LEARNING-FOCUSED Lesson Plan

Plan for the concept, topic, or skill Not for the class period

Name
:

Huffman Academy

Topic:

Reading

Learning Goals for this Lesson

Standards:
CCSS.ELA-LITERACY.RL.4.1; CCSS.ELA-LITERACY.RL.4.3; CCSS.ELA-LITERACY.W.4.9

Students Will Know:

Students Will Be Able To:

How to answer questions

based on information found in a book;
How to make predictions about
future text based on information
read/learned;
How to draw evidence from
literary or informational texts to
support analysis, reflection, and
research.

Refer to details and examples in

a text when explaining what the text says
explicitly and when drawing inferences
from the text.
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).
Express opinions and thought
process thoroughly and clearly in oral and
written form.

Lesson Essential Question:

Activating Strategy:

Key vocabulary to preview and vocabulary strategy:

Character, cover, novel, prediction,

situation, The Great Depression, orphan

Lesson Instruction
Learning Activity 1:

LEARNING-FOCUSED. All Rights Reserved.

Graphic Organizer

Predict What You Know

The teacher will hand out the novel Bud, Not Buddy, and explain that we
will be reading this novel over the next few weeks, but that we want to
predict what the novel may be about based on the cover and other details
of the novel. Students will analyze the cover of the novel Bud, Not Buddy,
as well as the authors name and other pertinent information about the
novel, and predict what they think the novel will be about. The teacher will
introduce the topic of The Great Depression, and create another concept
map to help illustrate what life was like during this difficult time in history.

Assessment Prompt for LA 1:

-Students will draw KWL chart in reading journal
-Students will complete sections K and W. Section L will be
completed after the class has finished reading the novel.
Learning Activity 2:
Biopoem
This activity is meant to help students understand what information helps
illustrate a character when reading text. The teacher will read the
example poem detailing Buds character, and ask students what they
learned about Bud from this poem. Then, the teacher will pass out a copy
of the Biopoem instructions, and walk students through the first couple of
lines of the poem. Once students have an understanding of what to do,
the teacher will provide students with about 20 minutes to finish their
poems. At the end, students will have the opportunity to share their
poems.

Assessment Prompt for LA 2:

-Give students Biopoem instructions
-Individually, students will complete their own Biopoems describing
themselves.
-Students will have the opportunity to share their Biopoem at the
end. As students listen to one another, the teacher will ask students
to pick one thing they learned about their peers character from the
poem they heard.
Learning Activity 3:

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Assignment

Students will take their

list from the Problematic
Situations activity, and
write a sequential
paragraph detailing the
importance of each item
based on what they

Problematic Situations
The teacher will gather students into groups of 3 or 4. Each group will
receive a copy of the Problematic Situations sheet. This page will
provide a brief introduction into the problematic situation that starts the
novel Bud, Not Buddy, but this situations places the students in Buds
place. The teacher will read the situation aloud with students following
along, and then the teacher will explain the assignment and the
information.

Assessment Prompt for LA 3:

-Give Students Problematic Situations sheet
-Individually, students will need to determine which items will be
placed in their suitcase by ranking the items by level of
importance in the provided chart, considering what they know based
on the synopsis of the situation.

Summarizing Strategy:

LEARNING-FOCUSED. All Rights Reserved.

know of the story and

Bud, thus far.