Bluefield State CollegeDaily Lesson Plan Template

Subject _Reading Grammar History___ Grade _4th_________Topic _Editing and Revising_______ Teacher _Rachel Garrett_______

Essential Question: What is Presidents day?

Goals: The students will successfully read over the document and answer the questions correctly. Goal 3: Students will have a small group discussion about their readings.

Objectives: A. General:

ELA.4.1Refer to details and examples in a literary text when explaining what the text says explicitly and when drawing inferences from the text.

ELA.4.6Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the informational text.

ELA.4.19By the end of the year read and comprehend informational texts, including social studies, science and technical texts, in the grades 4–5 text complexity range proficiently, with scaffolding as needed at the high end of the range.

ELA.4.39Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, and autograph).

Consult reference materials (e.g., dictionaries, glossaries, and/or thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

B. Specific: The students will read the document and understand what it is about. Then the students will correctly answer the questions that follow the story.

Methods/Materials: The teacher will begin with whole group instruction to talk about President’s day and the document. Then the teacher will end with one on one instruction.

All About President’s Day Document

Direct Instruction: The teacher will introduce the document titles “All About President’s Day”. The teacher will tell the students that they are going to read the document and answer the questions that follow. The teacher will ask the students what is Presidents Day and when is it?

Guided Practice: The teacher will discuss with the class that the document has 8 questions and 1 short answer question. The teacher will tell the students that the questions are numbered different but it is because it is a paired text document. The teacher will ask the students what a paired text document is. (Paired questions ask students to answer questions with two parts.)

Differentiation: Focus Student 1: will have extra help, with have the directions explained one on oneFocus Student 2: will have extra help, will have extra time to finish

Tier 1: Students below grade level with work with Mrs. Howell to understand paired text and how to understand what the document us talking about.

Tier 2: Students on grade level will work with Miss. Garrett to help understand paired text and how to understand what the document us talking about.

Tier 3: Students above grade level will work ahead at their pace.

Independent Practice: The students will read the document titled “All About President’s Day Document” and answer the questions that follow. The short answer question must be answered in complete sentences.

Closure: The teacher will discuss the document they read and what they learned.

Assessment & Evaluation of Lesson: The questions that follow the document will be the assessment.

Time & Resources: This was the first part of my unit plan. We read over the document as a class and then the students answered the questions on their own. The part I liked the most was how we checked the answers I placed ABC around the room in different places. Then the students went to whichever letter they chose after the question was asked. The part I would change was to see if there was a better way to move from answer to answer at the end. Their weaknesses showed in this and it was showed in front of the class. None of the students seemed to mind but I always question that.

Bluefield State CollegeDaily Lesson Plan Template

Subject _History, Grammar, Reading__ Grade _4th_________Topic __________ Teacher _Rachel Garrett_______

Essential Question: Who was Thomas Jefferson?

Goals: The students will read the document about Thomas Jefferson and correctly answer the questions following.

Goal 1: The students will read different documents and successfully complete questions about revising and editing.

Goal 3: Students will have a small group discussion about their readings.

Objectives: A. General:

SS.4.15Trace the beginnings of America as a nation and the establishment of the new government.

•Compare and contrast the various forms of government in effect from 1774-1854 (e.g., Continental Congress, Articles of Confederation, U.S. Constitution, Bill of Rights, etc.).

•Research the contributions of early American historic figures (e.g. George Washington, John Adams, Abigail Adams, Thomas Jefferson, Alexander Hamilton, Andrew Jackson, James Madison, Dolly Madison, etc.).

•Explain the political, social and economic challenges faced by the new nation (e.g. development of political parties, expansion of slavery, taxation, etc.).

ELA.4.19By the end of the year read and comprehend informational texts, including social studies, science and technical texts, in the grades 4–5 text complexity range proficiently, with scaffolding as needed at the high end of the range.

ELA.4.5Determine the main idea of an informational text and explain how it is supported by key details; summarize the text.

ELA.4.24With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards up to and including grade 4.)

ELA.4.30

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing ideas clearly.

•Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

•Follow agreed-upon rules for discussions and carry out assigned roles.

•Pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others.

•Review the key ideas expressed and explain ideas and understanding in light of the discussion.

B. Specific: The students will read and discuss the document in a group. Then answer the questions that follow.

Methods/Materials: Thomas Jefferson document,

Direct Instruction: The teacher will inform the class that they were going to read over this document. Then the teacher will let the students look through the document, but the students will be told not to answer any of the questions yet.

Guided Practice: The teacher will have a student read the direction and then the teacher will explain the directions. The teacher will tell the students that they will read the document a little different today. They will read it the Jigsaw way.

Differentiation: Focus Student 1: Student will be in a group with tier 2 students to readFocus Student 2: Student will be in a group with tier 3 students to read

Tier 1: Students below grade level will be placed in a group with Mrs. Howell to help go over the document and answers.

Tier 2: Students on grade level will be in a group with Ms. Garrett to help them understand. Then once finished they can read or do a writing prompt.

Tier 3: Students above grade level will work ahead at their own speed. Then once finished will silently read or do a writing prompt.

Independent Practice: The students will be assigned a number either 1, 2, or 3. Then the students will group together with their same number and read their section. The students will then choose someone to explain what they have read aloud to the class from each group. Then once the discussion is over the students will answer the questions on their own.

Closure: The teacher will have the kids look at the person sitting next to them and tell them what they learned about today.

Assessment & Evaluation of Lesson: The assessment will be done orally. The teacher will tell the students that this was just for practice and that they will be going over the document just to check the answers.

Time & Resources: Day three of the documents. The students know what to do, so now some of them are just putting stuff down. What I liked about todays’ lesson was even though we had to change up how we discussed the paper the day of the lesson we still were able to discuss it. I am glad that the students can go with flow. The one thing I would change is to reintroduce Jigsaw reading a different day because I believe that the class would enjoy it. Their strengths and weaknesses were visible in the discussion. Could they read and understand the document or could they not? Then the students talk about it?

Narrative

The video can be found on my YouTube page. https://www.youtube.com/watch?

v=PXfsfi3xtSQ

I chose this video because it was in my opinion one of my best lessons for the week. The

students loved learning about the presidents and they always like when they get to discuss. This

video contains me introducing the article for the day which was about President Abraham

Lincoln (0:00-1:59). I told the students that they would silently read the article, then they would

discuss it. The discussion part would be a little different though. This is what really got their

attention. Then I told the students that they would be discussing the fishbowl way (2:00-3:27).

They were instantly “hooked”. I told the students what fishbowl discussion was and what the

rules were. Then the students began to silently read (3:28-4:03). Once the class was finished

reading I placed them in their groups (4:04-4:59) and told them where to sit (5:00-6:02). After

the students were in the groups I told them which students would discuss first (6:03-6:49). After

this we had a little interruption. The two students who are pulled out for gifted in the morning

came back to class and I had to fill them in on what we were doing (7:18-8:36). Then I told them

to start discussing and I gave them a time limit (8:43-.10:43) Then I switched the two talkers in

each group (10:45-11:02). The next groups talked and discussed the article (11:03-13:24) I let

every student in the group get a turn to discuss (13:25-13:53). Then the students went back to

their seats to answer the questions (13:54-15:08). We reviewed the answers to the questions in a

way they love and it gets them actively into the lesson. I placed the letters “A”, “B”, “C”, and

“D” on four different white boards. The white boards where on different corners of the room. I

would read the question and then the students would go to the letter they chose. Then I would

read the answer and discuss why that is the correct answer (15:09-18:10). Once every question

and answer was discussed the students went back to their desk and passed in their papers. I

stopped recording before the students sat back down in their seats.

The class is organized in a way that enhances the student’s ability to learn more

effectively. Their desks are in groups, then their groups are spread out when discussing in my

lesson so that they can focus. You can see this at 1:05 and then the set up changes starting at

5:21. I can normally control the classroom by saying “hey you guys” or saying “raise your hand

if you can hear me”. This can be seen at 5:52 and 16:10. The students can become a little rowdy

when discussing or moving around but they can be quiet down when they get too loud. The

vocabulary in the video sounds a little rough because of my accent. I am trying to not sound as

“hick” in the video and when I am teaching in the classroom on a daily basis. The vocabulary is

not a high level vocabulary but I can still make them think and answer questions without using

words that need to be explained. This entire lesson was interactive. The class was up moving and

talking with every activity. With such a large class the students can sometimes get crowded but

as the video shows the students still participate as much as they can.

Reflections

President Day 1: This was the first part of my unit plan. We read over the document as a class

and then the students answered the questions on their own. The part I liked the most was how we

checked the answers I placed ABC around the room in different places. Then the students went

to whichever letter they chose after the question was asked. The part I would change was to see

if there was a better way to move from answer to answer at the end. Their weaknesses showed in

this and it was showed in front of the class. None of the students seemed to mind but I always

question that.

George Washington: The kids were excited to be learning about presidents but they were not

excited to be doing the editing and revising. They actually told me they could not do it. I was

determined to show them that they could. The part I liked about this lesson was the document

and the answers that followed it. I could easily go over the questions and answers once every one

was finished. The part I would change is that I wish there were more questions. Even just 2 more

questions to make it 10 questions. 8 just seemed like an odd number to go with. Also with 10

questions a students get more of an opportunity to have a better understanding of editing and

revising.

Abraham Lincoln Lesson: This is the lesson my video is on. Day 2 of the packets went a lot

smoother than day 1. The students and I both loved fishbowl reading. I had never heard of it

before and it turned out to be fun. The thing I would change is the discussion process. I would

add some questions for them to answer while they discuss because discussing it was great but it

could get repetitive.

Thomas Jefferson: Day three of the documents. The students know what to do, so now some of

them are just putting stuff down. What I liked about todays’ lesson was even though we had to

change up how we discussed the paper the day of the lesson we still were able to discuss it. I am

glad that the students can go with flow. The one thing I would change is to reintroduce Jigsaw

reading a different day because I believe that the class would enjoy it. Their strengths and

weaknesses were visible in the discussion. Could they read and understand the document or

could they not? Then the students talk about it? James Madison: This was the 4th document of

the week. The students are used to these documents and what are required of them. I told them

how they have been scoring on the last document and the students actually started to try again. I

really like these documents. The students are learning so much from them about the presidents.

Then their editing and revising skills are improving every time they did the questions. The time

period for this lesson today was short and I would change that. We did this one at the end of the

day and most of the students flew through it. The students were ready to go and they just wanted

to get it over with. This was the weakness with this lesson.

President Research: The students loved this lesson! This lesson went really well. I loved the facts

that the students found. Some of the facts were random, but they all did a really good job. The

best fact of the day was that President Ulysses S. Grant was pulled over and cited for driving his

horse drawn coach dangerously fast. The only part I would change is the amount of facts the

students had to find. The next time I did a lesson like this I would make it more than 5 facts to

begin with. The reason is because most of the students had 5 facts in no time. So then we had to

tell them to keep finding more. Their strengths and weaknesses really showed in this assignment.

It showed if they could discuss, find information, and write facts or if they could not.

John Adams: This was the last day of the unit. The part I liked about the lesson was that some of

the students actually came up to me after the post-test and told me that they feel like it was

easier. Using the same paper for the pre-test and the post-test was the best idea. The students

could actually see how they improved. The part I would change would be nothing. I thought at

the beginning I would have a different post-test than the pre-test, but I am glad I did not because

I liked the outcome of this lesson.