Name: Lindsey Piro

Lesson # 1 of _1_ Title of Unit and Lesson: Wild Things

Duration of Lesson: 30 minutes Grade Level(s): 4 Subject(s): Language Arts
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your 
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: To identify thematic patterns and relevance of words in the novel, Wild
Things.

Related Skills (skills that support the use of the strategy): Rereading a text and finding meaning in words

Content Focus: Reading and discussion

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CC.SS.ELA-LITERACY.RL.4.1: Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from a text.

Instructional Learning Objectives: Objectives are what  Assessments: How will students demonstrate their learning? List
students will be able to do as a result of this lesson. These  the formal/informal assessments used to monitor student learning
of each objective.
objectives will directly support and align to the Central Focus. 
They should also align with standards, instructional activities, 
and assessments.  Write objectives using clear, measureable 
terminology. 
Students will determine important words out of the -Words written on post it notes
text that give the reading meaning - Responses during class discussion

Students will use knowledge of story and words to -Responses in discussion

write about what they chose - Written summaries on paper

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Identify – students will identify words that give the Vocab: Independence, abandonment, wild
story meaning and importance
Justify- students will justify why they chose the words Syntax: “I chose this word because ____
they did “This word stuck out to me because _____”

Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Wild Things by Clay Carmichael
Anchor chart
Post it notes for all students
Pencils
Lined paper

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
Students have been reading Wild Things by Clay Carmichael and are familiar with discussing and going over
details of the story. They have written character charts about the story and answered questions about it.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional 
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How Students will be coming in the classroom from P.E. They will get a
will you transition students from the prior drink of water and make their way to their seat. I will ask them to
activity/learning to this lesson? How will
you incorporate or build on students’ prior
remember what we read the day before and briefly go over the questions
knowledge? (Review.) that were posed yesterday.
Hook/Purpose for Learning: What Students have been doing a lot of reading and discussing this book so far
experiences/backgrounds and/or interests but have not had the opportunity to explore it in different ways. I will
do students bring that could be used to
excite students to the activity? How will you
ask students, if while reading, certain words have stuck out to them.
set learning expectations for your students?
(Introduce)

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
Students will be at their desk with their own copy of the book in front of them. I will ask students to share
with their neighbor what they answered for the questions that were posted the day before. (Why is Zoe mad at
Uncle Henry? What does she do to prove her point? What does Zoe see in the woods? Who does Zoe want to
live like?)
I will allow them a few minutes to discuss with their partner. I will then bring the attention back to the front of
the room and call on students to share what they wrote down. We will discuss these responses and make sure
everyone is on the same page.
I will then explain to students that we are going to focus on the words the author writes and what meaning it
gives the story. I will tell the students that certain words carry more meaning and importance in stories and get
the reader thinking more in depth. I will model how I went through the book and chose 3 important words that
stuck out to me. (e.g., freedom, boss and abandonment) These words are related to the theme of the story and
just by reading these words it would allow me to share what the story is all about to a stranger who has not
read the story. I will then tell the students that after I chose my three words, I wrote a paragraph summarizing
the text based around the words that I chose. This means that the words you choose need to have meaning in
the story and to the reader.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
ELLS: Students are placed next to high readers and I will be walking around as I speak modeling exactly what
I want from students. By putting my words that I chose on the doc cam it will become a visual for the
students.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
Students will now have the opportunity to choose their own three words from the story and write it on their
post it notes. I will explain that they need to write down the page number that they chose their word from and
write a sentence to connect it to a specific detail or example. They may be asked to share out so they need to
be prepared. I will be walking around and monitoring as they go through the book and choose wisely. Once
students have chosen three words, I will call on a table at a time to come up to the board and put their sticky
note on the board. We will organize the post it notes on similarities and differences. I will ask students why
they chose the word they did and what it meant to them.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
ELLS: I will be walking around to assist if needed.

Independent Practice: How will you provide students opportunities to master what you taught them?
Once all post it notes are on the board, I will call on students to share why the chose the words they did. This
will give them the chance to share their thinking with the class and demonstrate what they have learned so far.
After we have shared as a class, students will independently write their own summary using the three words
they chose from the book. This will be a time for them to reflect on the words and what meaning it gives to the
story. How are the words they chose connected to our characters? The theme?

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
ELLS: Students will be listening and having the words as a visual for reference. I will post my paragraph that
I wrote on the doc cam for students to have a better understanding of what I am expecting of them. I will write
sentence starters on the board for students to use. (e.g., I chose the word _______ because _________)

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
Once students are done writing their summaries, I will have a few students share what they wrote. We will
make it a class discussion and be able to compare the differences among students. We will end the lesson by
expressing the importance of words in books and how they can give more than just one meaning depending on
the reader.