Writing Lesson Plan

Teachers Name: Katelyn Zink

Date: Monday 2/9/15 Time: 9:19-10:04
Grade: 4
Subject: Writing
Time Frame: 2nd period
Lesson Unit Topic: Theme: Day 1
NJCCCS Indicators:
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the
text.
Content Outcomes:
Performance Outcomes:
Students will understand how the
Students will be able to identify and
theme of a story is similar to and
explain the lesson or moral of a story as
different from the topic or main idea
its theme
of a story.
Assessment(s) of Student Learning: (pre, during, post, etc.)
Pre: Students will show whether they understand the concept of theme before the lesson by
writing the theme of the story we read on a sticky note before we discuss the lesson.
During: Students will show they understand theme during the lesson by actively participating in
the content discussion and the guided practice.
Post: The students independent practice answers will be collected and commented on. Their
homework (which is formatted the same way) will be collected as well to determine whether
they understand theme well or not.
1) Evidence: The students will show that they understand theme by correctly answering both
independent practice pages (from class work and homework)
2) Criteria: The students will be expected to get 90% of the answers correct (or very close to
correct) in order to show mastery of theme.
3) Data: Their independent practice pages from class and homework will receive comments but
no actual score to be graded.
4) Communicate Results: The students will receive both independent practice pages back after
they receive comments so they may look them over and ask any questions they might have.
5) Use of Data: The next lesson will also be on theme, so their answers on their homework will
determine what needs to be addressed specifically.
Teacher Resources:
Student Materials:
Understanding Literary Theme
Identifying Theme packets
th
presentation, Mrs. Warners 4
Pencils
Grade Classroom.
Sticky notes
http://mrswarnerarlington.weebly.co
Identifying Theme 2 worksheet (hw)
m/uploads/6/9/0/0/6900648/la_litera
ry_theme_analysis.pdf
Andersen, Hans Christian. The
Emperors New Clothes. Toronto:
Scholastic. (1977).
Identifying Theme packets
Identifying Theme worksheets
Whiteboard and markers

Learning Experiences: (Step by Step Procedure):

Hook:
Read the story The Emperors New Clothes to the students.
Content:
Ask the students what they think the theme of the story was and have them write it on a
sticky note on the Twitterboard. Then discuss the theme of this story (Dont let your
pride get in the way of your mind)
Ask the students to define what a theme is.
Write on the board the definition of theme: the general idea about life that the author is
trying to express through the story. Themes can be morals, lessons, or ideas. Ask
yourself: What did the author want me to learn from this story?
Discuss how theme is different than main idea.
Identify the main idea of the story we read and then identify the theme of the story.
Discuss details from the story that explain and expand upon the theme.
Guided Practice:
Ask if students have any question about theme so far. Ask them to name some stories
that they know that have clear themes.
Tell students we are going to practice identifying theme by finding clues in a story.
Hand out Identifying Theme packets and work on the first three together. Have one
student read each passage, give time for them to answer, then think aloud through the
process of answering what the theme is and what happens in the story that leads them to
believe that is the theme.
o Be sure to look out for points of confusion between the topic, or main idea of the
story and the theme. Themes tend to be short sentences or phrases rather than
just single words or long sentences.
Independent Practice:
Give students time to do the last two passages on their own and put them in the bin
when finished.
Closure:
Ask students if they are a 1-4 confidence level before going over the last two passages.
Let the 1s and 2s ask questions, and encourage the 3s and 4s to answer them.
Accommodations: (Differentiation for specific students)
Students who need help focusing will be called upon to answer questions or just to grab
their attention when they drift off. I will also try to move around the room to grab their
attention as well.
Students who need extra assistance with answering questions about theme will be able
to work one-on-one with a teacher during the independent part of the lesson if they need
to.
Students who get easily distracted may work at the back table if necessary.