Lesson Plan Template

Name: Mayra Leyva Grade Level: 4th Grade

Target Content/Lesson Topic: Reading- Vocabulary Date: Fall 2020

Planning
Essential Question What are the characteristics of an effective summary?
What is the essential question that this
lesson addresses? What is the core How do you determine the main idea of a text? How do the details support the main idea?
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards CCSS.ELA-LITERACY.RI.4.2
Identify relevant grade level standards Determine the main idea of a text and explain how it is supported by key details; summarize the text.
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives Students will be able to identify the main idea and determine key details of a single chapter in a realistic fiction
What should the students know or be book after close reading.
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping
Describe how and why students will be As students are given the opportunity to read and practice the vocabulary strategy, students will read with
divided into groups, if applicable their reading buddy. I will have low level readers with grade level readers, mixing them will benefit both as
(homogeneous, heterogenous, random / they are practicing new strategies. The low-level readers are being exposed to better fluency and given more
based on ability, interest, social efficient examples of how the strategy is being use. The grade-level reader can explain and help when needed.
purposes, etc.) By explaining the strategy, they will obtain a deeper understanding. They will switch partners every quarter
Co-Teaching Strategy and go with these partners when we are practicing new reading strategies. I believe students need a balance

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 How did you collaborate with your co-
teacher to plan, instruct, and assess
learning? What Co-Teaching Model will
you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching
Differentiation
Respond to your students’ needs and
adjust the content, process, product,
and/or environment to reach individual
learners based on their readiness,
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
supports here.
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across grouping, heterogenous, homogeneous, and random to eliminate any discouragement of being grouped
by their abilities.
Co-Teaching Strategy
n/a
Content:
The teacher will model the strategy and explain in depth, questions the students should ask themselves as
they are reading. Then, students will be guided through the process of using the strategy as we read as a class.
Lastly, students will work with a reading buddy to explore the strategy independently. The strategy will also
be explicitly explained on an anchor chart that will then be hung up in the classroom so students can refer
back.
Process:
Readers that may not find any words challenging will be given words to utilize the strategy. So, although they
may already know the meaning they will need to use the same process and use the text to figure out the
context of the word. Also, students that may struggle with many words, they will be given key terms that are
important to know for the majority of the book moving forward.
Product:
Journal entry can be bullet points instead of paragraph forms for students that have a language barrier and for
students that have trouble organizing their writing. Sentence frames are accessible to students on the visual
graphic organizer to help target possible answers and to use key vocabulary while providing a structure.
Classroom environment:
Students will work with a peer to practice the strategy in which creates a safe and supportive learning
environment.
Assessment
 Formative Assessment
How will you monitor student learning
throughout the lesson? Be specific
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Summative Assessment
How will students demonstrate mastery
of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Describe the presentation of the overall
lesson.
Introduction and Connection to
Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
September 1, 2020
In this lesson, I will use a quick formative assessment of asking students to give me a thumbs up or thumbs
down to determine if students get it or continue to practice as a class. This is a quick evaluation of their
knowledge of the strategy and how comfortable they feel utilizing it on their own for practice.
Another formative assessment in this lesson will be the completion of their graphic organizer. Their graphic
organizer will be evaluated using a rubric to determine the student’s mastery and understanding of the
vocabulary strategy. This isn’t the objective of the lesson; this strategy is more of a strategy to reach the
objective.
The focus of this unit is determining a theme of a story by summarizing and using details from the text. By
creating a collection of journal entries that contain key moments in each chapter will help students conclude a
theme of a story in the end. They will also have practice summarizing a great deal for the end written paper
which will part of the summative assessment.
The use of an explicit vocabulary lesson will help students develop a strategy they will use for a lifetime
whenever they come across an unfamiliar word. For this particular lesson, I will be evaluating their
completion of the graphic organizer to determine if students can utilize and obtain a deeper understanding of
how to deal with unknown words as they read. The rubric I created will also be introduced to the students, so
they are aware of the expectations of this formative assessment.
Procedures (Teacher[s] will…, Students will…)
Students have been reading the Bridge to Terabithia by Katherine Paterson and picking up on Chapter 2 in this
lesson. I assigned Chapter 2 for homework with the intent that students will “close read” it for the second time.
Students already received an introduction of the book and have already been instructed on what is expected in
their reading journals. After we finish the book, the end goal is to have a collection of the main ideas and
important details of each chapter to help students determine a theme of the overall story.
Introduction/ Prior knowledge
We are going to continue to practice summarizing!
What have we learned so far about summarizing fiction books? (Recount without anchor chart)
Guide them toward the following...
What is a summary?
Who/where of the story?
What did the character want?
What was the problem
What was the solution? Or was it not resolved

During (Lesson Progression)
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release, inquiry, or other learning
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how they
will start the lesson
● Provide appropriate support
(not explaining how to do it)
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
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Review anchor chart and acronym (Somebody, wanted, But, So, Then)
“Today as you read with your partner, you will be using a vocabulary strategy to help you figure out what a
trouble word might mean. Sometimes skipping over the word and hoping you will figure it out may cause you
to miss any key emotion or detail that is happening in the story.”
First, I will model the strategy, we will practice together as a class and then they will need to try it independently
with their partner. I will start by having students get out their books and have it open to Chapter 2 where I will
begin reading. They will have their vocabulary visual sheet in front of them with a pencil.
Context + Clues = Clarity
There are 4 steps to the “Context + Clues = Clarity” strategy. I will begin reading until I come across a difficult
word. I’ll explain each of the steps and guide students to fill out their graphic organizer.
1. Think to yourself “What’s happening?”- back track and think about what’s currently happening in the story.
This is considered the context, the setting of a word.
2. Now think “How is it being used?”- is it a noun, verb, adjective, etc. This is considered clues, a hint at what
the word means.
3. Think about the details you’ve collected and join them, think about how the details connect to the difficult
word.
4. Try a definition, “What might it mean?” – any definition close enough to the actual meaning will work to
keep track of what’s happening and to keep reading.
Remind students that although the first couple of times, it may take a while to figure out the word and fill out
the graphic organizer, but soon this will be a process that can be done in their head.
I will read again as they follow along with their copy of the book. This time I will have students stop me when they
feel we’ve come across a difficult word. I will invite students to share out their ideas of what to contribute to the
second graphic organizer to find what the difficult word may mean. When we are done with at least one word I
will ask students to give me a thumbs up if they feel confident to try it with their reading buddy. If not, we will
practice another one before I release them. If they feel comfortable then, I will release them to continue reading
the chapter with their reading buddy.

Wrap-Up and Extension
This is where you have students talk
about their thinking and share strategies
with the whole class. It’s important to
name strategies and use academic
vocabulary here, extending the lesson to
broader ideas.
● Promote a community of
learners
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials,
Equipment and Technology
Attach a copy of ALL materials the
teacher and students will use during the
lesson; e.g., handouts, questions to
answer, overheads, PowerPoint slides,
worksheets. List equipment or
technology that needs to be available.
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Reinforce what I am looking for during the reading and when they’ve finished reading. (written on board)
1. Try the “Context + Clues = Clarity” strategy at least twice or more times as much as you need.
2. Keep in mind what is happening in the chapter to complete, today’s journal entry of main idea and details.
3. Use at least one of the words you’ve learned and maybe a word that you learned in chapter 1, underline it.
4. If there is extra time, preview chapter 3 ONE YOUR OWN, go back to your seat.
Lastly, we will regroup as a whole class again. We will share out what the words the groups of students have
recorded as difficulty words and compare and contrast the findings students came up with. I will ask questions
like, what word or phrase helped you decide? why wouldn’t _____ work?
Then, we would briefly discuss what everyone has concluded as the main event of the chapter and supporting
details even if they haven’t finished their journal entry. I will ask the class if they agree or disagree and why as
students share. I will make sure students are referring to the text as they answer.
I will quickly review importance of the “Context + Clues = Clarity” strategy which is… this vocabulary strategy
will help you figure out what a trouble word might mean. Sometimes skipping over the word and hoping you
will figure it out may cause you to miss any key emotion or detail that is happening in the story.
I will quickly review the summarizing acronym (Somebody, wanted, But, So, Then), to remind students these
are components they should think about as they write their journal entry.
Closing statement- “Context + Clues = Clarity strategy is one of many strategies that we will continue to
practice helping us become more fluent in our reading, enhance our oral vocabulary and word knowledge.”
Bridge to Terabithia by Katherine Paterson
Summarizing anchor chart SummarizingAnchorChart.pdf
Context + Clues = Clarity strategy anchor chart VocabStrategyAnchorChart.docx
Each student will need a reading journal
Each student will need a pencil
Front white board and markers- reminders, tasks students will need to refer to
Document camera so students can follow an example as we fill out the graphic organizer as a class
Each student will receive 4 copies of the visual graphic organizer, but I will also have extra on hand as
students work independently.
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