I Do, We Do, You Do

Lesson Plan

Subject: Mathematics
Grade Level: 4th
Standards: 4.NBT.5 and 4.NBT.6
Topic: Madeline by Ludwig Bemelmans

Objective: The students will be able to use arrays to solve whole-number multiplication
and division problems while discovering the connection between these two operations.

I Do:
I will read the first 5 pages of Madeline to the students, emphasizing that there are 12
little girls in 2 straight lines.
I will place 12 magnetic illustrations of these girls on the whiteboard in 2 columns of 6,
and explain how this is an array that shows the multiplication and division fact family of
2, 6, and 12. Then I will write this fact family on the whiteboard.
I will show that the girls can also be arranged into 6 columns of 2, 3 columns of 4, 4
columns of 3, 1 column of 12, and 12 columns of 1.
I will then show the different multiplication and division fact families that can be
interpreted from these arrays.

Materials:
● Madeline Book
● 12 Magnetic Madeline Illustrations
● Whiteboard
● Dry Erase Marker

We Do:
Depending on the weather, I will either take the students outside to the playground or
we will clear their desks to the edges of the room to create an open area.
Together as a class we will put ourselves in rows of students like the girls in the book
Madeline.
I will ask the students how many rows we created, how many students are in each row,
and the total number of students then show how we can take these numbers and create
a multiplication and division fact family from them.
We will rearrange ourselves to see how many different arrays we can make, and I will
have students help me find math problems that can be represented by each array.

Materials:
 ● Open area for students to move around

You Do:
The students will either come inside or place their desks back in order.
The students will then be given a worksheet where they must interpret arrays of
Madeline students and write the fact family associated with it and vice versa.

Materials:
● Madeline Array Worksheet

Assessment:
I will collect the worksheet from the “You Do” section of the lesson plan when all
students are finished. I will then review their work to assess whether they are able to
effectively use arrays to solve and represent whole number multiplication and division
problems. Lastly, I will use this data to determine if my students need more practice and
instruction in the coming days or if they are ready to move on to a new objective.

Teaching Strategies Used:

Activating Strategy: By reading the first 5 pages of Madeline, I will get the students
actively connecting what we are about to learn to the story we have been discussing
throughout the day. This will create interest in the students mind that will help keep
them engaged throughout the lesson.
Student Movement: The We Do portion of the lesson is highly movement based
because students will be moving themselves around to create different arrays. Because
students are physically moving, they will be actively engaged in the lesson, and better
remember the concept being taught.
I Do, We Do, You Do: This type of lesson allows for a slow transition of responsibility to
the students as it progresses. I as a teacher will then be able to balance giving the
students enough help to understand, but then enough freedom to learn for themselves
and solidify the content in their minds.

Accommodations:
Scaffolding: After observing and taking note of which students are struggling during the
We Do portion of the lesson, I will work with these students during the You Do portion in
a small group at the back of the classroom. Here I will begin the worksheet with them,
slowly giving them help until they’re able to finish independently. This encourages
individual student success and independence.
Quiet Room: During the You Do portion of the lesson, the option of working in a
separate “quiet room” will be given to students with sensory needs or attention struggles
to limit potential triggers or distractions. This will create the best environment for them to
succeed in their work.
 Launch, Explore, Discuss
Lesson Plan

Subject: ELA
Grade Level: 4th
Standards: Reading: Literature Standard 3, Writing Standard 3, and Speaking and
Listening Standard 4
Topic: Madeline by Ludwig Bemelmans

Objective: The students will be able to report on books in the Madeline series, focusing
on key details from the text to describe characters and settings, and then use those
descriptive details to create their own Madeline narrative.

Launch:
I will briefly explain how a character is developed through their thoughts, words, and
actions.
I will briefly explain how a setting is developed through specific details and descriptions.
I will inform the students that they will be split into groups, and each group will read a
different book in the Madeline series.
I will tell the students to focus on finding key details such as thoughts, words, and
actions that describe Madeline and her setting.

Materials:
● N/A
Explore:
I will split the class into five groups and assign each group one of the following books:
Madeline’s Rescue, Madeline and the Bad Hat, Madeline and the Gypsies, Madeline in
London, and Madeline’s Christmas.
The students will then read their assigned book as a group, rotating every three minutes
who is reading aloud.
I will walk around the classroom listening in on each group, reminding students of their
task or asking guiding questions if needed.
While waiting for all groups to finish their book, students will discuss what key details
they saw that helped describe Madeline and her setting.
When all groups are finished reading, I will divide the students into groups of five where
each student has read a different Madeline book.
The students will then be given three minutes each to verbally summarize the book their
first group read to this new group.

Materials:
 ● Madeline’s Rescue, Madeline and the Bad Hat, Madeline and the Gypsies,
Madeline in London, and Madeline’s Christmas
● 3-Minute Timer

Discuss:
The class will return to their assigned seats and prepare for a class discussion.
I will draw a T-chart on the whiteboard, labeling one side “Character (Madeline)” and the
other “Setting”.
We as a class will discuss what key details the groups found that describe Madeline’s
characteristics in each book, and I will keep track of these on the board.
We as a class will discuss what key details the groups found that described the setting
of each book, and I will keep track of these on the board.

Materials:
● Whiteboard
● Dry Erase Marker

Follow-up Activity:
The students will each write their own short Madeline story, including at least 5 key
details such as characters' thoughts, words, or actions to show the characteristics of
Madeline and the setting they chose for their story.
The students will highlight the 5 (or more) key details they put in their story that describe
Madeline and the setting.
I will collect the student’s personal Madeline stories and review them to analyze if they
met the lesson objective.

Materials:
● Lined Paper
● Highlighters

Teaching Strategies Used:

Literature Circles: When the students are in groups reading aloud, they are improving
their speaking and presentation skills. In addition to this, the literature circles will allow
students to hear, see, and speak the words on the page. This helps auditory, visual, and
participatory learners all comprehend the text in the way that works best for them.
Graphic Organizer: By using a T-Chart to organize what we know about characters
and setting on the white board, students will better be able to interpret and retain this
information because it is laid out clearly, concisely, and neatly. This also helps visual
learners “see'' what the lesson is about.
Accommodations:
Read-Along Video: When I divide the class into groups to read the different Madeline
books, I will put my struggling readers into one group. This group will be given a read-
along video of their assigned book instead of having to read aloud. This will help them
progress in the lesson objective rather than having them spend time struggling
unnecessarily. These students will still be audibly and visually comprehending the book.
Peer Helper: If a student who finds writing difficult (an ESL student, a student with
dysgraphia, etc.) needs more assistance writing their own Madeline story, then I will pair
them up with a higher student in the class. This student will guide the struggling student
through the steps of the assignment, decreasing possible frustration. This
accommodation will also benefit the higher student by teaching them leadership skills
and also measuring if they have met the lesson objective themselves.
Quiet Room: When writing their own Madeline stories, the option of working in a
separate “quiet room” will be given to students with sensory needs or attention struggles
to limit potential triggers or distractions. This will create the best environment for them to
succeed in their work.
 3-H Model
Lesson Plan

Subject: Health Education

Grade Level: 4th
Standard: 4.SDP.3
Topic: Madeline by Ludwig Bemelmans

Objective: Learning from unsafe actions taken in the book Madeline and advice given
in the book Officer Buckle and Gloria, students will identify and practice ways to prevent
common childhood injuries and stay safe at school.

Hearts On:
I will ask the students to think of the unsafe actions Madeline took in the different books
they read.
The students will pair up to discuss what Madeline did unsafely.
I will ask the pairs to share their ideas with the rest of the class.
I will read the book Officer Buckle and Gloria by Peggy Rathmann aloud to the class.

Materials:
● Officer Buckle and Gloria by Peggy Rathmann

Hands On:
The students will each be given a sticky note to create their own school “safety tips” like
Officer Buckle.
Students will come up to the front of the room one-by-one, share their safety tip, and
place the sticky note on a poster board I have provided. The poster board will be titled,
“Our Classroom Safety Tips”.
I will then hang the poster of completed safety tips on the classroom wall.

Materials:
● Sticky Notes
● Poster Board
● Marker

Heads On:
Discuss as a class why it is important to be safe at school.
Review classroom and school safety rules, including hat/cell phone policies, recess
procedures, and the safety tips they came up with.
Set a classroom goal together of becoming more safe.
Relate back to Madeline by asking the students what safety tips they would give her
after having this lesson.

Materials:
● N/A

Instructional Strategies Used:

Think, Pair, Share: By having the students first think of the unsafe actions Madeline
took in her books, having them pair up to discuss, and then share with the class, the
students are processing the unsafe actions in three different settings. As an individual,
in a small group, then in a large group. This means every student will have the chance
to learn in the size of setting that best fits their needs.
Goal-Setting: By working together as a class to come up with a goal to be more safe
together, the students will feel more motivated to stay safe, rather than just following a
rule I came up with on my own.

Accommodations:
Acting-Out Response: Since this lesson has little to no student movement, I will give
the option of acting out a safety tip (like Gloria does in the book) to my students who
need to get their energy out in order to stay focused. I will then add the safety tip they
chose to act out onto our classroom poster.
Adjusted Seating: Students who have poor vision will be able to come and sit closer to
me as I read Officer Buckle and Gloria. This will ensure they are able to see the
illustrations and get the full picture of the story just like the rest of their peers.
Instructions: Draw an array that represents the multiplication and division fact family given to
you.

__6__ × __3__ =__18__ __7__ × __2__ =__14__

__3__ × __6__ = _18__ __2__ × __7__ = _14__
_18__ ÷ __6__ = __3__ _14__ ÷ __2__ = __7__
_18__ ÷ __3__ = __6__ _14__ ÷ __7__ = __2__

__1__ × __12_ =__12__ __4__ × __5__ =__20__

_12__ × __1__ = _12__
__5__ × __4__ = _20__
_12__ ÷ __1__ = __12__
_20__ ÷ __5__ = __4__
_12__ ÷ __12__ = __1__
_20__ ÷ __4__ = __5__
Name: __________________________ Date:__________________

Instructions: Fill in the blanks to create the multiplication and division fact family
represented by each array.

_____ × _____ =__24_ _____ × __5__ = _____

__4__ × _____ = _____ _____ × _____ = _____
_____ ÷ __6__ = _____ _15__ ÷ _____ = _____
_____ ÷ _____ = _____ _____ ÷ _____ = __3__

_____ × _____ = _____ _____ × _____ = _____

_____ × _____ = _____ _____ × _____ = _____
_____ ÷ _____ = _____ _____ ÷ _____ = _____
_____ ÷ _____ = _____ _____ ÷ _____ = _____
Madeline Girls Illustrations: Print out on cardstock, cut, and glue a magnet
on the back of each.