Grade 4 Reading Comprehension - Collaborative

   

 

LESSON PLAN   

 

TEACHERS	Emma Gratton, Chris McHugh, Angela Murphy
Subject/Class/   Course	English Language Arts
Topic	Reading Comprehension Strategy: Summarizing
Grade Level	Grade 4	Duration 30 mins

Date: April 15, 2023 

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly language)

GCO: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.  SCO: engage in and respond to oral presentations (e.g., retell a story, sing a song)  SFL: I can retell a story using a beginning, middle and ending.

Introduction

Attention-getter (30 seconds): Flick the lights on and off to get the student's attention.  Hook (2:30 mins): Things are not always what they seem. Hold a pencil horizontally and loosely between your index finger and thumb. Moving the pencil up and down allows it to move freely, it will appear as though it is “flexible”. Emphasizing that the pencil is not really moving, just appears to be. Sometimes things are not what they appear. Which leads to the TRUE Story of the Three Little Pigs.  APK (3 mins): Who knows the story of the three little pigs? What if I told you that story is completely wrong?

Assessment

We will use formative assessment throughout the lesson to check for understanding and learning using discussion, questions, and observation.  Summative assessment will be used near the end of the lesson to check if students understand the process of summarizing.  Discussion/Questions: during the telling of the story and summarizing the story in the activity.  Observation: The teachers will move around the classroom during the activity and look individually at each student's work.

Develop the Instruction

A Power Point presentation will be shown on the Smart Board highlighting and defining summarizing.   The book will be read, with appropriate stops to invite students to be engaged with the story.  Activity:  Somebody/Wanted/But/So   Have students fold a paper into fourths. Label each section: Somebody, Wanted, But, So     Working with table partners students will discuss and answer as follows:  Somebody (the character)  Wanted (what did the character want to do?)  But (what happens so the character cannot do what they want to)  So (how was the conflict resolved)    *Remind students they need to include facts that are most important to the story.  Variation: Designate four different places in the classroom with the headings and have students go to each place to describe those aspects of the story.  SOURCE: Ellery, V. (2005). Creating strategic readers. Newark, Delaware: International Reading Association.

Closure

What, Why, and What next? (2 mins)  Facilitate a discussion by asking:  “What did we learn today?”  What similarities or differences do you see between the stories?  “Why is it important to know how to summarize a story?”

  

Materials, Technologies, Safety or Special Considerations

The True Story of the Three Little Pigs by Jon Scieszka   Handout  Laptop

Reflection  

1. As I reflect on the lesson, to what extent were students productively engaged?  

2. Did the students learn what I intended? Were my instructional goals met? How do I know, or how and when will I know? (Components 1f and 4a)  

3. Did I alter my goals or instructional plan as I taught the lesson? Why? (Components 1e and 3e)  

4. If I had the opportunity to teach this lesson again to this group of students, what would I do differently? Why? (Component 4a) 

5. Somebody	Wanted
   But	So