own. However, she will pause and suggest
some information about the text. She will ask questions such as, What were the Nina,
Pinta, and Santa Maria? Why do you think Columbus sailed across the Atlantic?
Anticipated Responses: The name of his ships to discover new things (Checking for
Understanding)(Input)
12. The teacher will move on once she feels that she has read and covered everything she has
wanted the students to know.
13. The teacher will tell students that they will be given some time to work on the questions
independently but will go over them together as a class. If they do not finish and the
class does not go over all of the answers, they will continue the following morning.

Guided Practice:
14. The teacher will tell students to turn to their questions on the back of their page and will
work on them independently and quietly.
15. The questions are multiple choice, and short answers.
16. The teacher will walk around and see the students progress and will help those who need
help or guidance. If students are struggling she will encourage them to go back to the
text to highlight evidence in the text that will help them get their answer. (Alternative
Strategy)
17. They will go over as many questions as they can before their next class.

Closure:
18. The teacher will tell students to put the questions and passage in their folders and can
independently read their chapter books.
19. The teacher reviews who Columbus was and the main idea of the passage, was he a
hero. (Summary of Major Points)
20. The teacher tells the student that is it important to know our history and how we are able
to read and learn about new things. (Tying Coherent Parts to a Whole)
21. The teacher will ask students what they have learned today. Anticipated Response:
About Christopher Columbus (Checking for Understanding)
22. Once the teacher hears some student responses she will let them know that they will
continue to learn about Columbus in their history class. They will eventually be tested
with another close reading, and this one they will have to read on their own and will
answer questions. (Preview of Future Lesson)
Assessment:
Formative: Steps 6, 8, 9, 10, 11, and 21 show formative assessments by the teacher addressing
questions to check for students understanding throughout the lesson.
Individual Measurability: Step 16 allows the teacher to check to see which students are
struggling and who might need help. Step 18 allows the students to independently work on the
questions.
Summative: Step 22: Once the students understand all of the material and have gone over their
packets, they will be tested on the material and vocabulary they have learned.

Differentiation:
Varying Content:
The teacher is appealing to kinesthetic learners by allowing the students to each have a
copy of the passage and questions. The auditory learners are being thought of because every new
task or topic that the students will be learned is being explained by the teacher. (Learning Styles)
All students will benefit by reading over the questions before hand with the teacher.
They will also all benefit by having the passage read to them but also having a chance to work on
the questions alone. (Interests)
Varying Process:
Step 14: (Instructional Grouping)
Step 18: (Classroom Organization)
Step 16: (Varying Input)

Varying Product:
Step 22: Test will be given in the future to test ability to comprehend a close reading on their
own.

Technology: Smart board to show vocabulary with definitions