Vous êtes sur la page 1sur 6

Teacher Candidate: Erika Mullins Date: March 28th, 2017

School: Bridgeview Elementary School Grade/Subject: Fourth Grade/Reading

Lesson Topic: The Right Dog for the Job


1. Students will identify the sequence of events from the story.
2. Students will practice summarizing strategies while reading.
3. Students will analyze the text by creating a graphic organizer.
4. Students will recognize the main ideas and supporting details in the text.
5. Students will understand meaning and context of vocabulary words.


ELA.4 Refer to details and examples in a literary text when explaining what the text says
.1 explicitly and when drawing inferences from the text.

ELA.4 Determine a theme of a story, drama, or poem from details in the literary text;
.2 summarize the text.

ELA.4 Describe in depth a character, setting, or event in a story or drama, drawing on specific
.3 details in the literary text (e.g., a characters thoughts, words, or actions).

ELA.4 Refer to details and examples in an informational text when explaining what the text says
.4 explicitly and when drawing inferences from the text.

ELA.4 Determine the main idea of an informational text and explain how it is supported by key
.5 details; summarize the text.

ELA.4 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
.6 including what happened and why, based on specific information in the informational


RI.4.1 Refer to details and examples when explaining what the text says explicitly and
when drawing inferences

RI.4.2 Determine the main idea and explain how it is supported by details/summarize

RI.4.3 Explain events/procedures/ideas/concepts in a text

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.10 read and comprehend informational texts


Overall Time - 50 minute lesson

Time Frame - 10 min. Teacher introduction and introduction of vocabulary words
30 min. Reading of story with questions
10 min. Small groups for assessment and closure


Teacher led discussion

Think, Pair, Share
Small group
Peer led teaching


One student has difficulty with his English and sometimes takes longer to comprehend.
After the reading, I will ensure that the student is comprehending and will help re-read
certain sections of the story, when needed. The student will be placed in small groups
to help with peer led teaching.


Introduction/Lesson Set

The vocabulary will be introduced prior to reading the story. The vocabulary will be
related to prior knowledge or previous vocabulary. This will start to bring interest in the
new story and lessons that the class will begin. The students will think about what the
new vocabulary words mean and how they can relate to the story. The students will
think, pair, share to discuss what the vocabulary meanings can mean. The class will
gather back as a whole to discuss what they heard. The story The Right Dog for the
Job will be read out loud by the teacher. The teacher will ask appropriate critical
thinking questions during reading for the students understand and comprehension.
After the story is completed, the students will break up into their pre-arranged work
groups. They will complete their graphic organizers in their group and this is where
peer led teaching can take place. It is the groups responsibility to make sure everyone
understands the story, sequence of events, and vocabulary.


How do you think people and animals benefit each other? (Students will think
about this question as we read The Right Dog for the Job)
Why do you think Sandy Welch might be a good puppy raiser? Give support for
your answer with evidence from the text. (Sandy probably loves dogs and knows
how to raise a puppy, because she already raised a dog. Also, she probably has
patience and would be good at training a puppy because she works as a
What does retrieve mean? (to bring back)
Why do you think retrieving things is an important skill for service dogs to learn?
Explain using evidence from the text. (Service dogs help people who have
difficulty moving around. Those people might not be able to pick up things they
drop or get to things they need, so a service dog could retrieve those things for
Whats the first important thing that happens to Ira? (He goes to live with Sandy)
Besides loving dogs, why else might people volunteer to be a service dog puppy
raiser? (They might want to help people with disabilities.)
What does distracted mean? (cant pay attention)
Why must service dogs learn to not be distracted? (They cant do their job if
theyre distracted)
Why do you think Don is willing to take a long trip to attend Sandys students
graduation? Support your answer with evidence from the text. (Don is probably
grateful to Sandy and the students for helping to train Ira. They helped Ira learn
behavior that is important to Don, such as lying patiently near him while he
works. Don says that Ira is just the right dog for him.)

Body & Transitions

Introduce story and give brief overview

Introduce vocabulary
Students define vocabulary (verbally)
Relate vocabulary to prior knowledge and previous vocabulary
Ask students how they think these words will be used pertaining to the story
Begin reading story
Ask critical thinking questions during the story
When story is finished, ask comprehension story of sequence of events
Place students in small groups to complete graphic organizer

The teacher will give a verbal overview of the story. The class will discuss how
vocabulary was used in the story. No homework assignment.



The diagnostic part of the assessment will be during the introduction of the story and
vocabulary words. I will ask the students if they know what a sequence of events in a
story is. Students will relate new vocabulary to previous and this will assess their prior
knowledge of content. (Objectives #1 & #5)


The formative assessment will take place while the students are in their small groups
completing their graphic organizer. I will observe students as they work on the graphic
organizer. I will also assess knowledge during the reading with the critical thinking
questions. (Objectives #1-4)


The summative assessment will be the graphic organizer assignment. These will
ensure comprehension of all objectives. (Objectives #1-5)


Journeys literature book (teacher and student edition), graphic organizer template
handout, pencil, and paper. White board and maker (if technology fails).


If Student Finishes Early

If a student finishes early, they may read on their reading app on the iPad, or read a
book of their own from their desk.
If Lesson Finishes Early
If the lesson finishes early, the students may choose their favorite scene from the story
and illustrate a picture describing the main idea from the scene.

If Technology Fails

If technology fails (i.e. copier wont copy graphic organizers), I will draw an example of a
graphic organizer on the board and students will have to design their own graphic
Needs-Based Planning

Learning Differences Sensory Differences

Attention Differences Behavioral Differences

Student medicated for ADHD. Student medicated for ADHD. Occasionally
Occasionally has attention problems has attention problems from lack of
from lack of medication. medication.

Motivational Differences Ability Differences

A couple of students need more
encouragement and positive
reinforcements to complete

Physical Differences Cultural Differences

Asian student sometimes has difficulty with
English and proper grammar. Students
usually needs more time to grasp language

Communication Differences Enrichment

Multiple intelligence addressed (check all that apply):