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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
text.
NATIONAL STANDARDS
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
MANAGEMENT FRAMEWORK
STRATEGIES
DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS
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.
PROCEDURES
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.
Questions:
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
teacher.)
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
them.)
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.)
Closure
The teacher will give a verbal overview of the story. The class will discuss how
vocabulary was used in the story. No homework assignment.
ASSESSMENT
Diagnostic:
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)
Formative:
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)
Summative:
The summative assessment will be the graphic organizer assignment. These will
ensure comprehension of all objectives. (Objectives #1-5)
MATERIALS
Journeys literature book (teacher and student edition), graphic organizer template
handout, pencil, and paper. White board and maker (if technology fails).
EXTENDED ACTIVITIES
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
organizer.
Needs-Based Planning