College of Education Lesson Plan Template Teacher Candidate: Breanna Cook School: Merrywood Date and Time: 4/02/2014

at 12:30 Subject/Grade Level: Reading/4th

Description of Lesson: The class will read and discuss two short passages. Then, students will work on questions to check for comprehension and practice for PASS testing. Lesson Title or Essential Question that guides the lesson: How do we accurately use reading strategies to correctly answer questions about such passages? Curriculum Standards Addressed: SC Curriculum Standard(s): CCSS R.L.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Other: SSCA: A(1) A safe and civil environment in school is necessary for students to learn and achieve high academic standards. Lesson Objective(s): After reading the given reading passages, Gentle Giants and From Tadpole to Frog, fourth grade students will use the text to identify key details and answer questions about the text. Assessment(s) of the Objectives: Before: The teacher will review with students the components of the informational reading strategies chart, made last week, to listen for student understanding of how to analyze passages for PASS reading. During: Whole group discussions and questions/answer sessions will take place to probe and observe students comprehension of the text. After: Students will complete the accompanying questions in their packet for Gentle Giants and will fill in the events chart for From Tadpole to Frog. The teacher will walk around to make sure that students are on task and answering the questions and filling out the chart for the readings.

Materials/Resources: Their reading packets for the reading passages Gentle Giants and From Tadpole to Frog, pencils and highlighters, and document camera.

Prerequisites (Prior Knowledge): Physically, students need to be able to sit still and show that they are actively engaged with their heads up and eyes on the teacher. Emotionally, students need to have the confidence to speak during class discussion about the text. Cognitively, students will need to remember the components of analyzing texts that they have been talking and learning about since the previous week. Socially, students need to listen to the ideas of others and be able to agree and disagree with those ideas. Procedures: 1. Have students move to the carpet with their highlighters, pencils, and reading packet. Connection: 2. Today we will continue to look at the chart you have been working on about analyzing informational texts. 3. Using the chart, what is important to look for and do when reading passages during PASS? 4. Why are these aspects important? What do they help us do as readers? 5. Lets look at Gentle Giants first. Turn to the passage titled, Gentle Giants in your reading packet. Teaching: 6. Looking at the title, what might the reading be about? 7. What is the structure of the passage? 8. Now, looking at the first sentence, what do you think gentle giants refers to? 9. Im going to read the passage aloud. Follow along in the passage as I read. 10. Talk with your partner to decide what details you think are important. a. Highlight these details and be able to explain why they are important. 11. Raise your hands and tell me one thing you underlined or circled. a. Why did you underline or circle these details? b. Did anyone else underline or circle the same detail? 12. What is the next step as the reader now that we have read the passage? a. Answer the questions following the passage. Active Engagement: 13. Students will move back to their seats. 14. Looking back through Gentle Giants as needed, you will answer questions 1-9 with your partner. a. Teacher will walk around to listen to discussion and assist as necessary. b. Discuss the answers and have partner pairs provide explanation for the strategies they used to determine the answer. 15. Turn the page to From Tadpole to Frog and with your partner read the passage. a. Make sure you highlight important details from the passage. b. Complete the chart at the end of the passage with your partner as well. 16. Pull back to whole group and discuss the reading. a. What were some things that you all highlighted? b. What was the main idea of this passage? 17. Complete the chart with students as a whole group. a. Lets go over the chart now. b. It says, a few weeks after they hatch from their eggs, the tadpoles grow two hind legs. i. From the reading, what happens next? c. Now, what goes in the next box, which would be the third major event from the passage?

Closure: How did looking back and using details from the reading passage help you better answer the questions following the reading? You all did a great job today and I know that you all will continue to work hard to do your best on PASS reading. Link: Remember that as you read the passages during PASS that you remember the importance of underlining and circling key details. This will help you answer the questions about the passages. Activity Analysis: The first activity asks students to look at the passage at the surface by analyzing the title. This will help prepare students to make inferences on such aspects of a text. The activity will also be helpful in engaging students in reading the passage. The second activity is beneficial for students because they will underline or circle key details in the passage. Doing this activity will help students think more critically about the passage and help train their brains to look for such details that will be important during PASS reading. I will use the document camera during this lesson to make sure students highlight the same important details from the passage. This ensures that all students are focused and on task and that they will have something to refer to later as they prepare for PASS. Differentiation/Accommodations/Modifications All students will receive a copy of the text to follow along and make their own notes. For differentiation, students who want to read ahead can do so. Students who forget their reading packets will be given one of the extra copies. If students are struggling with picking out key events, then the teacher can read the text as a chunk but then focus in on individual sentences to scaffold students. If students enjoyed this text, they may also enjoy books about manatees such as Sam the Sea Cow, Dancing with Manatees, and A Safe Place for Manatees or books about frogs such as Wanda and the Frogs and The Mysterious Tadpole. If students are having difficulty with picking out specific details from the text based on the assessment that I gave, I will have the students complete a semantic map to help them locate key details easier. References: Reading Practice Packet from Amy Williams, fourth grade teacher at Merrywood Elementary.