Ferris State University

Lesson Plan Template

Lesson Information

Name: Rachele Smith Date: 11/03/2022

Curriculum/ Course: ELA ReadyGEN Unit 2 Grade Level(s): 4th and 5th
Module A

Time/ Period: One hour Materials:

Why the Sea is Salty- Book for each student
T-chart
Pencil
Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)
There are 26 students in the classroom. The majority are graded as 4 th graders, with a few 5th graders. The ages range from older 8 to
younger 11. The class has 14 girls and 12 boys. Additionally, the class is predominantly African American. The socioeconomic status of the
school qualifies everyone for free breakfast and lunch. 4 students receive Heggerty intervention and small group reading and writing. 1
student is receiving special education services, one student is being tested, and one student is in the process of getting a 504.

Standards Alignment

Create a table line for each standard Objectives (both ABCD with Appropriate Assessment(s) (formative and/or
teacher language and “I Can” summative)
with student language)
Content Standards: 4. Compare and contrast the 1. Summative assessment- Students will be completing a
1. RL. 4.6.- Compare and contrast point of view from which T chart, labeling one side first-person narration and
the point of view from which different stories are the other third- person narration. Students will need
different stories are narrated, narrated, including the to find 3 examples other than the class example for
including the difference between difference between first- receive full credit.
first- and third-person narrations. and third- person 2. Formative- Students will raise hands and be able to
2. SL.4.1-1. Engage effectively in a narrations. add additional context to the current discussion.
“I can tell the difference 3. Formative- Students will be able to find words and
range of collaborative discussions
between first- and third- using contextual evidence to determine the words
(one-on-one, in groups, and person narration, by using meaning.
teacherled) with diverse partners text evidence.
on grade 4 topics and texts, 5. Engage effectively in
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 building on others’ ideas and collaborative discussions.
expressing their own clearly. “I can engage in
Review the key ideas expressed classroom discussions.
and explain their own ideas and 6. Determine the meaning of
understanding in light of the words as they are used in
discussion texts.
“I can determine what a
3. RL.4.4- Determine the meaning of
word means using textual
words as they are used in a text. evidence.”
Technology Standards 1. N/A 1. N/A
MiTecs/ISTE
1.N/A
SEL Competencies 1. N/A 1. N/A
1.N/A

Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
Call numbers to pick up books. Once all students have their books begin lesson.
“Yesterday we looked at dialogue. What is dialogue again?” Call on a few students to answer. “Yes dialogue is the words a character says in a
story. Today we are going to explore what kind of narration is happening in the story. There are 2 that we will focus on today. First-person
is when the story is told by a character in the story. The other type is third-person, or when the narrator is seeing the story, and not in the
story. Today we are going to explore which type of narration “Why the Sea is Salty” is written in.”

Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be
doing? Identify the core teaching practice(s) and SEL competencies utilized)

1. Students will be reading from page 22 to page 31.

2. “Today we will pick up with chapter 5 on page 22.”
3. For reading I ask for volunteers, or we will read together chorally. Depending on the needs of the students that day. Students need to
be following along with their fingers. To track that I walk around the room and remind students to be following along.
4. Each time we have to turn the page, I return to the document camera and flip the page and return to monitoring the students.
5. “Now that we read the first chapter, we need to find todays vocabulary. I need you to find the word measuring on page 24. Put your
finger on the word and raise your hand.” Choose a student to read the sentence containing the word and define the word. Show the
vocabulary card on the document camera. Repeat for the word puzzled on page 24, and eagerly on page 26.
6. “Today’s question is “How are the boy’s and the giant’s reasons for working together similar and different?” I see on page 23 that the
villagers think the boy’s idea to build a bridge between the two islands is silly. They laugh at him and call him a dreamer. They don’t

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 think very much of the boy’s idea, so they? But I think that the villagers change their view when they sail home on page 27. Take a
minute and look for the textual evidence that supports this.” Call on student to share where they found it. “I agree that this is a
change in the villagers’ point of view. Could this be a clue to the theme in this story? What lesson about life so you think the author
wants to share here?” Call on a student. “I think that the author wants to remind the reader not to be quick to dismiss a new idea.
7. “What did we learn about the boy when he asks the villagers to go back and get food for the giant? Spend a minute looking for
textual evidence that tell sus about the boy.” Call on students after a minute or two to share their answers.
8. Now I want to hear your thoughts on whether this is a first person or third person narrative. I will call on raised hands, and we will
remember that blurting is not done in the classroom. Choose a student to begin the discussion, and keep it rolling for about 3
minutes.
9. Today we are going to fill out a T chart about both narrative styles. I’d like you to look back in the two chapters we read today, and
look for textual evidence that is for either style while the material managers come and get the t chart.
10. I need an example to start, and I am looking on page 22. The narrator says, “The boy put his basket of salt in his father’s small boat.”
This is from the view of being out of the story, so it is a third person perspective. They are not in the story but telling the story. This
view uses words that are not personal. So, if were to change it to first- person view it might say “I put my basket of salt in my father’s
boat.” Are their any questions? If students need, do another example.
11. Now that we have examples, I want you to work on your own, without talking, and find 3 more examples of third person narration,
and then flip them into first person narration.
12. While students are finding examples check in with them, one group at a time.

Extension Activities:

If there is time Students will retrieve their readers/writers’ journals and complete the benchmark vocabulary on page 109.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of
the lesson.

Alright to wrap up today’s lesson, I want you to share in your groups what examples you found with each other and pick one member to
share out one example. You have 5 minutes to share with your group.
Set the timer for 5 minutes. When it goes off, call the class back to attention. “Focus on one. 5, 4, 3, 2, 1. Group 1, will you share out your
example.”
Have each group share out and talk about the differences.
Material managers, I need you to collect the t chart from your group members and being them to me. We are going to transition to social
studies, it will be on-line like yesterday. (Pass the class back to Ms. Speed.)

Diversity/Equity/Inclusion/Belonging
Whole group Individual
Differentiation Accommodations Modifications (if needed)
Instruction Student Volunteer reading is No modifications needed.
Content/Activity/ Readiness/Interest/Lea used to
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Product/Environment; rning Profile/Affect accommodate
Depending on We have some students with a
students class students who are lower reading level,
behavior students reading at or above so they are not
could come to the grade level, those struggling on their
learning spot and students may own.
read on the rug, benefit from reading
either whole group, on their own.
small groups, or
partners.
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community
attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their
knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples.

Students have been exposed to several types of narration, thanks to the read alouds that we have. We have not had discussions yet this year
about the different types of narration. This means that the students may have difficulty changing the examples they find. I want to make
sure that I am supporting the students how ever they may need.
This story is also from the Philippines. We talked on day one of the unit how the photos easily show differences, but as we read there will be
other cultural differences. One student used the word exotic. I had to agree that their type of food would be exotic to us, just as our fast-food
might be exotic to a small fishing village.

Technology
Integration Select the appropriate For each ISTE Educator role you selected, provide a description explaining how you played this role(s).
of ISTE Educator role(s) you
technology used to design digital
for designing experiences:
and/or 1. Learner
delivering 2. Leader
the Lesson 3. Citizen
4. Collaborator
5. Designer
6. Facilitator
7. Analyst

Student Select the appropriate For each ISTE Student role you selected, provide a description explaining when/how the students will be
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technology ISTE Student role(s) in this role(s).
experiences students will use:
during the 1. Empowered Learner
lesson 2. Digital Citizen
3. Knowledge
Constructor
4. Innovative Designer
5. Computational Thinker
6. Creative
Communicator
7. Global Collaborator
Reflection/ Teacher Notes:

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