LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Amanda Goldstein
Mrs. Hamric, Fourth Grade, McSwain Elementary School
February 25, 2013

A. The End of Ben /Comprehension

B. CONTEXT OF LESSON
The students in my practicum class will be ready for this lesson because they have been
reading the book Ben and Me previously to me coming into class this day. It is a book about
Benjamin Franklin, so it does not only include literacy skills but also incorporates historical
information, as well. Comprehension of every subject is necessary to do well in school and in
life. This lesson will help further each students knowledge in how to read and retain
information to share with others and keep in their own minds as knowledge for the future.
C. LEARNING OBJECTIVES
Understand
Know
The students will relate what
Students will need to have stayed
happened in the current chapter to up to date with their reading for
what they have previously read
understanding.
(SKILL)
The students will relate what we
Students will know about
are reading to history (CONCEPT) Benjamin Franklins life and his
historical relevance.
The students will use logic to
foreshadow what will happen in
the next chapters of the book
(SKILL)

Students will know the history of

Benjamin Franklins life to make
these predictions.

Do
Students will be able to speak
about the story prior to the chapter
we are reading in group
discussion.
The students will write a fact
about Benjamin Franklin
underneath the picture that they
draw.
The students will participate in
group discussion after we are done
drawing and talking about the
chapter to foreshadow what will
happen next in the story.

D. ASSESSING LEARNING
I will use verbal and written communication in order to make sure that the students can
comprehend each objective. When talking about previous and future chapters I will go around
the room and listen to each tables group conversation. If someone does not seem to be
participating, I will guide them along and ask further questions to their table. When students
are drawing their pictures I will make sure they are accurate to the story and state a fact about
Benjamin Franklins life. If students have problems with these objectives, I will give them
more directed attention as needed for full comprehension.
E. RELATED VIRGINIA STANDARDS OF LEARNING
4.6 The student will read and demonstrate comprehension of nonfiction texts.
b) Formulate questions that might be answered in the selection.
d) Identify the main idea.
e) Summarize supporting details.
f) Draw conclusions and make simple inferences using textual information as
support.

i) Use prior knowledge and build additional background knowledge as context for
new learning.
j) Identify new information gained from reading.
F. MATERIALS NEEDED
Ben and Me by Robert Lawson
Pencils
Markers
Paper
Mrs. Hamric gave me a copy of Ben and Me to use for this lesson and the students
have the rest of the materials needed.
G. PROCEDURE
Preparation of the learning environment
Before the lesson I will make sure to have thoroughly practiced reading
Chapter 14 aloud so I can read to the students fluently. I will also take notes on
the chapter and make sure that I have all of the questions answered before
actually teaching this lesson in class.
Engage -Introduction of the lesson
Prior to this lesson, I will talk to students about what previously has happened
in the book. The questions I ask will be the ones that their teacher gave me for
guided reading, which they were asked about in the previous chapter. They
should be engaged in this because they already answered these questions prior
to this day.
Implementation of the lesson
Once I have read the chapter aloud, I will ask the guided reading questions to
the students and hold a discussion. After this, I will ask students to draw a
picture to represent the story and at the bottom of it, write one fact about
Benjamin Franklins life. Once everyone is done, the students will share their
pictures to their classmates at their table. I will go around the room and make
sure that everyone is staying focused and on task. By allowing the students to
work independently, they will be able to really express what they have learned
from the chapter.
Closure
At the end of the lesson, I will ask the students in a group discussion about
what they think will happen in the next and last few chapters of the book. It
will be interesting for everyone to state their opinions and compare their
different ideas.
Clean-up
I will make sure that every student puts his or her markers and pencils away at
the end of the lesson. I will also take their artwork and give it to the teacher so
she can hang it up in the classroom if she would like to.
H. DIFFERENTIATION
By having both, group and whole class, discussions, all students will be given chances to
participate in different ways. If a student is shy or unsure of their ideas, they will be given the
chance to talk it out with a small group, which may seem less intimidating than talking in
front of the whole class. There are no physical, health or language barriers in the classroom so
I will not have to worry about that. Some students, though, are of lower abilities so I will try

my hardest to give them the attention they need to participate. If students finish early, I will
ask them to draw a picture on the back of their sheet (that they can finish at home) with a
picture of what they think future chapters will entail, to get ready for the next discussion. If
students do not finish in time, they will be able to work more at home or during free time in
class. I will need to keep track of time so students can both discuss the material and draw to
further enforce comprehension of this story.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?
Since there is always a possibility that things will not go as planned when teaching a lesson, it
is necessary to anticipate that some things will go wrong. One of the biggest concerns I have
with this lesson is that students will not be willing to have a class discussion. They might
forget the old material from previous chapters read, especially after the weekend. If this is the
case, I will try to jog their memory and give them some details as hints. It is necessary for me
to not only read Chapter 14, but also ones before and after it, so I can make connections with
the students. By creating a fun and welcoming environment, I hope that the students will open
up to get the most out of this comprehension lesson. I will do my best to include and excite
everyone so comprehension can be reached.