CCSU LESSON PLAN TEMPLATE

Student Teacher: Lindsey Lampognana

Lesson Date: October 20, 2016

Grade Level: 4
Name of Lesson: Trading Cards

Content Standard (This may include GLEs, District Power Standards, and/or CMT/CAPT Strand):
CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character's thoughts, words, or actions).
Student Learning Objective(s)
What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
NOTE: use Blooms Taxonomy to assist this work. Are there students who will require an
accommodation or modification to meet this lessons objective?
Accommodations/Modifications
Students will create a trading card for a
None.
character summarizing their character traits and
their role in the storyline.
Rationale for Objective: How does this lesson support previous and subsequent learning?
This lesson supports the students previous learning of the third grade standard:
CCSS.ELA-LITERACY.RL.3.2

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events
This lesson supports the students subsequent learning of the fifth grade standards:
CCSS.ELA-LITERACY.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text.
CCSS.ELA-LITERACY.RL.5.2

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story
or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an accommodation
or modification to this lessons assessment?
Accommodations/Modifications
Students will be assessed on the accuracy of
None.
their trading card.

Materials/Resources needed for this lesson

Accommodations/Modifications
1

Rev. 7/2015

CCSU LESSON PLAN TEMPLATE

Computer for each student

SMARTboard
https://padlet.com/lindseylampogna/fnqfavlw16o7
http://www.readwritethink.org/files/resources/intera
ctives/trading_cards_2/

Students with a disability

pertaining to their eyes will be
given access to a computer with
an enlarged screen and
keyboard.

Initiation
Cite how you will engage learners, activate prior learning and present the lessons objective.
Explaining: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning; C) Why it is important to their everyday lives.
To begin the lesson, I will explain we are making trading cards for a character in the book. As a
class we will use Padlet to share ideas on a trading card for Opal. I will post a topic and students will
type their ideas onto the Padlet for all other students to read (this way, every student is
incorporated in the discussion without it getting rowdy). Together, we will summarize our ideas to
create a trading card for Opal.
Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and collect
formative data. Are there students who will require an accommodation or modification in order to
be active participants in this lesson?
Accommodations/Modifications
1. Once finishing our class trading cards,
None.
students will select a character other than
Opal to create a card on.
2. Remind students to accurately depict their
characters chosen.

Closure
How will you question students in order to evaluate if the objective(s) was met? How will you help
students to connect this lesson to previous and subsequent lessons as well as connect to their own
lives? How will you help the students see the relevancy of the lesson by understanding the
purpose/importance of the learning?
Students will be selected to share their trading cards. Are they similar to one another? How and in
which ways? Compare and contrast the trading cards of students who did the same character. Also,
question the creators: can they support their work? Have them explain their responses. Print out
the trading cards to display in classroom.

Rev. 7/2015