Lesson Planning Template: Reading: Literature Standard 1

Lesson Planning Template
1. Teacher Name: Megan Norton 2. Course/Content/Grade: English Language Arts, 4th Grade
3. Unit/Module/Topic: Reading Street Unit 1 Week 4 4. Plan Duration: 60 min
Learning Intention: Understand the

Reading: Literature Standard 1 characteristics of the environments of Utah.
Success criteria: I can describe the
Refer to details and examples in a
6. Learning Intentions and Success setting of a story. I can describe in which
5. Core Standard(s): text when explaining what the text
Criteria environment the story takes place. I can
says explicitly and when drawing differentiate between the environments
inferences from the text. based on characteristics I am given.
Desert, cactus, round up, setting, conclusion,

Science: Utah’s Environments
7. Essential Vocabulary: inference, frontier, cacti, sagebrush, 8. Inter-Disciplinary Connections:
Social Studies: Utah Geography
grassland, range, mesa
o P retest: Discussion
o Formative Assessment: Quick informal checks, discussions while reading

9. Assessing for Student Learning:
o Summative Assessment: Group Discussions, Weekly Reading Test
Teacher Computer and Smart

10. Technology Integration: Notebook software to create the
Teacher Use: Student Use: Google Docs and Canvas
(When applicable) lesson slides. Google Docs and
Canvas.
11. Area for Content Specific Additions

12. 13. Lesson Sequence 14. 15. Grouping and Scaffolding 16. Engagement & Checking for Understanding
Pacing (What You Do When: Including Explicit DOK Structures (including interventions (OTRs: What will students be saying,
(mins.) Instruction/Guided Inquiry) Level for diverse learners) writing, reading & doing)
5 min Amazing Words 1 Whole Class Students are saying the words and coming up
The two amazing words for this day are cacti and Partners for discussions with sentences for the words.
sagebrush. We will discuss the meaning of these Pictures will be shown for visual
two words. Then we will talk about which
and ELL learners
environment it belongs in and what adaptation it
would need to survive.
5 min Build Oral Language 1 Whole Class Students are discussing with partners and
The build oral language sentence has to do with The sentence and questions will class.
cacti and critters. We will discuss the meaning of be presented to the board and
the words and the author’s purpose in including
read.
those words in the sentence.
5 min Vocabulary 1 Whole Class Students are saying the words and coming up
We will review the vocabulary words for the week: Partners for discussions with sentences for the words.
bargain, favor, lassoed, offended, prairie, riverbed, Pictures will be shown for visual
shrieked. Several of those words relate to the
and ELL learners
environments in Utah, we will discuss those
connections.
15 min Reading and Discussing the Story 1 Whole Class Students are following along and reading the
We will finish reading the story “The Horned Toad Everyone will have their own story. Students are discussing with partners
Prince.” We will discuss the setting of this story and Reading Street Books. and class.
how the students can infer the characteristics of
the setting from elements of the story. We will
relate that to the environments of Utah.
10 min Comprehension Check 2 Whole Class Students are discussing with partners and
Using structured classroom discussion, the students class.
will talk about the story. They will be asked several
questions about the setting and environment in The questions and sentence
addition to the comprehension questions. frames will be projected on the
board.
20 min Close Read 3 Independent Work Students are independently working on their
The students will log onto Canvas to complete the The close read passage and close read. Some conversations will happen
close read. I will read the first set of questions. questions will be on Canvas so to scaffold the assignment.
Then the students will read the section of the
everyone has an individual copy.
passage. They will answer the questions and
The students will have
highlight their reasoning from the text. They will do
the same for the second read set of questions.
discussions to help them think of
deeper level answers.
17. Closure: During the lesson I will be asking the students to reflect about what they know about the setting, environments and inferencing.
(Students reflecting on their learning At the end of the lesson I will also ask them to reflect on their learning: if they got it, are getting it or still need help.
and providing feedback on their
understanding to the teacher)
18. Feedback to students: I will give feedback to the discussions we have as a class as well as the discussions they are having in partners. I will give the
(Teacher providing feedback to students a grade and feedback in Canvas about their close read.
students on their learning and
growth)
Lesson Slides:
https://drive.google.com/open?id=14WEqKmlNam0XTgBNLQXrXVPh78Y2u5pI
Close Read:
https://drive.google.com/open?id=1kwvb2U-IA0UEBTAz2leQ96sHG8LC7Vll8FQkMuawbZU
Weekly Test:
https://app.masteryconnect.com/materials/2698897

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3. Unit/Module/Topic: Reading Street Unit 1 Week 4 4. Plan Duration: 60 min

Learning Intention: Understand the

Desert, cactus, round up, setting, conclusion,

o Formative Assessment: Quick informal checks, discussions while reading

Teacher Computer and Smart

11. Area for Content Specific Additions

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Lesson Planning Template: Reading: Literature Standard 1

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Lesson Planning Template: Reading: Literature Standard 1

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Copyright

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Lesson Planning Template: Reading: Literature Standard 1

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Lesson Planning Template

3. ​ Unit/Module/Topic​: Reading Street Unit 1 Week 4 4. ​Plan Duration: 60 min

Learning Intention: ​Understand the

Desert, cactus, round up, setting, conclusion,

o​ ​Formative Assessment: Quick informal checks, discussions while reading

Teacher Computer and Smart

11. ​Area for Content Specific Additions

You might also like

3. Unit/Module/Topic: Reading Street Unit 1 Week 4 4. Plan Duration: 60 min

Learning Intention: Understand the

o Formative Assessment: Quick informal checks, discussions while reading

11. Area for Content Specific Additions