Problem-Based Learning Lesson Plans

Grade 4 Small Reading Group

By:
Theresa Farnell
Teacher Specialist
Sudlersville Elementary School
December 2005

Daily Lesson Plan #1

Storms
Suggested Time 45 minutes
State/County Outcomes 2.2.a. & b. Use print features and graphic aides to help construct
meaning
1.2.d. Make connections to the text from prior knowledge
Technology Outcomes:
None in this lesson
Performance Objectives:
Students will be able to identify one print feature (bold, italics,
subheadings, etc.) and explain how it helped them to construct
meaning.
Upon reading the assigned pages of the book, Storms, students will
write one or two things they learned on their L part of the KWL chart.
Resources Needed:
Book entitled, Storms by Mary Draper
KWL chart per student
List of vocabulary words (index cards)
Links to Prior Knowledge:
Students should have completed a KWL chart before and should know the
difference between fiction (narrative) and nonfiction (informative) pieces of
text. Students should know several types of storms and the time of year
that they typically occur in this area (snow storm, thunder storm, etc.).
Directions for Instruction:
A. Readiness Activity:
Teacher will ask the students, Have you ever been in a storm
before? What kind of storm was it? What was it like? After a
brief discussion, ask students to name other types of storms not
discussed.

B. Procedure:
1. Explain to students that today we will begin to read an informative
piece of text (Non-fiction) that will give information on various types
of storms.
2. As a group, write at least 3 things we definitely know about storms
on the K (Know) part of the KWL chart.
3. Conduct a picture walk. Show students the cover page, including
Title and Author. Talk briefly about the table of contents, the
headings, the subheadings, the bold print, the pictures w/captions,
charts, etc. Float vocabulary words and use them in context (index
cards) during the picture walk. Stop the picture walk at page 9.
4. After the picture walk, have students write at least 1 question
that they want to find out about the information that will be covered
in the assigned reading pages (4-9). Have students share their
question(s) with group.
5. Set the purpose for reading. (To answer the W questions and to be
prepared to share one new thing learned from reading.)
6. Have students read pages 49 independently.
7. After reading the assigned pages, hold a discussion with the group
to help construct meaning of the text. Talk about the text features
encountered in the reading and model how to paraphrase using a think
aloud.
8. Talk about the questions in the W part of the chart and write the
answer to them in the L part of the KWL chart. (Be sure to guide
students if needed)
9. Have each student in the group add 1 additional thing learned in
the L part of the KWL chart.
C. Assessment:
Students written responses in the L part of the KWL chart.

D. Closure:
Have students share a print feature that helped them construct
meaning from the text. Also, have them share one new thing they
learned from the text with the group.

Daily Lesson Plan #2

Storms
Suggested Time 45 minutes
State/County Outcomes 2.2.a. & b. Use print features and graphic aides to help construct
meaning
1.2.d. Make connections to the text from prior knowledge
Technology Outcomes:
None in this lesson
Performance Objectives:
Students will be able to identify one print feature (bold, italics,
subheadings, etc.) and explain how it helped them to construct
meaning.
Upon reading the assigned pages of the book, Storms, students will
write one or two things they learned on their L part of the KWL chart.
Resources Needed:
Book entitled, Storms by Mary Draper
KWL chart per student
List of vocabulary words (index cards)
Links to Prior Knowledge:
Students should have completed a KWL chart before and should know the
difference between fiction (narrative) and nonfiction (informative) pieces of
text. Students should know several types of storms and the time of year
that they typically occur in this area (snow storm, thunder storm, etc.).
Directions for Instruction:
E. Readiness Activity:
Ask students to share one thing learned from yesterdays reading.
F. Procedure:
1. Explain to students that today we will continue reading Storms that
will give information on various types of storms.

3. Conduct a picture walk from pages 10-17. Talk briefly about the
headings, pictures w/captions, charts, diagrams, etc. Float vocabulary
words and use them in context (index cards) during the picture walk.

4. After the picture walk, have students write at least 1 question

that they want to find out about the information that will be covered
in the assigned reading (pages 10-17). Have students share their
question(s) with group.
5. Set the purpose for reading. (To answer the W questions and to be
prepared to share one new thing learned from reading.)
6. Have students read pages 1017 independently.
7. After reading the assigned pages, hold a discussion with the group
to help construct meaning of the text. Talk about the text features
encountered in the reading and how they help construct meaning.
8. Talk about the questions in the W part of the chart and write the
answer to them in the L part of the KWL chart. (Be sure to guide
students if needed)
9. Have each student in the group add 1 additional thing learned in
the L part of the KWL chart.
G. Assessment:
Students written responses in the L part of the KWL chart.
H. Closure:
Students share one new thing they learned from the text with the
group.

Daily Lesson Plan #3

Storms
Suggested Time 45 minutes
State/County Outcomes 2.2.a. & b. Use print features and graphic aides to help construct
meaning
1.2.d. Make connections to the text from prior knowledge
Technology Outcomes:
None in this lesson
Performance Objectives:
Students will be able to identify one print feature (bold, italics,
subheadings, etc.) and explain how it helped them to construct
meaning.
Upon reading the assigned pages of the book, Storms, students will
write one or two things they learned on their L part of the KWL chart.
Resources Needed:
Book entitled, Storms by Mary Draper
KWL chart per student
List of vocabulary words (index cards)
Links to Prior Knowledge:
Students should have completed a KWL chart before and should know the
difference between fiction (narrative) and nonfiction (informative) pieces of
text. Students should know several types of storms and the time of year
that they typically occur in this area (snow storm, thunder storm, etc.).
Directions for Instruction:
I. Readiness Activity:
Ask students to share one thing learned from yesterdays reading.
J. Procedure:

1. Conduct a picture walk from pages 18-23. Float vocabulary words

and use them in context (index cards) during the picture walk.
2. After the picture walk, have students write at least 1 question
that they want to find out about the information that will be covered
in the assigned reading (pages 17-23). Have students share their
question(s) with group.
3. Set the purpose for reading. (To answer the W questions and to be
prepared to share one new thing learned from reading.)
4. Have students read pages 1823 independently.
5. After reading the assigned pages, hold a discussion with the group
to help construct meaning of the text. Talk about the text features
encountered in the reading and how they help construct meaning.
6. Talk about the questions in the W part of the chart and write the
answer to them in the L part of the KWL chart. (Be sure to guide
students if needed)
7. Have each student in the group add 1 additional thing learned in
the L part of the KWL chart.
K. Assessment:
Students written responses in the L part of the KWL chart.
L. Closure:
Students share one new thing they learned from the text with the
group.

Daily Lesson Plan #4

Storms
Suggested Time 45 minutes
State/County Outcomes4.A.1.b. Plan and organize ideas for writing by using an appropriate
organizational structure (web).
4.A.2.c Compose to inform using a structure with a clear beginning, middle,
and end and a selection of major points, examples, and facts to support a
main idea
Technology Outcomes:
2. Social, ethical, and human issues:
c. Students develop positive attitudes toward technology uses
that support lifelong learning, collaboration, personal pursuits,
and productivity.
3. Technology productivity Tools:
a. Students use technology tools to enhance learning, increase
productivity, and promote creativity.
Performance Objectives:
Students will use a web created from inspiration to plan and organize their
ideas for writing.
Students will begin to compose an informative draft using the computer to
support their chosen storm with the appropriate facts.
Resources Needed:
Book entitled, Storms by Mary Draper
KWL chart per student
Graphic Organizer for Writing
4 computers in computer lab
Links to Prior Knowledge:

Students should be familiar with writing a paragraph. They will also need
some experience with basic typing on a computer, how to insert pictures, and
how to save a document.

Directions for Instruction:

M. Readiness Activity:
Briefly discuss what students learned while reading the book, Storms.
Ask, What do good writers do?
Introduce todays activity and discuss what an informative paragraph
is and what it should include.
N. Procedure:
a. Have students choose type of storm to write about. Then ask
them to reread that particular section.
b. Give students a copy of the web to begin to fill in. (The
organizer will include information about their storm, general
information about the weather, predicting storms, and keeping
safe during a storm.) (See graphic organizer for layout)
(MODEL how to fill in the graphic organizer.)
c. Begin to revisit text to fill in graphic organizer with important
facts/ information.
O. Assessment:
Students completed web
P. Closure:
Students share what an informative paragraph is and also share their
ideas for their informative paragraph.

Daily Lesson Plan #5

Storms
Suggested Time 45 minutes
State/County Outcomes4.A.2.c Compose to inform using a structure with a clear beginning, middle,
and end and a selection of major points, examples, and facts to support a
main idea.
Technology Outcomes:
4. Social, ethical, and human issues:
c. Students develop positive attitudes toward technology uses
that support lifelong learning, collaboration, personal pursuits,
and productivity.
5. Technology productivity Tools:
b. Students use technology tools to enhance learning, increase
productivity, and promote creativity.
Performance Objectives:
Students will compose an informative draft using the computer to support
their chosen storm with the appropriate facts.
Resources Needed:
Book entitled, Storms by Mary Draper
KWL chart per student
Graphic Organizer for Writing
4 computers in computer lab
MS Word
Links to Prior Knowledge:
Students will need some experience with basic typing on a computer, how to
insert pictures, and how to save a document.
Directions for Instruction:
Q. Readiness Activity:

Ask, What do good writers do? What are some different methods
for publishing our writing? (discuss)
Ask students how many of them ever typed on a computer? How is it
different than writing? Explain that today students will type their
informative
paragraphs on a computer.
R. Procedure:
a. Have students review their web and discuss with each of them
their plan of action.
b. Take students to the computer lab
c. Have students log in
d. Ask students to go to word and open a new document.
Have students begin to type their informative paragraphs.
Review how to make a capital letter and allow for spaces
between words.
e. Walk students through the steps involved in saving their
document. (firstname storm type.doc) (ex. cole
snowstorm.doc)
S. Assessment:
Informative Paragraph
T. Closure:
Have students tell a partner one new thing that was learned about the
computer today.

Daily Lesson Plan #6

Storms
Suggested Time 45 minutes
State/County Outcomes4.A.3.a Revise text for clarity, completeness, and effectiveness.
4.A.3.b. Use suitable electronic resources to edit final copies of text for
correctness in language usage and conventions.
4.A.3.c Prepare the final product for presentation to an audience.
Technology Outcomes:
6. Social, ethical, and human issues:
c. Students develop positive attitudes toward technology uses
that support lifelong learning, collaboration, personal pursuits,
and productivity.
7. Technology productivity Tools:
c. Students use technology tools to enhance learning, increase
productivity, and promote creativity.
Performance Objectives:
Students will edit and revise their informative paragraph for correct
language usage, and conventions, completeness, and effectiveness.
Students will prepare the final draft to share with their class.
Resources Needed:
Book entitled, Storms by Mary Draper
KWL chart per student
Graphic Organizer for Writing
4 computers in computer lab
MS Word
saved document
Links to Prior Knowledge:

Students will need some experience with retrieving a saved document.

Students will need to have some previous practice on reading their work for
editing and revision purposes.

Directions for Instruction:

U. Readiness Activity:
What do good writers do? Why is it important to edit/revise your
writing?
V. Procedure:
a. Show students a paragraph I wrote with errors. Ask students
what they notice about my paragraph. What do I need to do it?
b. Do a think-a-loud with students and reread my paragraph and
make revisions with their input. Read first for grammatical
errors. Read again for content.
c. Explain that students will edit and revise their informative
paragraphs today on the computer.
d. Take students to computer lab and have them log on and
retrieve their saved documents.
e. Show them on my computer how to make the changes on the
computer that I made when doing the think-a-loud. (Be sure to
show how to do spell check. Relate the importance of rereading
as well as using the computer.)
W.Assessment:
Informative Paragraph with revisions
X. Closure:
Have students tell teacher one revision they made to make their
paragraphs better.

Daily Lesson Plan #7

Storms
Suggested Time 45 minutes
State/County Outcomes4.A.3.c Prepare the final product for presentation to an audience.
Technology Outcomes:
8. Social, ethical, and human issues:
c. Students develop positive attitudes toward technology uses
that support lifelong learning, collaboration, personal pursuits,
and productivity.
9. Technology productivity Tools:
d. Students use technology tools to enhance learning, increase
productivity, and promote creativity.
Performance Objectives:
Students will prepare the final draft to share with their class.
Students will insert clip art that matches their informative paragraphs.
Resources Needed:
Book entitled, Storms by Mary Draper
KWL chart per student
Graphic Organizer for Writing
MS Word
4 computers in computer lab
saved document
Links to Prior Knowledge:
Students should have some knowledge with inserting clip art into a word
document.
Directions for Instruction:
Y. Readiness Activity:
Our paragraphs are missing something.what is it? (illustrations)
How do illustrations help in constructing meaning when reading?

Z. Procedure:
a. Explain that students will use clip art to insert a picture that
illustrates their informative paragraph.

b. Take students to computer lad and have them log on and

retrieve their saved documents.
c. Show them on my computer how to insert a picture. (Model)
d. Have students search for appropriate clip art and insert it in
their document.
e. Take students to classroom to share paragraphs.
AA.
Assessment:
Completed version of informative paragraph
BB.
Closure:
Have students share their paragraphs with their entire class.