Lesson: Week of Jan 23

Lesson Plan:  Ronni Stefano

4^th Grade Reading

GLE(s): ELA‑1‑E4,  ELA‑1‑E5,  ELA‑1‑E7,  ELA‑7‑E1,  ELA‑7‑E4

Jan 23-27

Objective/SWBAT: 

• Identify the main problem or conflict of the plot and explain how it is resolved.
• By the end of the period, students will work with a partner to complete a graphic organizer identifying the main problem, solution and 2 smaller problems and their solutions for a shared non-fiction read aloud

Do Now: 

SRA Main Idea

Direct Instruction (I DO):

Both fiction books and many non-fiction books follow similar structure plans. We’ve learned how to write a five-finger summary. Who can explain the five important parts of a five-finger summary? (1. Main Characters 2. Setting 3. Problem 4. Main Events 5. Solution)  

Today we are going to focus on the problem and solution. The problem and solution really sets up the structure of the story and without it, the story would not have a plot.

Before we read, it’s important to know that sometimes when we talk about problem and solution, we use different words. Remember that “conflict” means the same thing as “problem” and that “resolution” is a synonym for “solution.” (Write words up on the board or add to vocabulary wall.)

Read aloud, pause for comprehension questions such as the following:

-Who is telling this story? The voice keeps saying “we.”

-This story begins with a small problem. How is this problem solved? Who solves it?

-Do you think we found the main problem yet? Let’s see what the rest of the events focus on to make sure that is the main problem.

-How is the big problem resolved?

-Does just one person solve the problem? Could just one person have solved the problem without the help of others?

-Have you ever worked with a larger group to build something or fix something up together?

Guided Practice (WE DO):

Distribute problem/solution organizers and break students into pairs.  Explain that students will use the organizer to represent the problems and solutions we went discussed while reading Listen to the Wind.

Circulate and ask questions to help students that are stuck or confused.

The organizer should show the main problem and solution and then smaller problems that arise and are solved along the story.

Independent Practice:

Group One:  Students should write a one paragraph, 5-finger summary of Listen to the Wind. The summary should include the main characters, setting, problem, main events and solution. Remind students that the main events should relate to how the problem is solvedGroup Two:  Independent Reading

Group Three:  vocabulary work.  Underline words in text.  Write your definition from context clues.

Group Four: Ms. Stefano

Group Five:  Mr. Mickens

Vocabulary:  answer, climate, decorator, eager, fear, flower, hatch, interior, never, pour, progress, skate, unhappy, which, whole

Exit Ticket/Closure

Write a 5 finger summary of My Father’s Dragon

Lesson Plan:  Ronni Stefano 

4^th Grade Reading

GLE(s):  ELA‑1‑E4,  ELA‑1‑E5,  ELA‑1‑E7,  ELA‑7‑E1,  ELA‑7‑E4

Objective/SWBAT: 

Distinguish facts, supported inferences, and opinions in text.

Do Now (5-7 minutes): 

Context Clues

Direct Instruction (I DO): 

Today we are going to practice a skill that is not only important for good readers, but is also important for all people to know when they watch T.V., talk to other people and read books, newspapers and magazines.   We are going to practice differentiating between fact and opinion. All good readers and thinkers should be able to identify statements as facts or opinions. 

If you aren’t able to tell the difference between a fact and opinion, you can easily be tricked by politicians, sales people, and just about anyone who does know the difference.

Before we start our power point, I want you to open your reading notebooks and write down your own definitions for “fact” and “opinion.” When we are done with our notes, you will go back to your predicted definitions and adjust or correct your thinking.

At the end of the power point, have students record their 3 facts and opinions (last slide) on a paper to turn in. Use this exit ticket to check for comprehension.

Give students time to go back to their predicted definitions and alter their definitions or affirm if they were already correct.

Guided Practice (WE DO):    

Have students fold large piece of paper into 3 equal columns. Students should label their papers as seen below:

Have students read the essay completely. Once they read it completely one time, have students cut out individual sentences and sort into the “Fact” or “Opinion” category on the large paper.

 After most student pairs have their sentences sorted, regroup as a class and give students the chance to ask questions about the “unsure” statements. Let other students voice their ideas before guiding students to the correct category. Give students another 5 minutes to finish the sort. Check together as a class. Students should tell why they label each statement as a “fact” or “opinion.”

Independent Practice (YOU DO):

 Group One:  Fact and opinion sort

Group Two:  Short reading passage/finding details

Group Three:  Vocabulary work

Group Four: Ms. Stefano

Group Five: Mr. Mickens

Exit Ticket/Closure:

Looking at the picture on the screen, write two facts and two opinions.

Lesson Plan:  Ronni Stefano 

4^th Grade Reading

GLE(s):  ELA‑1‑E4,  ELA‑1‑E5,  ELA‑1‑E7,  ELA‑7‑E1,  ELA‑7‑E4

Objective:  Scholars learn test taking skills in reading

Do Now (5-7 minutes): 

SRA Finding Details

Direct Instruction (I DO): 

Teacher models skills in reading and test taking.

Guided Practice (WE DO):    

Teacher models skills in reading and test taking.

Exit ticket:  Write the test taking skills

Lesson Plans:  Ronni Stefano 

4^th Grade Reading

Scholars are in the library working on library skills, literature groups, paired reading.

Lesson Plans:  Ronni Stefano  4^th Grade Reading

Scholars are tested on two reading passages for comprehension and strategies.  Scholars will be tracked in reading until the LEAP test every Friday.