Teacher: Mrs.

Seay Date: Monday: 1/30/17

Title of Lesson: Hot Shots Day 1 Cooperating Teacher: Deborah Torres

Core Components
Subject, Content Area, or Topic
Language Arts
Main Idea & Supporting Details
Student Population
AM Class:
14 Gifted students
23 students
7 Girls
16 Boys
PM Class:
4 students with IEPs
21 students
10 Girls
10 Boys
Learning Objectives (for the Week)
ELA Objectives:
4.6.6 - Determine Important information to support main idea, opinions and
conclusions
4.6.7 - Summarize a nonfiction reading selection, using important details.
4.6.11- Identify the main idea.
4.6.10 Explain authors purpose
4.7.1 Produce clear and coherent writing in which the development and organization
are appropriate to the task, purpose, and audience.
4.1.1a Present accurate directions
4.1.1b Use evidence to support opinions
4.4.1 Use context to clarify meanings of unfamiliar words and phrases.
4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
 Virginia Essential Knowledge and Skills (For the Week)
SOL Objectives:
4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use
text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts. b) Formulate questions that might be
answered in the selection. c) Explain the authors purpose. d) Identify the main idea.
e) Summarize supporting details. f) Draw conclusions and make simple inferences
using textual information as support. j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.

4.7: The student will write cohesively for a variety of purposes. a) Identify intended
audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea. e) Recognize different modes of writing
have different patterns of organization. f) Write a clear topic sentence focusing on the
main idea. g) Write two or more related paragraphs on the same topic. h) Use
transition words for sentence variety. i) Utilize elements of style, including word choice
and sentence variation. j) Revise writing for clarity of content using specific vocabulary
and information. k) Include supporting details that elaborate the main idea.

4.1 A, D: The student will use effective oral communication skills in a variety of
settings. a) Present accurate directions to individuals and small groups. d) Use
evidence to support opinions.

4.4 A, B, C: The student will expand vocabulary when reading. a) Use context to
clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones. c) Use word-reference materials, including the glossary,
dictionary, and thesaurus.
Materials/Resources
One-to-one student devices (laptops)
Promethean Board
Achieve 3000 (Rule 40: Fair or Not Fair & A Birthday Party for Lincoln)
Fluency Worksheet (Summer Can Feel So Long!)
Word Study Words
Core Clicks (Whole Group Hot Shots)
Brain Pop (The Box)
Google Classroom
Vocabulary Words: binge, thrives, routine, anxiety, sacrifice.
Kahoot
 Time
Process Components
(min.)
5 Min *Anticipatory Set
What do you already know about main idea & detail?
Show the Introduction video for Hot Shots Main Idea & Detail
Show Introduction video &
1 Min *State the Objectives (grade-level terms)
I can
Read and understand non-fiction texts.
Pick out the main idea & details of a nonfiction text.
I can summarize a non-fiction text.
5 Min *Instructional Input or Procedure
Talk about main idea & details:
- Use Chart Paper to draw and create a visual.
Main Idea: the most important idea about a topic. The Big Idea, what the
passage is mostly about.
Details: The small details that support the main idea. Sentences to support
the main idea.
Put the Main Idea Definition in the big bubble, and the supporting detail
definitions in the two smaller circles.
Main
Idea

20 *Guided Practice
Min As a Whole Group:
1. The audio reader will read each page of Hot Shots.
2. On each page, we will talk about and pick out the main idea and
details (think-pair-share). First TTW show the main idea and details,
then allow the students to do it as partners then go over it as a whole
group, then on their own, then go over as a whole group.
5 Min *Closure
Exit Slips: Tell you partner something interesting or important that you learned
today?
80 *Rotations*
Min 20 Min/ Rotation
Teacher: Fluency/Guided Reading
The Box: Brain Pop
Word Work: Online on Google Classroom
Achieve 3000 (online Scaffolded)
*Independent Practice
PART OF THE ROTATIONS:
The Box: Leveled Independent Work scaffolded for each student: Brain Pop
Activities, Quizzes & videos assigned on Google Classroom.
Word Work: Dictionary Skills- definitions, prefixes, suffixes, ABC order &
 guide guides/ vocabulary synonyms

*Modeling
Teacher Rotation: Fluency TW read the Summer Can Feel So Long! It will
be read silently individually. Then the teacher will time the students for one
minute. The students will read silently and circle the word that they end on.
Then, TTW complete a running record for each student. While running
records are happening, the other students will work on the comprehension
questions on the page.
*Check for Understanding
Achieve 3000 answers & scores (Rule 40: Fair or Not Fair & A Birthday Party
for Lincoln)
Meet with teacher: Fluency/Running Records
Assessments
Fluency with Summer Can Feel So Long
Achieve 3000 scores (Rule 40: Fair or Not Fair & A Birthday Party for Lincoln)
Brain Pop quiz scores
Word study final product
Teacher observations
Kahoot Pre-assessment
Homework:
On Day Planner:
High: The Secret Garden Reading Contract (with Gifted Teacher)
On-Level AM: Strawberry Girl
On-Level PM: Class Dismissed
Below: I Survived the Eruption of Mount St. Helen
Differentiation Strategies (enrichment, accommodations, remediation, or by
learning style).
Leveled Independent work Brain Pop! for low level, on level and higher level.
For Gifted Cluster Class: Give less prompts and ask more critical thinking questions.
For Inclusion Class: Give more prompts and point out key words and allow them to
look at the wall for help.
Classroom Management Issues (optional)
Class will move to different rotations on a bell. They have already mastered this skill.
If a student is disruptive, then they will be given a mark on their weekly planner that
goes home.
If the entire classroom is doing a great job, they are given a marble. (5 marbles/day)
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Teacher: Mrs. Seay Date: Tuesday 1/31/17

Title of Lesson: Hot Shots Day 2 Cooperating Teacher: Deborah Torres
 Core Components
Subject, Content Area, or Topic
Language Arts
Main Idea & Supporting Details
Student Population
AM Class:
14 Gifted students
23 students
7 Girls
16 Boys
PM Class:
4 students with IEPs
20 students (getting one more new student shortly so it will be 21 when they come)
10 Girls
10 Boys
Learning Objectives (for the Week)
ELA Objectives:
4.6.6 - Determine Important information to support main idea, opinions and
conclusions
4.6.7 - Summarize a nonfiction reading selection, using important details.
4.6.11- Identify the main idea.
4.6.10 Explain authors purpose
4.7.1 Produce clear and coherent writing in which the development and organization
are appropriate to the task, purpose, and audience.
4.1.1a Present accurate directions
4.1.1b Use evidence to support opinions
4.4.1 Use context to clarify meanings of unfamiliar words and phrases.
4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
 Virginia Essential Knowledge and Skills (For the Week)
SOL Objectives:
4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use
text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts. b) Formulate questions that might be
answered in the selection. c) Explain the authors purpose. d) Identify the main idea.
e) Summarize supporting details. f) Draw conclusions and make simple inferences
using textual information as support. j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.

4.7: The student will write cohesively for a variety of purposes. a) Identify intended
audience. b) Focus on one aspect of a topic. c) Use a variety of prewriting strategies.
d) Organize writing to convey a central idea. e) Recognize different modes of writing
have different patterns of organization. f) Write a clear topic sentence focusing on the
main idea. g) Write two or more related paragraphs on the same topic. h) Use
transition words for sentence variety. i) Utilize elements of style, including word choice
and sentence variation. j) Revise writing for clarity of content using specific vocabulary
and information. k) Include supporting details that elaborate the main idea.

4.1 A, D: The student will use effective oral communication skills in a variety of
settings. a) Present accurate directions to individuals and small groups. d) Use
evidence to support opinions.

4.4 A, B, C: The student will expand vocabulary when reading. a) Use context to
clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones. c) Use word-reference materials, including the glossary,
dictionary, and thesaurus.
Materials/Resources
One-to-one student devices (laptops)
Promethean Board
Achieve 3000 (Rule 40: Fair or Not Fair & A Birthday Party for Lincoln)
Word Study Words
Core Clicks (Whole Group Hot Shots)
Brain Pop (The Box)
Google Classroom
Vocabulary Words: binge, thrives, routine, anxiety, sacrifice.
Kahoot
Bees and Beekeeping
 Time
Process Components
(min.)
5 Min *Anticipatory Set
TTW ask what was the main idea of the entire Hot Shots passage? What are
some details from Hot Shots?
What was something cool you learned from Hot Shots yesterday?
1 Min *State the Objectives (grade-level terms)
I can
Read and understand non-fiction texts.
Pick out the main idea & details of a nonfiction text.
I can summarize a non-fiction text.
5 Min *Instructional Input or Procedure
Remind students about Main Idea & Details. Review the anchor chart created
together yesterday. Also, remind them about their text features and text
structures.
25 *Guided Practice
min Core Clicks: Hot Shots:
Analyze it: Allow the students to answer the questions without talking to their
neighbor, but DO NOT let them submit their answer. Go over it FIRST as a
class. Allow students to use their own screens to read and answer the
questions individually. Allow students to work individually, then share with a
partner, then share out loud. (Think-pair-share)

*The students will write down on the white board WHY they chose the answer
that they did.*
5 Min *Closure
- Ask students what text structure this non-fiction text is.
- Ask students what text features do they see and how do they help the
reader understand what they are reading.
80 *Rotations @ 9:20*
Min 20 Min/ Rotation
Teacher: Guided Reading
The Box: Leveled Reading Brain Pop
Word Work: 4 Square/ Vocabulary (On Google Classroom)
Achieve 3000 (online Scaffolded)
*Independent Practice
Word Work: Dictionary study skills (def, prefixes, suffixes, ABC order & guide
words)/ Vocabulary: antonyms
Achieve 3000
Brain Pop: online activities, quizzes and review games about main idea &
Detail.
*Modeling
Guided Reading: SOL Story (Bees and Bee Keeping) Main Idea & Detail
Worksheet today: Only first Paragraph
*Check for Understanding
Achieve 3000 answers & scores (A Rule 40: Fair or Not Fair & A Birthday
 Party for Lincoln)
Guided Reading Anecdotal Notes
Assessments
Achieve 3000 scores
Answers to Text Structures worksheet
Word study final product
Teacher observations/ anecdotal notes
Homework:
On Weekly Calendar:
High: The Secret Garden Reading Contract (with Gifted Teacher)
On-Level: Strawberry Girl
Below: I survived the Eruption of Mount St. Helen
Below: Class Dismissed
Differentiation Strategies (enrichment, accommodations, remediation, or by
learning style).
For Gifted Cluster Class: Give less prompts and ask more critical thinking questions
For Inclusion Class: Give more prompts and point out key words and allow them to
look at the wall for help.
Classroom Management Issues (optional)
Class will move to different rotations on a bell. They have already mastered this skill.
If a student is disruptive, then they will be given a mark on their weekly planner that
goes home.
If the entire classroom is doing a great job, they are given a marble. (5 marbles/day)
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

Teacher: Mrs. Seay Date: Wednesday 2/1/2017

Title of Lesson: Hot Shots Day 3 Cooperating Teacher: Deborah Torres
 Core Components
Subject, Content Area, or Topic
Language Arts
Main Idea & Supporting Details
Student Population
AM Class:
14 Gifted students
23 students
7 Girls
16 Boys
PM Class:
4 students with IEPs
20 students (getting one more new student shortly so it will be 21 when they come)
10 Girls
10 Boys
Learning Objectives (for the Week)
ELA Objectives:
4.6.6 - Determine Important information to support main idea, opinions and
conclusions
4.6.7 - Summarize a nonfiction reading selection, using important details.
4.6.11- Identify the main idea.
4.6.10 Explain authors purpose
4.7.1 Produce clear and coherent writing in which the development and organization
are appropriate to the task, purpose, and audience.
4.1.1a Present accurate directions
4.1.1b Use evidence to support opinions
4.4.1 Use context to clarify meanings of unfamiliar words and phrases.
4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
 Virginia Essential Knowledge and Skills (For the Week)
SOL Objectives:
4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use
text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts. b) Formulate questions that might be
answered in the selection. c) Explain the authors purpose. d) Identify the main idea.
e) Summarize supporting details. f) Draw conclusions and make simple inferences
using textual information as support. j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.

4.7: The student will write cohesively for a variety of purposes. a) Identify intended
audience. b) Focus on one aspect of a topic. c) Use a variety of prewriting strategies.
d) Organize writing to convey a central idea. e) Recognize different modes of writing
have different patterns of organization. f) Write a clear topic sentence focusing on the
main idea. g) Write two or more related paragraphs on the same topic. h) Use
transition words for sentence variety. i) Utilize elements of style, including word choice
and sentence variation. j) Revise writing for clarity of content using specific vocabulary
and information. k) Include supporting details that elaborate the main idea.

4.1 A, D: The student will use effective oral communication skills in a variety of
settings. a) Present accurate directions to individuals and small groups. d) Use
evidence to support opinions.

4.4 A, B, C: The student will expand vocabulary when reading. a) Use context to
clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones. c) Use word-reference materials, including the glossary,
dictionary, and thesaurus.
Materials/Resources
One-to-one student devices (laptops)
Promethean Board
Achieve 3000 (Rule 40: Fair or Not Fair & A Birthday Party for Lincoln)
Word Study Words
Core Clicks (Whole Group Hot Shots)
Brain Pop (The Box)
Google Classroom
Vocabulary Words: binge, thrives, routine, anxiety, sacrifice.
Kahoot
Bees and Beekeeping
 Time
Process Components
(min.)
5 Min *Anticipatory Set
What is the main idea of Hot Shots?
What are supporting details of Hot Shots?
1 Min *State the Objectives (grade-level terms)
I can
Read and understand non-fiction texts.
Pick out the main idea & details of a nonfiction text.
I can summarize a non-fiction text.
5 Min *Instructional Input or Procedure
Remind students about Main Idea & Details. Review the anchor chart created
together yesterday. Also, remind them about their text features and text
structures.
25 *Guided Practice
min Core Clicks: Hot Shots:
Discuss it:
As a whole class, go through Hot Shots DISCUSS IT portion. Stop at each
discussion question and allow the students to discuss the question together.
Let one pair of students share the main part of their discussion with the
group. Make sure the students share the reason WHY.
5 Min *Closure
3, 2, 1: 3 Things you learned, 2 things that you thought were cool, 1 thing you
still do not understand completely.
80 *Rotations @ 9:20*
Min 20 Min/ Rotation
Teacher: Guided Reading
The Box: Leveled Reading Brain Pop
Word Work: 4 Square/ Vocabulary (On Google Classroom)
Achieve 3000 (online Scaffolded)
*Independent Practice
Word Work: Dictionary study skills (def, prefixes, suffixes, ABC order & guide
words)/ Vocabulary: antonyms
Achieve 3000
Brain Pop: online activities, quizzes and review games about main idea &
Detail.
*Modeling
Guided Reading: SOL Story (Bees and Bee Keeping) Main Idea & Detail
Worksheet today: Third Paragraph
*Check for Understanding
Achieve 3000 answers & scores (A Rule 40: Fair or Not Fair & A Birthday
Party for Lincoln)
Guided Reading Anecdotal Notes
Assessments
Achieve 3000 scores
Answers to Text Structures worksheet
 Word study final product
Teacher observations/ anecdotal notes
Homework:
On Weekly Calendar:
High: The Secret Garden Reading Contract (with Gifted Teacher)
On-Level: Strawberry Girl
Below: I survived the Eruption of Mount St. Helen
Below: Class Dismissed
Differentiation Strategies (enrichment, accommodations, remediation, or by
learning style).
For Gifted Cluster Class: Give less prompts and ask more critical thinking questions
For Inclusion Class: Give more prompts and point out key words and allow them to
look at the wall for help.
Classroom Management Issues (optional)
Class will move to different rotations on a bell. They have already mastered this skill.
If a student is disruptive, then they will be given a mark on their weekly planner that
goes home.
If the entire classroom is doing a great job, they are given a marble. (5 marbles/day)
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

Teacher: Mrs. Seay Date: Thursday 2/2/2017

Title of Lesson: Hot Shots Day 4 Cooperating Teacher: Deborah Torres
 Core Components
Subject, Content Area, or Topic
Language Arts
Main Idea & Supporting Details
Student Population
AM Class:
14 Gifted students
23 students
7 Girls
16 Boys
PM Class:
4 students with IEPs
20 students (getting one more new student shortly so it will be 21 when they come)
10 Girls
10 Boys
Learning Objectives (for the Week)
ELA Objectives:
4.6.6 - Determine Important information to support main idea, opinions and
conclusions
4.6.7 - Summarize a nonfiction reading selection, using important details.
4.6.11- Identify the main idea.
4.6.10 Explain authors purpose
4.7.1 Produce clear and coherent writing in which the development and organization
are appropriate to the task, purpose, and audience.
4.1.1a Present accurate directions
4.1.1b Use evidence to support opinions
4.4.1 Use context to clarify meanings of unfamiliar words and phrases.
4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
 Virginia Essential Knowledge and Skills (For the Week)
SOL Objectives:
4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use
text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts. b) Formulate questions that might be
answered in the selection. c) Explain the authors purpose. d) Identify the main idea.
e) Summarize supporting details. f) Draw conclusions and make simple inferences
using textual information as support. j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.

4.7: The student will write cohesively for a variety of purposes. a) Identify intended
audience. b) Focus on one aspect of a topic. c) Use a variety of prewriting strategies.
d) Organize writing to convey a central idea. e) Recognize different modes of writing
have different patterns of organization. f) Write a clear topic sentence focusing on the
main idea. g) Write two or more related paragraphs on the same topic. h) Use
transition words for sentence variety. i) Utilize elements of style, including word choice
and sentence variation. j) Revise writing for clarity of content using specific vocabulary
and information. k) Include supporting details that elaborate the main idea.

4.1 A, D: The student will use effective oral communication skills in a variety of
settings. a) Present accurate directions to individuals and small groups. d) Use
evidence to support opinions.

4.4 A, B, C: The student will expand vocabulary when reading. a) Use context to
clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones. c) Use word-reference materials, including the glossary,
dictionary, and thesaurus.
Materials/Resources
One-to-one student devices (laptops)
Promethean Board
Achieve 3000 (Rule 40: Fair or Not Fair & A Birthday Party for Lincoln)
Word Study Words
Core Clicks (Whole Group Hot Shots)
Brain Pop (The Box)
Google Classroom
Vocabulary Words: binge, thrives, routine, anxiety, sacrifice.
Kahoot
Bees and Beekeeping
 Time
Process Components
(min.)
5 Min *Anticipatory Set
Show the SKILL Workout video with the students again on Main Idea and
details.
1 Min *State the Objectives (grade-level terms)
I can
Read and understand non-fiction texts.
Pick out the main idea & details of a nonfiction text.
I can summarize a non-fiction text.
5 Min *Instructional Input or Procedure
Remind students about Main Idea & Details. Review the anchor chart created
together yesterday. Also, remind them about their text features and text
structures.
25 *Guided Practice
min Core Clicks: Hot Shots:
SKILL WORKOUT: Allow the students to partner up and answer the skill
workout questions with their partner. Once they are finished go over the
answers as a group.

*The students will write down WHY they chose the answer that they did.*
5 Min *Closure
Share with your partner something new that you have learned from the story
today.
80 *Rotations @ 9:20*
Min 20 Min/ Rotation
Teacher: Guided Reading
The Box: Leveled Reading Brain Pop
Word Work: 4 Square/ Vocabulary (On Google Classroom)
Achieve 3000 (online Scaffolded)
*Independent Practice
Word Work: ABC order and Guide Words
Brain Pop: online activities, quizzes and review games about main idea &
Detail.
*Modeling
Guided Reading: SOL Story (Bees and Bee Keeping) Main Idea & Detail
Worksheet today: Third Paragraph
*Check for Understanding
Achieve 3000 answers & scores (A Rule 40: Fair or Not Fair & A Birthday
Party for Lincoln)
Guided Reading Anecdotal Notes
Assessments
Achieve 3000 scores
Answers to Text Structures worksheet
Word study final product
Teacher observations/ anecdotal notes
 Homework:
On Weekly Calendar:
High: The Secret Garden Reading Contract (with Gifted Teacher)
On-Level: Strawberry Girl
Below: I survived the Eruption of Mount St. Helen
Below: Class Dismissed
Differentiation Strategies (enrichment, accommodations, remediation, or by
learning style).
For Gifted Cluster Class: Give less prompts and ask more critical thinking questions
For Inclusion Class: Give more prompts and point out key words and allow them to
look at the wall for help.
Classroom Management Issues (optional)
Class will move to different rotations on a bell. They have already mastered this skill.
If a student is disruptive, then they will be given a mark on their weekly planner that
goes home.
If the entire classroom is doing a great job, they are given a marble. (5 marbles/day)
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

Teacher: Mrs. Seay Date: Friday 2/3/2017

Title of Lesson: Hot Shots Day 5 Cooperating Teacher: Deborah Torres
 Core Components
Subject, Content Area, or Topic
Language Arts
Main Idea & Supporting Details
Student Population
AM Class:
14 Gifted students
23 students
7 Girls
16 Boys
PM Class:
4 students with IEPs
20 students (getting one more new student shortly so it will be 21 when they come)
10 Girls
10 Boys
Learning Objectives (for the Week)
ELA Objectives:
4.6.6 - Determine Important information to support main idea, opinions and
conclusions
4.6.7 - Summarize a nonfiction reading selection, using important details.
4.6.11- Identify the main idea.
4.6.10 Explain authors purpose
4.7.1 Produce clear and coherent writing in which the development and organization
are appropriate to the task, purpose, and audience.
4.1.1a Present accurate directions
4.1.1b Use evidence to support opinions
4.4.1 Use context to clarify meanings of unfamiliar words and phrases.
4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
 Virginia Essential Knowledge and Skills (For the Week)
SOL Objectives:
4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use
text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts. b) Formulate questions that might be
answered in the selection. c) Explain the authors purpose. d) Identify the main idea.
e) Summarize supporting details. f) Draw conclusions and make simple inferences
using textual information as support. j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.

4.7: The student will write cohesively for a variety of purposes. a) Identify intended
audience. b) Focus on one aspect of a topic. c) Use a variety of prewriting strategies.
d) Organize writing to convey a central idea. e) Recognize different modes of writing
have different patterns of organization. f) Write a clear topic sentence focusing on the
main idea. g) Write two or more related paragraphs on the same topic. h) Use
transition words for sentence variety. i) Utilize elements of style, including word choice
and sentence variation. j) Revise writing for clarity of content using specific vocabulary
and information. k) Include supporting details that elaborate the main idea.

4.1 A, D: The student will use effective oral communication skills in a variety of
settings. a) Present accurate directions to individuals and small groups. d) Use
evidence to support opinions.

4.4 A, B, C: The student will expand vocabulary when reading. a) Use context to
clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms,
antonyms, and homophones. c) Use word-reference materials, including the glossary,
dictionary, and thesaurus.
Materials/Resources
One-to-one student devices (laptops)
Promethean Board
Achieve 3000 (Rule 40: Fair or Not Fair & A Birthday Party for Lincoln)
Word Study Words
Core Clicks (Whole Group Hot Shots)
Brain Pop (The Box)
Google Classroom
Vocabulary Words: binge, thrives, routine, anxiety, sacrifice.
Kahoot
Bees and Beekeeping
 Time
Process Components
(min.)
5 Min *Anticipatory Set
What have we been learning about this week?
Why do you think we have been learning about finding main idea and details?
1 Min *State the Objectives (grade-level terms)
I can
Read and understand non-fiction texts.
Pick out the main idea & details of a nonfiction text.
I can summarize a non-fiction text.
5 Min *Instructional Input or Procedure
Review the anchor chart of main idea and detail. The questions will be based
on main idea and details.
25 *Guided Practice
min Core Clicks: Hot Shots:
Question Quest: TSW answer the multiple choice questions with their group
on their computers and agree on an answer. Then, as a group, we will review
the answers and WHY they are the answers.
*The students will write down on the white board WHY they chose the answer
that they did.*
5 Min *Closure
Give a thumbs up if you understand main idea and detail. Thumbs middle if
you are still a little bit confused and a thumbs down if you still do not
understand main idea and details.
80 *Rotations @ 9:20*
Min 20 Min/ Rotation
Teacher: Guided Reading
The Box: Leveled Reading Brain Pop
Word Work: 4 Square/ Vocabulary (On Google Classroom)
Achieve 3000 (online Scaffolded)
*Independent Practice
Word Work: Vocabulary & Word Study Test
Brain Pop: online activities, quizzes and review games about main idea &
Detail.
*Modeling
Guided Reading: SOL Story (Bees and Bee Keeping) Main Idea & Detail
Worksheet today: The rest of the passage
*Check for Understanding
Achieve 3000 answers & scores (A Rule 40: Fair or Not Fair & A Birthday
Party for Lincoln)
Guided Reading Anecdotal Notes
Assessments
Achieve 3000 scores
Answers to Text Structures worksheet
Word study final product
Teacher observations/ anecdotal notes
 Kahoot Review before the Word Study and Vocabulary Test

Homework:
On Weekly Calendar:
High: The Secret Garden Reading Contract (with Gifted Teacher)
On-Level: Strawberry Girl
Below: I survived the Eruption of Mount St. Helen
Below: Class Dismissed
Differentiation Strategies (enrichment, accommodations, remediation, or by
learning style).
For Gifted Cluster Class: Give less prompts and ask more critical thinking questions
For Inclusion Class: Give more prompts and point out key words and allow them to
look at the wall for help.
Classroom Management Issues (optional)
Class will move to different rotations on a bell. They have already mastered this skill.
If a student is disruptive, then they will be given a mark on their weekly planner that
goes home.
If the entire classroom is doing a great job, they are given a marble. (5 marbles/day)
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?