University of South Alabama

Department of Leadership & Teacher Education

Lesson Plan Format

Name: Jennifer Williams Eggers Date: 10/02/10

School: Mary B. Austin Grade Level: 4th
Teaching Strategy: Shared Reading Time Required: 30 minutes

I. Subject/Content Area

 Reading/ Language Arts

II. Alabama Course of Study

4.1 Demonstrate word recognition skills, including structural analysis.
Example: structural analysis--prefixes, suffixes, root words

4.3Use a wide range of strategies, including distinguishing fiction from nonfiction and making
inferences, to comprehend fourth-grade recreational reading materials in a variety of genres.
Examples: novels, short stories, poetry, trade books
• Using vocabulary knowledge to enhance comprehension
• Reading fluently with expression and attention to punctuation
4.4Identify literary elements and devices, including characters, important details, and similes, in
recreational reading materials and details in informational reading materials.
• Identifying main idea

III. Concepts

 Fluency, suffixes, words ending in less, compound words and main idea

IV. Behavioral Objectives

 TSW demonstrate fluency

 TSW recall words ending in –less (meaning without)

 TSW identify the two compound words in the passage

 TSW identify the main idea

V. Evaluation (Assessment included here)

 The teacher will observe by listening to students reading fluently with expression at an

appropriate rate.

 The teacher will listen to students recall words ending in –less and observe student

participation in class discussion

 The teacher will observe student participation in class discussion about the two compound
 words in the passage

 The teacher will listen to student feedback about the main idea.

VI. Materials

 Smartboard with poem Cypress Street on it

 Dry/erase board and markers

 Notebook paper

 pencils

VII. Teaching/Learning Procedures

A. Motivation

 Ask students to raise their hands if they can answer yes to the question, “Who knows

what a cypress tree is?”

 Show a picture of a cypress tree.

 Ask students to imagine their favorite trees and what it would be like if they were

no longer there.

 The teacher will tell students that today we are going to read a poem about Cypress

Street.

B. Instructional Procedures

 The teacher will tell the students that today we are going to practice reading fluently
and that she wants them to listen as she reads the poem with expression.

 The teacher will then tell the students to echo her as she reads two lines of the poem at

a time.

 Ask, “Who knows what treeless means?”

 The answer should be without trees

 Ask, “What does the suffix –less mean?”

 The answer should be without

 Ask, “Who can give me some common words that end in –less”

 Answers will vary and teacher will write them on the board Examples: careless,
 fearless, homeless, tasteless, etc.

 Ask students if –less means without then, “Who can give me the definition of

careless?” we will go through the whole list of words that are on the board

 Ask, “What are the two compound words in the passage?”

 Answer should be sidewalk and lamppost

 Ask, “Who remembers what the main idea is?”

 State , “The main idea is what the whole poem is about.”

 Ask, “Who can tell me in one sentence what the main idea of Cypress Street is?”

 Answer should be similar to: The poem is about a street that once had many cypress

trees but, is now treeless.

C. Closure

 The teacher and the students will read the poem chorally (to practice fluency) one last

time.

 Ask the students how they think the person who wrote the poem felt when he/she

walked down Cypress Street and there were no tress.

VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)

o There will be no early finishers because this will be a whole group activity.

o Students who desire enrichment will be directed to write their own poem using at least

one word with the suffix –less.

o Students who need remediation will work in a small group and practice fluency by

breaking the poem into smaller sections.

IX. Professional Reflection

X. 1. Were the instructional objectives met? How do I know students learned what was intended?

2. Were the students productively engaged? How do I know?

3. Did I alter my instructional plan as I taught the lesson? Why?

4. What additional assistance, support, and/or resources would have further enhanced this
lesson?

5. If I had the opportunity to teach the lesson again to the same group of students, would I do

anything differently? What? Why?