HQSI-12 Components of an Effective Lesson Plan

Date:12/5/16-12/16/16 Grade/Class/Subject: 4th grade

12/5/16
Unit/Theme: Frindle
Standards:
R.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
R.CCR.4 Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Content Objective(s): SWBAT
1. Interpret words and their meanings inside the story.
2. Use a dictionary to understand and learn new words.
3. Determine the main idea.
4. Discuss the interactions between characters and events.

Language Objective(s): SWBAT

1. Use a dictionary.
2. Discuss the meaning of words and their origins.
3. Create their own words for common things (Like Frindle for Pen)

Key Vocabulary: Adjective, verb, noun, part of speech

Supplementary Materials: Worksheets included, pencils, dictionaries, class set of the book Frindleby
Andrew Clements (including one large print), a computer
*****SIOP Features*****
Preparation Scaffolding Grouping Options
Adaptation of Content Modeling Whole class
Links to Background Guided Practice Small groups
Links to Past Learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral
Lesson Sequence: Class discussion, group work, class discussion.
Introduction: Introduce the book Frindle by Andrew Clements, and give slight background to the
story. Pass out dictionaries to all students, and discuss the parts of dictionary entries, and talk about the
origins of the words.
Daily Review: Review words and the origin of words from yesterday and syllables as a whole class
discussion.
Daily Objectives: Learn how to use a dictionary, discuss the meaning of words and their origins, work
with a group to complete the worksheet.
Concept: Build background knowledge that is needed to understand Frindle.
Content inside the curriculum: Dictionary knowledge.
Content outside the curriculum: Social skills, teamwork.
Guided Practice: Model one of the words on the scavenger hunt, and model how to find a word (that
the class selects) and show how to read the dictionary.
Grouping: Whole class, then small groups for dictionary activity.
Independent: Each student, working with their group must fill out the dictionary scavenger hunt paper
(attached).
Long-Term Review: Words, parts of speech, syllables, and how to use a dictionary.
Closure: Go over a few of the answers and discuss the scavenger hunt as a class.
Homework: To find one new word in the dictionary they didnt know before the activity and present its
definition, origin, and part of speech to the class tomorrow.
Assessment: Collect and grade scavenger hunt and grade their presentations the next day. Monitor
during the assignment and check for understanding, asking questions or offering help when needed.
Accommodations:
EL students: place them in groups throughout the room, so that they have peers who can assist them,
provide visuals to help with their reading of the book, and go slow enough they can keep up. Give help
outside of class to those who need it, and overly explain the background of the book so that it isnt taken
literally that pens are Frindles. Review concepts like adjectives and nouns as a whole class so they have
the opportunity to understand it.
Vision impaired: Provide a copy of the book in large font (as large as they need), as well as large print
worksheets, and place them at the front of the class where they can see the board and allow for them to
move closer if needed.
Gifted and Talented: Allow for student to read ahead if desired, and give additional making
connections worksheet for their reading. If they do finish the book early, allow them to use a computer
to go to http://www.readwritethink.org/classroom-resources/student-interactives/book-cover-creator-
30058.html to create a new cover for Frindle
or
http://www.readwritethink.org/classroom-resources/student-interactives/literary-elements-30011.html
character map the characters in the book
or
http://www.readwritethink.org/classroom-resources/student-interactives/profile-publisher-30067.html to
create a profile for the main character.
 Name:_______________
Dictionary Scavenger Hunt

1. What is the first word in the f section of the dictionary?

___________________________________________________
2. What is the last word in the c section of the dictionary?
___________________________________________________

3. How many pages of words starting with k are in the dictionary?

___________________________________________________

4. Find the first verb in your dictionary starting with c that has two
syllables. ___________________________________________________

5. Look up the word shore. What part of speech is it?

___________________________________________________

6. Look up the word duplicate. In addition to being an adjective it is

also a _______________________ and a_________________________

7. Look up the word fern. It is a type of

___________________________________________________

8. Look up the word constable. How many syllables does it have?

___________________________________________________

9. Find the first adjective in your dictionary starting with d that has two
syllables. ___________________________________________________

10. Find the word pen, write its definition here, what is its origin?
________________________________________________________________________
________________________________________________________________________
_____________________
 HQSI-12 Components of an Effective Lesson Plan
Date:12/5/16-12/16/16 Grade/Class/Subject: 4th grade
12/6/16
Unit/Theme: Frindle
Standards:
R.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
R.CCR.4 Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Content Objective(s): SWBAT
5. Interpret words and their meanings inside the story.
6. Use a dictionary for words they do not understand.
7. Determine the main idea.
8. Discuss the interactions between characters and events.

Language Objective(s): SWBAT

4. Use a dictionary.
5. Discuss the meaning of words and their origins.
6. Create their own words for common things (Like Frindle for Pen)

Key Vocabulary: Adjective, verb, noun, part of speech,

Supplementary Materials: Worksheets included, pencils, dictionaries, class set of the book Frindleby
Andrew Clements.
*****SIKey Vocabulary: OP Features*****
Preparation Scaffolding Grouping Options
Adaptation of Content Modeling Whole class
Links to Background Guided Practice Small groups
Links to Past Learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral
Lesson Sequence: Class discussion,
Introduction: Review the activity from yesterday, have students present the word presentations they
had as homework.
Daily Review: Review the dictionary activity and the background of the book Frindle.
Daily Objectives: Read one chapter as a class and discuss main idea and details about the characters.
Concept: Begin reading, check for reading comprehension.
Content inside the curriculum: Understanding of main idea, and theme, building of vocabulary.
Content outside the curriculum: Teamwork.
Guided Practice: Model a presentation for them, and then read chapter one of the book as a whole
class, stopping to check for understanding, and to ask questions about the book.
Grouping: With a partner, students discuss their notes and make inferences for what the students predict
will happen next in the story on a piece of paper. Then partners will get another sheet of paper for the
students to discuss the characters introduced in the first chapter of the book, and the various traits they
have (in the before box).
Independent: Each student individually takes notes on the attached paper during the reading of the main
idea and details of the book.
Long-Term Review: Words, parts of speech, syllables, and basic reading skills.
Closure: Discuss some of their inferences and some of the main ideas and details they have already
taken notes on, check for understanding again.
Homework: None
Assessment: Ask the class questions during guided practice and instruction, and monitor during group
work to ask questions and to check for understanding.
Accommodations:
EL students: place them in groups throughout the room, so that they have peers who can assist them,
provide visuals to help with their reading of the book, and go slow enough they can keep up. Give help
outside of class to those who need it, and overly explain the background of the book so that it isnt taken
literally that pens are Frindles. Review concepts like adjectives and nouns as a whole class so they have
the opportunity to understand it.
Vision impaired: Provide a copy of the book in large font (as large as they need), as well as large print
worksheets, and place them at the front of the class where they can see the board and allow for them to
move closer if needed.
Gifted and Talented: Allow for student to read ahead if desired, and give additional making
connections worksheet for their reading. If they do finish the book early, allow them to use a computer
to go to http://www.readwritethink.org/classroom-resources/student-interactives/book-cover-creator-
30058.html to create a new cover for Frindle
or
http://www.readwritethink.org/classroom-resources/student-interactives/literary-elements-30011.html
character map the characters in the book
or
http://www.readwritethink.org/classroom-resources/student-interactives/profile-publisher-30067.html to
create a profile for the main character.
 HQSI-12 Components of an Effective Lesson Plan
Date:12/5/16-12/16/16 Grade/Class/Subject: 4th grade
12/7/16-12/15/16
Unit/Theme: Frindle
Standards:
R.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
R.CCR.4 Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Content Objective(s): SWBAT
9. Interpret words and their meanings inside the story.
10. Use a dictionary for words they do not understand.
11. Determine the main idea.
12. Discuss the interactions between characters and events.

Language Objective(s): SWBAT

7. Use a dictionary.
8. Discuss the meaning of words and their origins.
9. Create their own words for common things (Like Frindle for Pen)

Key Vocabulary: Adjective, verb, noun, part of speech,

Supplementary Materials: Worksheets included, pencils, dictionaries, class set of the book Frindleby
Andrew Clements.
*****SIKey Vocabulary: OP Features*****
Preparation Scaffolding Grouping Options
Adaptation of Content Modeling Whole class
Links to Background Guided Practice Small groups
Links to Past Learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral

Lesson Sequence: Class discussion, reading, partner work.

Introduction: Review the chapter from yesterday.
Daily Review: Whole class discussion on chapter one of Frindle.
Daily Objectives: Read one chapter as a class and discuss main idea and details about the characters.
Concept: Continue reading, check for reading comprehension.
Content inside the curriculum: Understanding of main idea, and theme, building of vocabulary.
Content outside the curriculum: Teamwork.
Guided Practice: Read chapters 2 and 3 of the book, pausing to ask questions or explain as necessary,
take notes on important details and character traits, modeled on the board but they should be taking
notes as well.
Grouping: With a partner, students discuss their notes and make inferences for what the students predict
will happen next in the story on a piece of paper. Then partners will get another sheet of paper for the
students to discuss the characters introduced in the first chapter of the book, and the various traits they
have (in the before box).
Independent: Each student individually takes notes on the attached paper during the reading of the main
idea and details of the book.
Long-Term Review: Words, parts of speech, syllables, and basic reading skills.
Closure: Discuss some of their inferences and some of the main ideas and details they have already
taken notes on, check for understanding again.
Homework: None
Assessment: Ask the class questions during guided practice and instruction, and monitor during group
work to ask questions and to check for understanding.
(Same Lesson plan for 12/7- 12/15, but with the next two chapters of the book, i.e., 12/8 reading
chapters 4 and 5, and daily review of the previous chapter(s) )
Accommodations:
EL students: place them in groups throughout the room, so that they have peers who can assist them,
provide visuals to help with their reading of the book, and go slow enough they can keep up. Give help
outside of class to those who need it, and overly explain the background of the book so that it isnt taken
literally that pens are Frindles. Review concepts like adjectives and nouns as a whole class so they have
the opportunity to understand it.
Vision impaired: Provide a copy of the book in large font (as large as they need), as well as large print
worksheets, and place them at the front of the class where they can see the board and allow for them to
move closer if needed.
Gifted and Talented: Allow for student to read ahead if desired, and give additional making
connections worksheet for their reading. If they do finish the book early, allow them to use a computer
to go to http://www.readwritethink.org/classroom-resources/student-interactives/book-cover-creator-
30058.html to create a new cover for Frindle
or
http://www.readwritethink.org/classroom-resources/student-interactives/literary-elements-30011.html
character map the characters in the book
or
http://www.readwritethink.org/classroom-resources/student-interactives/profile-publisher-30067.html to
create a profile for the main character.
 HQSI-12 Components of an Effective Lesson Plan
Date:12/5/16-12/16/16 Grade/Class/Subject: 4th grade
12/7/16-12/15/16
Unit/Theme: Frindle
Standards:
R.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
R.CCR.4 Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Content Objective(s): SWBAT
13. Interpret words and their meanings inside the story.
14. Use a dictionary for words they do not understand.
15. Determine the main idea.
16. Discuss the interactions between characters and events.

Language Objective(s): SWBAT

10. Use a dictionary.
11. Discuss the meaning of words and their origins.
12. Create their own words for common things (Like Frindle for Pen)

Key Vocabulary: Adjective, verb, noun, part of speech,

Supplementary Materials: Worksheets included, pencils, dictionaries, class set of the book Frindleby
Andrew Clements.
*****SIKey Vocabulary: OP Features*****
Preparation Scaffolding Grouping Options
Adaptation of Content Modeling Whole class
Links to Background Guided Practice Small groups
Links to Past Learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral
Lesson Sequence: Class discussion, reading, partner work.
Introduction: Review the main events from the entire book in a whole class discussion, discuss the
notes they have taken so far and finish the character changes worksheet. Write the quote from the story
Who says a pen has to be called a pen ? Why not call it a frindle ? on the board for students to think
about.
Daily Review: Whole class discussion of Frindle, and the notes taken throughout.
Daily Objectives: To apply new knowledge from the book to their lives, be creative in a new project.
Concept: Create new words modelled after the story.
Content inside the curriculum: Understanding of main idea, and theme, building of vocabulary.
Content outside the curriculum: Creativity.
Guided Practice: Announce that the class will follow in Nicks footsteps and create a new word today.
In a whole class discussion, brainstorm objects found around the room (books, notebooks, desks, etc)
Pick one and make up a new word for it. Then create a dictionary entry for it that features all of the parts
discussed in lesson one (pronunciation key, part of speech, origin and definition). Then instruct the
students that they will now do the same thing, on their own, with their own, new word.
Grouping: After given time to write their own words and dictionary entries, in small groups, students
can share their words, guessing at the others meaning. Discuss which word might become the Frindle
of the group (widespread and well-known).
Independent: Each student individually writes their own word and dictionary entry.
Long-Term Review: Words, parts of speech, syllables, and basic reading skills.
Closure: Share some of the students entries (maybe the Frindle of each group), write them on the
board and explain that we will put it together into a class dictionary, that each student will get a copy of
next week. Instruct students to write down all of the entries that were shared (and is now written on the
board).
Homework: Students will take 5 of the class new words (from what was written) and write a story
using each word.
Assessment: Questions during class discussion to check for understanding, monitoring during
independent and group work to check for understanding, collect the dictionary entries and grade, and
collect and grade the homework as well.

Accommodations:
EL students: place them in groups throughout the room, so that they have peers who can assist them,
provide visuals to help with their reading of the book, and go slow enough they can keep up. Give help
outside of class to those who need it, and overly explain the background of the book so that it isnt taken
literally that pens are Frindles. Review concepts like adjectives and nouns as a whole class so they have
the opportunity to understand it.
Vision impaired: Provide a copy of the book in large font (as large as they need), as well as large print
worksheets, and place them at the front of the class where they can see the board and allow for them to
move closer if needed.
Gifted and Talented: Allow for student to read ahead if desired, and give additional making
connections worksheet for their reading. If they do finish the book early, allow them to use a computer
to go to http://www.readwritethink.org/classroom-resources/student-interactives/book-cover-creator-
30058.html to create a new cover for Frindle
or
http://www.readwritethink.org/classroom-resources/student-interactives/literary-elements-30011.html
character map the characters in the book
or
http://www.readwritethink.org/classroom-resources/student-interactives/profile-publisher-30067.html to
create a profile for the main character.