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GCU College of Education

LESSON PLAN TEMPLATE


Section 1: Lesson Preparation

Teacher Candidate Nicole Whelan


Name:

Grade Level: 4th grade, ICT Classroom

Date:

Unit/Subject: Reading, Unit 2

Instructional Plan Reading The Weather, Reading the World


Title: Session 4/ Bend 1: Text Structure Helps Accentuate What Matters

Lesson Summary In this lesson plan, students will learn that there are many ways that nonfiction texts
and Focus:
can be hard and they will learn how to tackle the challenging nonfiction texts.

Classroom and Students are paired so that they are grouped with a peer of the same reading level, and
Student their social interaction level is conducive to learning.
Factors/Grouping:

National/State RI.4.4 Determine the meaning of general academic and domain-specific words or
Learning Standards:
phrases in a text relevant to a grade 4 topic or subject area.
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.

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GCU College of Education
LESSON PLAN TEMPLATE

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,


graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it
appears.
RI.4.10 By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4-5 text complexity
band proficiently, with scaffolding as needed at the high end of the range

Specific Learning
Target(s)/Objectives: The objective is that students will be able to read an informational text to deepen their
knowledge while focusing on determining the main ideas and supporting details,
notetaking, using context clues to determine word meanings, fluency and paragraph
writing,
My objective aligns to the learning goal because When students are reading a text it is
important the understand what they are reading and can synthesize or summarize the
text they read while understanding the content. As we move into our second writing
unit, personal and persuasive essays students will begin the writing unit by teaching
students that writers use an essay frame to help structure their writing. At the end of the
unit student will develop a writing piece.

Academic Language  Text structures


 Hybrid Text Structures
 Chronological
 Compare/Contrast
 Problem/ Solution
 Cause and Effect
 Transition words (first, next, then, etc.)

© 2018. Grand Canyon University. All Rights Reserved.


GCU College of Education
LESSON PLAN TEMPLATE

Resources,  Anchor Chart: To Read Nonfiction Well…


Materials,  Markers
Equipment, and
Technology:
 Readers Notebook
 Pencil
 Nonfiction Text: “A Sport”
 Common Nonfiction Text Structures chart
 SMART Board

Section 2: Instructional Planning

Anticipatory Set 5 mins


The night before students chose a text that was more challenging for them. I will ask
students to bring that text to the rug so we can learn strategies to make difficult texts
easier to follow and read. I will have students begin by Turning and Talking to a
partner about the connections they think they will bring to their book and share their
book with their partner. After a minute of Turn and Talk I will reconvene the group. I
then will state the WALT and WILF, “ Today We Are Learning To turn a corner in our
nonfiction reading and tackle more complex text. What I am Looking For is for you to
understand that once you have an understanding of how nonfiction texts can be difficult
you will be able to tackle the hard parts.

Multiple Means of Representation 15-20


Since I have many different types of learners, throughout this lesson I will provide extra mins
support for students by using visuals, modeling and conferencing.
 Visuals- When introducing a part of the nonfiction text, “Why Swim” I will
display it on the smart board while also providing students with a copy. This will
allow students to follow along and observe vocabulary they may not know.
 During this lesson I will model how to tackle a nonfiction text and mark it cup,
take notes and decode difficult vocabulary. I will do this on the smart board and
have kids follow along while I think out loud the steps to tackling a hard text.
 After the lesson I will conference in small groups checking in with students on
how their independent reading is going in their new text.

 English language learners (ELL): This student will search for a nonfiction, tricky
text on Read Works which is an application on his IPAD. The text will be bale to
be read to him through the application.

 Early finishers (those students who finish early and may need additional
resources/support): Those who finish tackling their text early and have

© 2018. Grand Canyon University. All Rights Reserved.


GCU College of Education
LESSON PLAN TEMPLATE

conferenced with me will be able to find a partner to discuss what they noticed
and learned from their text after taking the time to read the text a second time.

Multiple Means of Engagement 15-20


mins
Students will engage in the content through collaborative partnered work, structured
discussions, reading and writing activities, and problem solving.
 Visuals and modeling- When introducing a part of the nonfiction text, “Why
Swim” I will display it on the smart board while also providing students with a
copy. This will allow students to follow along and observe vocabulary they may
not know. As I model my thinking process and mark up the text I will have
students do the same on their copy of “Why Swim”. This will give them a
reference for when they work indecently.

 English language learners (ELL): This student is high functioning and will be
able to follow along while the lesson is taking place. I will check in with him to
make sure he is caught up. This student will search for a nonfiction, tricky text on
Read Works which is an application on his IPAD. The text will be able to be read
to him through the application.

 Early finishers (those students who finish early and may need additional
resources/support): Those who finish tackling their text early and have
conferenced with me will be able to find a partner to discuss what they noticed
and learned from their text after taking the time to read the text a second time.

Multiple Means of Expression


Students will be given a formative assessment by direct and instant feedback. During
conferencing I will ask them questions about their book as well as what they noticed and
learned.

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GCU College of Education
LESSON PLAN TEMPLATE

 English language learners (ELL): For this student I will do the same steps for
conferencing but will refer to his text on Read Works that he listened to.

Extension Activity and/or Homework


As an extension of the classroom students will continue reading their difficult text and
record their ideas about the books subject, What they are learning, What’s tricky about
the book, What steps are you taking to tackle the challenging parts?

Rationale/Reflection

For example:
.
 Visuals- When introducing a part of the nonfiction text, “Why Swim” I will
display it on the smart board while also providing students with a copy. This will
allow students to follow along and observe vocabulary they may not know.
 During this lesson I will model how to tackle a nonfiction text and mark it cup,
take notes and decode difficult vocabulary. I will do this on the smart board and
have kids follow along while I think out loud the steps to tackling a hard text.

 After the lesson I will conference in small groups checking in with students on
how their independent reading is going in their new text.

© 2018. Grand Canyon University. All Rights Reserved.