UNLV Student:

Ashley Pullen

PSMT Name:

B. Sansevero

Lesson Plan Title:

Fantasy

Lesson Plan Topic:

Reading Unit

Date:

09/07/15 09/11/15

Estimated Time:

110 minutes

Grade Level:

4th

School Site:

Bonner Elementary

1. State Standard(s):
RL.4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
RL.4.2 Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
L.4.2c Use a comma before a coordinating conjunction in a compound
sentence.
2. Teaching Model(s):
Co-teaching
Kagan Cooperative Learning
DOK
3. Objectives:
Students will know the different components that make up a fantasy.
Students will understand how to visualize elements, characters, plot events
in a story.
Students will know the difference between a first and third person point of
view.
Students will know how to use context clues to understand the meaning of
words they dont understand.
Students will know how to use context clues to when answering questions
about the text.
Students will know what a simple and compound sentence is composed of
and how to recognize that type of sentence.
Students will know what a coordinating conjunction is and how to
properly use it in a sentence.
4. Materials and Technology Resources:
Monday
o No School (Labor Day)
Tuesday
o Elmo, White board, Wonders books (Key and Lock), index cards,
and grammar sheet (conjunctions)
Wednesday
o Elmo, White board, Wonders book (Lock), vocabulary cards, index
cards, and grammar sheet (simple and compound sentences)
1

Thursday
o Elmo, white board, Wonders book (Lock), vocabulary cards, The
Cricket in Times Square study guide, and simple and compound
sentence quiz
Friday
o Elmo, Wonders book (Lock), weekly test, privacy shields, and
cursive letter page

5. Instructional Procedures:
Monday
No School (Labor Day)
Tuesday
a. Motivation/Engagement:
This lesson will take 110 minutes to teach my students. The objectives will
be written on the board for the week under the reading section. In order to
engage my students they will partake in Round Robin to answer the
reading weeks theme question. (Kagan)
b. Developmental Activities or Learning Experiences:
I.
I will start my lesson with an engagement activity.
a) Teacher will ask the class How can you make new friends
feel welcome?
a. The teacher will provide think time and then the
students will use Round Robin to share their
answers with their group.
b. After a minute we will come back together and
discuss some of the answers they came up with.
II.
Whole Group Guided Practice (60 minutes)
a) Teacher will go over the vocabulary words for the
Friendship unit.
a. Teacher will read the word aloud, provide an
example of the word, and then say the word aloud
again.
i. Vocabulary words for the week:
acquaintance, cautiously, complementary,
jumble, logical, scornfully, and trustworthy.
b. Teacher will then pass out an index card and assign
a vocabulary word to each student.
i. The students will then look in their Wonders
lock book for the correct definition.
c. Once the students have completed their vocabulary
card they will partake in Quiz-Quiz-Trade (Kagan)
for 2 minutes.
i. Once they have completed the Quiz-QuizTrade I will have one student from each

group collect the cards and place them in the

front of the room by the laptop.
b) Teacher will then introduce the Fantasy genre by asking the
class What are some components that make up a fantasy
story? (Level 1 DOK)
a. Students should reply by saying they often include
animals with human characteristics, they may
include realistic people in an unrealistic setting or
situation, or they include invented elements that
could not exist in real life.
c) The teacher will read aloud the shared reading story for the
week At the Library (pg. 167 of Wonders book) and will
pose questions to the class during the reading.
a. Looking at the cover picture, how can you tell this
story is going to be a fantasy? (Level 2 DOK)
i. The small people have wings and weird
clothing. There is a tall man standing above
them. There is pixie dust floating around the
small people.
b. What does Rick mean when he says that books are
his friends? (Level 2 DOK) pg 167 in the 5
paragraph
i. Rick recently moved and many of his
friends are far away. He is devoted to his job
and the books took the place of his friends.
c. How did the Bookers make Rick feel welcome?
(Level 4 DOK)
d) Teacher will discuss visualize, point of view, and context
clues with the students.
a. Visualize When reading fantasy books they can
create a picture in their minds of the events,
characters, and setting to gain a better
understanding of the story.
i. Teacher will then reread the first paragraph
of At the Library and ask the students to tell
me what picture they created in their minds
as I was reading.
b. Point of view is the way a storys narrator feels or
thinks about the characters or events.
i. Teacher will explain the difference between
first and third person point of view.
c. Context clues Teacher will remind the students
that they can often find out what the meaning of an
unknown word is by using context clues within the
paragraph surrounding the word.

III.

IV.

i. Teacher will then ask the students what the

meaning of descent is in the first
paragraph of At the Library. (Level 2
DOK)
e) Teacher will discuss antonyms and how it is a word that
means the opposite of the original word.
a. Teacher will then provide a few examples of a word
and have the students come up with its antonym.
(Level 1 DOK)
f) Teacher will discuss conjunctions and how they are used to
combine sentences.
a. Teacher will ask the students what are examples of
conjunctions. (Level 1 DOK)
i. Conjunctions join independent clauses in a
compound sentence. Examples include and,
but, or, for, nor, or yet.
b. Teacher will write sentences on the white board and
have the students revise the sentence using the
correct conjunction. (Level 3 - DOK)
Group Practice/Partner Practice (30 minutes)
a) Teacher will read aloud The Cricket in Times Square in the
Wonders book.
a. Since students are being introduced to the weeks
story they will be following along using a pointer
(finger) in their own Wonders book.
b. Teacher will stop and ask about the point of view,
visualization, context clues, and fantasy aspects
while reading the story.
Independent Practice (10 minutes)
a) Teacher will pass out grammar sheet (conjunctions) and
have the students complete it individually.
a. Teacher will go over answers with the class. Once
complete they will place them in their take home
folders to study off of for the quiz on Thursday.

c. Closure (5 minutes)
Teacher will ask the class how fantasy is different (contrast) from other
narratives. (Level 3- DOK)
d. Extension
If time remains the teacher will have the students come up with their own
fantasy story and they have to label all the key aspects that make up a
fantasy.
Wednesday
d Motivation/Engagement:

This lesson will take 110 minutes to teach my students. The objectives will
be written on the board for the week under the reading section. In order to
engage my students I will name three different childrens books, all having
a different genre, and they will have to work as a group to come up with
the fantasy book.
d

Developmental Activities or Learning Experiences:

I.
I will start my lesson with an engagement activity.
a. Teacher will say aloud 3 different book titles and they
will have to work as a group to pick the fantasy book.
i. The books will be Cloudy With a Chance of
Meatballs, Cinderella, and Martins Big Words:
The Life of Dr. Martin Luther King, Jr.
II.
Whole Group Guided Practice (50 minutes)
a. Teacher will pass out one vocabulary index card to each
student for Quiz-Quiz-Trade. (Kagan)
i. Once this activity is over I will have one student
from each group collect the cards and bring them
up to me.
b. Teacher will ask the students what the aspects of a
fantasy story are. (Level 1 DOK)
i. Students should respond with includes invented
characters and settings, has elements that could
not exist in real life, and often has illustrations.
ii. Teacher will then ask the class what are some
events in Cloudy With a Chance of Meatballs that
make it a fantasy story. (Level 4 DOK)
c. Teacher will read the interactive read aloud story for the
week from Wonders Samsons Advice.
i. After finishing reading the teacher will ask the
class to compare how the Bookers made Rick feel
welcome to the cats welcome in Samsons
Advice. (Level 3 DOK)
1. While they are silently thinking the
teacher will pass out an index card for
their response. They will write their
answers down on it and turn it into the
basket when they are done.
a. Their response must have context
clues to provide support for their
answer.
d. Teacher will go over the difference between a simple and
compound sentence by providing examples of sentences
and having the class come up the correct type of sentence.
i. Simple sentence has one independent clause.

ii. Clause is a group of words that has a subject and a

verb.
iii. Compound sentence has two or more independent
clauses.
III.
Group Practice/Partner Practice (40 minutes)
a. Students will then partner read The Cricket in Times
Square in their Wonders book.
b. Teacher will review partner reading rules.
i. One person is reading a page the other partner is
following along with their finger and reading in
their head. Once the page has been read by the
reader they will close the book and summarize
what they just read. The partner not reading will
then rephrase what was just read, and the roles
switch. (Level 2 DOK)
IV. Independent Practice (20 minutes)
a. Teacher will pass out grammar sheet (simple and
compound sentences) and have the students complete it
individually.
b. Teacher will go over answers with the class. Once
complete they will place them in their take home folders
to study off of for the quiz on Thursday.
Closure (5 minutes)
Teacher will ask the class to discuss the similarities and differences of the
different characters in The Cricket in Times Square. (Level 3 DOK)
Extension
If time remains the teacher will write two independent clauses on the
board and the students will have to use the correct conjunction to make the
compound sentence.

Thursday
a) Motivation/Engagement
This lesson will take 110 minutes to teach my students. The objectives will
be written on the board for the week under the reading section. In order to
engage my students I will write a few words on the board and have them
come up with antonyms.
b) Developmental Activities or Learning Experiences
I. I will start my lesson with an engagement activity.
a. Teacher will write two of the vocabulary words on the
board and the students will come up with antonyms for
those words. (Level 2 DOK)
i. The two vocabulary words are; jumble and
cautiously.
II. Whole Group Guided Practice (20 minutes)

a. Teacher will pass out one vocabulary index card to each

student for Quiz-Quiz-Trade. (Kagan)
i. I will have one person from each group collect the
cards and place them in the front of the room next
to the laptop.
b. Teacher will then pass out the reading comprehension study
guide for The Cricket in Times Square.
i. Teacher will go over the questions with the class
and make sure there are no questions about content,
and to remind them to find context clues/evidence
to support their answer.
III. Group Practice/Partner Practice (60 minutes)
a. Students will work with their groups to answer the
questions on the study guide using their Wonders book to
find context clues/evidence to support their answer. They
will also have to provide the page number where they
found the answer. (Level 2 &3 DOK)
IV. Independent Practice (25 minutes)
a. Teacher will pass out the grammar quiz on simple and
compound sentences and conjunctions.
i. Once they are done with the quiz they will place it
in the basket and silent read until the others have
finished.
c) Closure (5 minutes)
The students will participate in standup-handup-pairup (Kagan) to discuss
anything they have concerns about for the reading comprehension quiz
tomorrow and how they are going to prepare themselves for it.
d) Extension
If times remains the students will write a short narrative in either first
person or third person.
Friday
a) Motivation/Engagement
b) This lesson will take 110 minutes to teach my students. The objectives will
be written on the board for the week under the reading section. In order to
engage my students they will partake in standup-handup-pairup. (Kagan)
c) Developmental Activities or Learning Experiences
I.
I will start my lesson with an engagement activity.
a. Teacher will have the students do standup-handuppairup. They will pair up and ask each other any last
minute question they have. They will mix and do this
process with 2 students.
II.
Independent Practice (100 minutes)

a. Teacher will have the odd numbers go and grab a

privacy shield for their desk.
i. They will remain up for the whole testing
period.
ii. Once they are done testing they will take and
put them away.
b. Teacher will go over the vocabulary test and reading
comprehension test directions. Teacher will also read
the questions aloud and clarify any questions the
students may have.
c. Teacher will then pass out the vocabulary and reading
comprehension tests.
i. They are not allowed to use any books for the
vocabulary test. However, for the reading
comprehension test they are allowed to use their
Wonders lock book to find text evidence to
support their answer.
ii. Once they have completed the tests they will
place them in the basket and grab the cursive
letter practice page.
1. This practice page will be checked and
then they can place it in their take home
folder.
iii. If they finish early they can silent read at their
desks.
d. Once all the tests are completed and turned in the
students will move to the spelling test.
i. The teacher will pass out the spelling paper.
ii. The teacher will say the word aloud, use it in a
sentence, and then repeat the word.
iii. One person will collect the sheets and bring
them to me.
d) Closure
Students will partake in Mix-Pair-Share (Kagan), about how they feel
they did on the tests, what the hardest question was, etc.
e) Extension
If time remains the teacher will review sequencing in stories for next
weeks reading lesson.
6. Accommodations
Teacher will be walking around the room providing assistance when needed while
the students are working. The teacher will also make the needed accommodations
for Jaxson (reading and writing IEP), Brady (Autism IEP), and David (504 for
ADHD).

7. Modifications
Jaxson Trent will sit close to instruction and work with teacher/peers as needed
per IEP. Brady Kirk will be monitored for on-task behavior and help as needed.
He will also be sitting close to instruction as per his IEP. David Brown will sit
near instruction and be monitored for on-task behavior as per his 504.
8. Differentiations for Diverse Learners
For students who need more time filling out the worksheet I will have them place
them in their working folder and during the week I will pull them to the back for
small group instruction. If they are confused on a certain concept I will also hold a
small group instruction for them if there is enough students. If not I will just help
them at their desks.
9. Assessment and Evaluation of Learning:
a. Formative
I will be assessing my students throughout the lesson in multiple ways. I
will be observing them, the answers they provide to the questions, their
interactive read aloud note card answers, grammar worksheets, homework,
and during partner reading.
b. Summative
I will be assessing my students at the end of the lesson by their scores on
the vocabulary, reading comprehension, and spelling tests.
10. Homework Assignment:
Monday
o No School (Labor Day)
Tuesday
o Spelling words (r-controlled vowels er, ir, ur) worksheet & reading
for 20 minutes
Wednesday
o Genre/Visual elements worksheet & reading for 20 minutes
Thursday
o Vocabulary worksheet, studying from study guide for quiz, &
reading for 20 minutes
Friday
o None