Contextual Information

Name: Aspen Windesheim

Big Idea: Grade: Date: Monday 11th Time: Lesson: 1

Summaries (every chapter) Fourth See groups 1 and 2 8:35-
Theme (towards the end of the 9:15
story)

Resource Link:
ELA Unit 7 Instructional Resources: 2023-2024 Grade 4 (instructure.com)

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Small Group Content: English Language apply to your classroom:
ELA Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS):4th grade- ELA.4.R.1.2: Explain a stated or implied theme
and how it develops, using details, in a literary text. ELA.4.R.3.2: Summarize a text to enhance
comprehension. a. Include plot and theme for a literary text. b. Include the central idea and
relevant details for an informational text.

Learning Progression: Think, what did they learn about last year & what will they learn about next year?

Previous Standard:
3rd grade- ELA.3.R.3.2: Summarize a text to enhance comprehension. a. Include plot and theme for a literary text. b.
Use the central idea and relevant details for an informational text.
Next Standard:
5th grade- ELA.5.R.3.2: Summarize a text to enhance comprehension. a. Include plot and theme for a literary text. b.
Include the central idea and relevant details for an informational text.

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans.

Diagnostic data sheet aspen.pdf - Google Drive

Unit/chapter test
Lexile Level
Pre-assessment
Other:__________
WIDA:
Name Overall Score Listening Score Speaking Score Reading Score Writing Score

Kelvin 3.8 6 3.9 5.1 3

Andrea 2.7 3.4 3.2 2 2.6

 Santiago 3 4.4 1.9 2.8 3.2

Angelie- Not yet assessed

Groups for Monday

1. Andrea, Santiago, Sawyer, Angelie
2. Adelyn, Antanesha, Kelvin, Brian, Jacob C

Lesson Planning

Instructional Objective(s) & Learning Target: Clear objectives written in the form of student learning.

By the end of the lesson, the students will…

1. Demonstrate the ability to summarize by creating a written summary statement.

Learning Target:
Students will be able to create a summary of each chapter as we move on through our story, “Capital Clues.”
This weeks secondary goal is to see improved prosody with another readers theater story, similar setup as
Goldilocks on Trial.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
space provided.
Scene. 2
Frustrated- angry Teacher selected read aloud: Title_Capital Clues
Exhibit- a collection of objects for Paper, pencil, markers, crayons
people to look at.
Propeller- a rotating set of blades that Teacher created materials
provides force to push an airplane Teacher-made sample of activity/project
through the air or a submarine through Teacher-made sample of activity/project
water. Teacher-made sample of activity/project
ipad/computer
Scene. 4
Minerals- a substance found in the
Earth that doesn’t contain plants or
animals, such as gems and rocks.
Verse- a section of a song or poem that
usually rhymes.

Scene 5.
Keen- having the ability to notice what
is not obvious.
Shawl- an article of clothing used to
cover shoulders.
Artifacts-objects made by people in the
past.

Scene 6.
Hesitate- to pause.
Introduction/Building Background: Day 1 `schedule see groups 1 and 2 Pacing
Introduction 1
Show a new anchor chart and discuss in depth what goes into a summary statement. min
Review how we read when we see a ? , ! . Model prosody and make students as well.

Instructional Steps: Highlight & label differentiated strategies (content, process, product). Pacing
2-3. 6 min
1. Readers theater story. Capital Clues Characters are assigned and we preview the text
2. Begin scene 1 4. 2 min
3. Monitor prosody and help students when necessary. For my lower level students
choral read some of the bigger chunks of speaking parts. 5. 7 min
4. How does any text feature you see contribute to your understanding of what is going
on in the story?
5. Scene 1 summary statements. Group 1 and 2 students day 1 can draw and explain
what happened in scene 1. Groups 3 and 4 may draw and add a written caption of
what happened in scene 1.

Use the assessment name Assorted Assessments . Describe if needed

Underline HOT questions (and expected answer): content development

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson. Pacing
30 sec
Reading with prosody makes you a better reader because it is more entertaining and people will
understand the story's tone or feeling. Summarizing helps you as a reader and writer explain in your
own words what happens in a story.

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will
implement next steps going forward. Explain how these next steps will impact students’ learning experiences.