Bluefield State College

Daily Lesson Plan (Template)

Name: Ashley Folden Date:

4/03/2017

Subject: Reading Topic: Lesson 29

Save Timber Woods

Grade: 4th
Length of Lesson: Day 1 2 Hours

Introduction (Essential Question): What can people learn by working for a cause?

Standard: Reading, Writing, Speaking and Listening, Language, Science, and Social
Studies
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas,
Research to Build and Present Knowledge, Range of Writing, Comprehension and Collaboration,
Presentation of Knowledge and Ideas, Conventions of Standard English, Vocabulary Acquisition
and Use.
Objective:
Reading
o ELA.4.R.C1.1 refer to details and examples in a literary text when explaining what
they text says explicitly and when drawing inferences.
o ELA.4.R.C1.3 describe a character, setting, or event drawing on details in the
literary text.
o ELA.4.R.C1.4 refer to details and examples in an informational text when
explaining what the text says explicitly and when drawing inferences.
o ELA.4.R.C4.1 read and comprehend literature.
o ELA.4.R.C7.1 know and apply grade-level phonics and word analysis skills in
decoding words.
o ELA.4.R.C8.1 read with sufficient accuracy and fluency to support comprehension.
Writing
o ELA.4.W.C11.1 conduct short research projects that build knowledge
through investigation.
o ELA.4.W.C11.2 recall information from experience or gather information
from print and digital sources/take notes, categorize information, and provide
a list of sources.
Speaking and Listening
o ELA.4.SL.C13.1 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 their own clearly.
Language
o ELA.4.L.C15.2 demonstrate command of the conventions of Standard
 English capitalization, punctuation and spelling when writing.
o ELA.1.L.C17.1 determine 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.
o ELA.4.L.C17.3 acquire and use general academic and domain specific words
and phrases.
Science
o SC.0.4.3.09 listen to and be tolerant of different viewpoints by engaging in
collaborative activities and modifying ideas when new and valid information
is presented from a variety of resources.
o SC.0.4.3.11 develop respect and responsibility for the environment by
engaging in conservation practices.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, review the focus skill for the week of understanding
characters, will practice spelling words with silent consonants, will the use of I and me as
well as other pronoun uses such as reflexive pronouns and the use of commas in sentences,
and finally will their writing skills for cursive writing and focusing on addressing
objections.

Method(s): The lesson will first take place in whole group instruction to target vocabulary
strategies, reading orally and fluently as well as working on the focus skill of understanding
characters, and decoding. Students will also work in small groups to focus on vocabulary
strategies and completing graphic organizers to show understandings of understanding
characters. Students then will work independently to demonstrate their understanding of
topics discussed in whole group instruction and group work by completing the Core
Reading Assessment and Spelling Test for the words of the week.

Materials:
Smart board
Computer
Elmo/Think Pad
Audio Hub/Think Central website (To listen and interact with the story)
Reading books and readers notebooks
Vocabulary cards with the words for the week with sentences and definitions
Graphic organizers for vocabulary
Trade book Phineas L. MacGuire gets Slimed!

Direct Instruction:

Reading- The teacher will read aloud the story in the teachers manual on pages 150-151.
The teacher will introduce target vocabulary. The teacher will then have a class
discussion on reading and comprehending: targeting the main skill for the week which is
understanding characters, and found in the teachers manual on page 162. The teacher
 will then have the students turn in their books to pages 48-55, where the teacher will
discuss the title and the genre for the weekly story. The teacher will then use Audio Hub
on Think Central to play the reading of the story for the week for the students to listen
and follow along. The class will also begin a graphic organizer about understanding
characters which will be led by the teacher.
Spelling- The teacher will instruct the students to begin writing their spelling words once
before instruction begins. They may write the two additional times, or doing their
homework ahead of time. The spelling words can be found in their readers notebooks on
page 373. After the students, have worked on writing their vocabulary words 3X each, the
teacher will review how their spelling words have unusual silent consonants. The teacher
will demonstrate how to decode the words with the students, as well as looking at the
spelling patterns, definitions, and introducing the challenge words and their definitions.
The teacher will use the teacher manual on page 178 for the spelling words and
definitions.
English- The teacher will go over the concept of using I and me, and how we one for the
subject and one for the object. The teacher will use the rule box in the students readers
notebook on page 375. The teacher will go over the directions and will model examples
using the Elmo and displaying the workbook page. The teacher will review after the
students have completed the assignment and will call on students to read and answer, as
well as modeling or writing down the answers in front of the students. The teacher will us
page 180 in the teachers manual as a guide.
Writing- The teacher will use the teacher manual on page 183 to model idea focusing on
addressing objections in writing and how ideas are related y using the connecting phrase
That way.

Guided Practice:
Reading- The students will be in their small groups where they will review vocabulary
by defining, finding a synonym, antonym, sentence, and a topic to discuss for the
vocabulary for the reading selection and for the trade book on a graphic organizer. The
words can be found in the teachers manual on page 152 and 172. The small group will
also go over word origins and will continue reading the chapters 2-4 in the trade book.
Spelling-The whole group will identify the spelling patterns and definitions for the
weekly spelling words. The students will also be introduced to the challenged words for
the week which can be found in the teachers manual page 178. The class will use page
373 in the readers notebook to decode the spelling words of the week, and practice
syllables and separating the words which is a key component in their weekly core reading
assessment.
English- The whole group will be going over the use of I and me on page 375 in the
students readers notebooks. The class will go over the examples and meanings before
breaking into small groups to complete page 375 in the readers notebooks. The class will
check and go over the answers together. The answers can be found in the teachers
manual on page 180.

Differentiation: The differentiation for this lesson will be the individual turns taking turns
reading and answering questions during the lesson. Also for differentiation the students will
receive one on one support with their individual work. The special education students will
also be dismissed during this lesson but will be working on the spelling portion of the lesson
with the whole class. Also, the students who have needs and remain in the classroom will be
paired with a higher-level student to complete work and as a model and guide. The visual
learners will be learning through the teacher modeling how to answer and complete the
workbook pages using the Elmo. The auditory learner will learn trough the teacher asking
and answering questions and going over all the work orally. Kinesthetic learners will be
asked to come up and answer questions on the board.

Lesson Closure: The lesson will close with the teacher reviewing the story and going over
the answers to the readers notebook pages and going over the work the students completed
in their small groups, as well as the teacher reminding the students of their nightly
homework of reading their story and writing their spelling words three times each in
cursive.

Independent Practice: The independent practice will consist of the students doing their
portion of the work during the small groups such as looking up and defining vocabulary
words and completing their pages in their readers notebooks. The students will also be
responsible for following along to the story and listening, and volunteering to read and give
answers. The students will also have homework to read their stories and study their
vocabulary words, and write their spelling words in cursive neatly three times each.

Assessment: The students will be assessed on their corporation during the whole group and
small group activities. The students will also receive credit on their spelling homework for
writing their spelling words in cursive tree times each. The teacher will also have an
auditory assessment of the students reading when asked and when volunteering. The
teacher will also walk around and will have a visual assessment of the students work
completed in their readers notebooks and the vocabulary written in their small groups.
The students in the small groups will also present their vocabulary words to the whole
group and will go over their definition, synonym, antonym, sentence, and what they were to
talk about on the back of their vocabulary cards and write on the back of their graphic
organizer.

Reflection: I felt I did a good job with the reading block today! I feel that my time
management skills are getting better. The students loved our readers theater story for this
week. They seemed to put a lot of effort into reading their part and having all their
classmates keep up with their parts. I think throughout the week I will be adding in extra
worksheets with the silent consonants for the students to review so that their test scores will
improve. I also think I am going to try a different strategy for vocabulary this week since
the words are a review and we need to do more preparation for writing with the state
testing right around the corner.
 Bluefield State College
Daily Lesson Plan (Template)

Name: Ashley Folden Date:

04/04/2017

Subject: Reading Topic:

Lesson 29 Save Timber Woods

Grade: 4th
Length of Lesson: Day 2 2 Hours

Introduction (Essential Question): What can people learn by working for a cause?

Standard: Reading, Writing, Speaking and Listening, Language, Science, and Social
Studies
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas,
Research to Build and Present Knowledge, Range of Writing, Comprehension and Collaboration,
Presentation of Knowledge and Ideas, Conventions of Standard English, Vocabulary Acquisition
and Use.
Objective:
Reading
o ELA.4.R.C1.1 refer to details and examples in a literary text when explaining what
they text says explicitly and when drawing inferences.
o ELA.4.R.C1.3 describe a character, setting, or event drawing on details in the
literary text.
o ELA.4.R.C1.4 refer to details and examples in an informational text when
explaining what the text says explicitly and when drawing inferences.
o ELA.4.R.C4.1 read and comprehend literature.
o ELA.4.R.C7.1 know and apply grade-level phonics and word analysis skills in
decoding words.
o ELA.4.R.C8.1 read with sufficient accuracy and fluency to support comprehension.
Writing
o ELA.4.W.C11.1 conduct short research projects that build knowledge
through investigation.
o ELA.4.W.C11.2 recall information from experience or gather information
from print and digital sources/take notes, categorize information, and provide
a list of sources.
Speaking and Listening
o ELA.4.SL.C13.1 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 their own clearly.
Language
 o ELA.4.L.C15.2 demonstrate command of the conventions of Standard
English capitalization, punctuation and spelling when writing.
o ELA.1.L.C17.1 determine 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.
o ELA.4.L.C17.3 acquire and use general academic and domain specific words
and phrases.
Science
o SC.0.4.3.09 listen to and be tolerant of different viewpoints by engaging in
collaborative activities and modifying ideas when new and valid information
is presented from a variety of resources.
o SC.0.4.3.11 develop respect and responsibility for the environment by
engaging in conservation practices.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, review the focus skill for the week of understanding
characters, will practice spelling words with silent consonants, will the use of I and me as
well as other pronoun uses such as reflexive pronouns and the use of commas in sentences,
and finally will their writing skills for cursive writing and focusing on addressing
objections.

Method(s): The lesson will first take place in whole group instruction to target vocabulary
strategies, reading orally and fluently as well as working on the focus skill of understanding
characters, and decoding. Students will also work in small groups to focus on vocabulary
strategies and completing graphic organizers to show understandings of understanding
characters. Students then will work independently to demonstrate their understanding of
topics discussed in whole group instruction and group work by completing the Core
Reading Assessment and Spelling Test for the words of the week.

Materials:
Smart board
Computer
Elmo/Think Pad
Reading books and readers notebooks
Vocabulary cards with the words for the week with sentences and definitions
Graphic organizers for vocabulary and facts and opinions
Trade book Phineas L. MacGuire gets Slimed!

Direct Instruction:

Reading- The teacher will then guide the students through the second reading of the
weekly selection in the students books on pages 48-55 which will be read as a readers
theater play. The teacher will ask for volunteers to read and then will ask for certain
groups to read. The teacher will then discuss with the class the elements of genre and the
story. The teacher will monitor the students comprehension using the teacher manual
 side bars for an interactive discussion. The teacher will also stress the importance and
analyze the text for the week about understanding characters and will review and
continue the graphic organizer for understanding characters. The teacher will then go
over the decoding for the week found in the teachers manual page 177 which is focusing
on the words with silent consonants.
Spelling- The teacher will go over the directions for the workbook page 373, and will
have the students complete their boxes sorting the spelling words by endings of the silent
consonant words. The teacher will review the spelling patterns of the spelling words and
their meanings.
English- The teacher will go over the concept of the right pronoun. The teacher will use
the rule box in the students readers notebook on page 376. The teacher will go over the
directions and will model examples using the Elmo and displaying the workbook page.
The teacher will review after the students have completed the assignment and will call on
students to read and answer, as well as modeling or writing down the answers in front of
the students. The teacher will use the teachers manual on page 180 as a reference for
answers.
Guided Practice:
Reading- The students will be in their small groups where they will complete a target
graphic organizer with the second reading of their weekly story which will focus on
nature, problem/solution, and character traits. Each student is responsible for completing
their own graphic organizer as it is discussed group instruction. The class will also go
over understanding character traits and words with silent consonants.
Spelling-The whole group review the spelling patterns for the week, then the students
will complete their readers notebook page 373 which is sorting their silent consonant
spelling words by the ending of the words. The class will check the page together.
English- The whole group will be going over using the right pronoun on page 376 in the
students readers notebooks. The class will go over the examples and meanings before
breaking into small groups to complete page 376 in the readers notebooks. The class will
check and go over the answers together. The answers can be found in the teachers
manual on page 180.

Differentiation: The differentiation for this lesson will be the individual turns taking turns
reading and answering questions during the lesson. Also for differentiation the students will
receive one on one support with their individual work. The special education students will
also be dismissed during this lesson but will be working on the spelling portion of the lesson
with the whole class. Also, the students who have needs and remain in the classroom will be
paired with a higher-level student to complete work and as a model and guide.

Lesson Closure: The lesson will close with the teacher reviewing the story and going over
the answers to the readers notebook pages and going over the work the students completed
in their small groups.

Independent Practice: The independent practice will consist of the students doing their
portion of the work during the small groups such as completing their pages in their
readers notebooks, and the graphic organizer for the focus skill for the week. The students
will also be responsible for following along to the story and listening, and volunteering to
read and give answers. The students will also have homework to read their stories and
study their vocabulary words, and write their spelling words in alphabetical order in
cursive.

Assessment: The students will be assessed on their corporation during the whole group and
small group activities. The students will also receive credit on their spelling homework for
writing their word alphabetical order in cursive. The teacher will also have an auditory
assessment of the students reading when asked and when volunteering. The teacher will
also walk around and will have a visual assessment of the students work completed in their
readers notebooks and the vocabulary written in their small groups and notebooks. The
teacher will also collect the groups graphic organizers for the focus trait of the week and it
will be taken for a participation grade and to see how well the students corporate and how
much information and effort they put into the assignments.

Reflection: Todays reading block went a little different. I went over time, but that was
because I wanted the students to finish their assignments. Instead of doing the typical
Frayer vocabulary graphic I decided to have the students practice their writing as well as
their vocabulary usage. The vocabulary words were a review this week from lessons prior
in the year, so we discussed the definitions and uses orally as a whole class. I then posted
the assignment on the smartboard for the students to complete and I also went over and
modeled the directions. I had the students a paper with the definitions of the words written
out, and then had them complete a paragraph with eight to ten sentences using at least five
of their vocabulary words. The students were reminded to write in cursive, write in
complete sentences, use capitalization and punctuation, and have a paragraph that flowed
and told a story, experience, or summary that made sense to the reader. After reading the
paragraphs the students need improvement on spelling, and being reminded to start with a
capital letter, end with punctuation, and capitalize I as well as other important words. This
was a good assessment for me to see what we need to reinforce and improve on before the
students complete the writing portions for their state test. I also feel that the students need
help with following directions and taking time on their work, they also need to learn to
appreciate and care about their work so that they will have better grades. I plan on having
more writing exercises for the students so that we can be prepared for testing. On a positive
note the students are still enjoying reading the readers theater and I feel that they are
liking it more and more each day because it is not a traditional story and it is short and
easy for them to comprehend and follow along. I am still also reinforcing comprehension
strategies as well as decoding and English strategies with extra questioning during
discussions and extra handouts for the class to do together and independently.
 Bluefield State College
Daily Lesson Plan (Template)

Name: Ashley Folden Date:

04/05/2017

Subject: Reading Topic: Lesson 29

Saving Timber Woods

Grade: 4th
Length of Lesson: Day 3 2 Hours

Introduction (Essential Question): What can people learn by working for a cause?

Standard: Reading, Writing, Speaking and Listening, Language, Science, and Social
Studies
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas,
Research to Build and Present Knowledge, Range of Writing, Comprehension and Collaboration,
Presentation of Knowledge and Ideas, Conventions of Standard English, Vocabulary Acquisition
and Use.
Objective:
Reading
o ELA.4.R.C1.1 refer to details and examples in a literary text when explaining what
they text says explicitly and when drawing inferences.
o ELA.4.R.C1.3 describe a character, setting, or event drawing on details in the
literary text.
o ELA.4.R.C1.4 refer to details and examples in an informational text when
explaining what the text says explicitly and when drawing inferences.
o ELA.4.R.C4.1 read and comprehend literature.
o ELA.4.R.C7.1 know and apply grade-level phonics and word analysis skills in
decoding words.
o ELA.4.R.C8.1 read with sufficient accuracy and fluency to support comprehension.
Writing
o ELA.4.W.C11.1 conduct short research projects that build knowledge
through investigation.
o ELA.4.W.C11.2 recall information from experience or gather information
from print and digital sources/take notes, categorize information, and provide
a list of sources.
Speaking and Listening
o ELA.4.SL.C13.1 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 their own clearly.
 Language
o ELA.4.L.C15.2 demonstrate command of the conventions of Standard
English capitalization, punctuation and spelling when writing.
o ELA.1.L.C17.1 determine 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.
o ELA.4.L.C17.3 acquire and use general academic and domain specific words
and phrases.
Science
o SC.0.4.3.09 listen to and be tolerant of different viewpoints by engaging in
collaborative activities and modifying ideas when new and valid information
is presented from a variety of resources.
o SC.0.4.3.11 develop respect and responsibility for the environment by
engaging in conservation practices.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, review the focus skill for the week of understanding
characters, will practice spelling words with silent consonants, will the use of I and me as
well as other pronoun uses such as reflexive pronouns and the use of commas in sentences,
and finally will their writing skills for cursive writing and focusing on addressing
objections.

Method(s): The lesson will first take place in whole group instruction to target vocabulary
strategies, reading orally and fluently as well as working on the focus skill of understanding
characters, and decoding. Students will also work in small groups to focus on vocabulary
strategies and completing graphic organizers to show understandings of understanding
characters. Students then will work independently to demonstrate their understanding of
topics discussed in whole group instruction and group work by completing the Core
Reading Assessment and Spelling Test for the words of the week.

Materials:
Smart board
Computer
Elmo/Think Pad
Reading books and readers notebooks
Vocabulary cards with the words for the week with sentences and definitions
Graphic organizers for vocabulary
Trade book Phineas L. MacGuire gets Slimed!

Direct Instruction:

Reading- The teacher will review the vocabulary words and definitions found in the
teachers manual on page 152. The teacher will then guide the students through reading
the play or weekly selection orally on pages 48-55 in their books. The teacher will ask for
 volunteers to read and then will ask for certain groups to read. The teacher will then
discuss with the strategy on reviewing word origins found in the teachers manual on
page 172-173. The teacher will then dig deeper by going over understanding characters
using the teachers manual on page 162-163. The teacher will also conduct the whole
group to continue reading the chapters in the trade book for the week 3-6.
Spelling- The teacher will review the spelling patterns for the week and then will instruct
the students to complete the proofreading in cursive page in their readers notebook on
page 374. The teacher will then read the passage aloud and will have the students say stop
and spell the corrections. The teacher will use the teachers manual n page 179 as a guide.
English- The teacher will go over the concept of reflexive pronouns. The teacher will use
the skill box in the students readers notebook on page 377. The teacher will go over the
directions and will model examples using the Elmo and displaying the workbook page.
The teacher will review after the students have completed the assignment and will call on
students to read and answer, as well as modeling or writing down the answers in front of
the students. The teacher will use the teachers manual on page 181 as a reference for
answers.
Guided Practice:
Reading- The students will be in their small groups where they will complete a target
graphic organizer for narratives, problem and solutions, as well as character traits. The
whole group will go over the graphic organizer and will complete one on the board. The
class will then continue reading the trade book together.
Spelling-The whole group review the spelling patterns for the week, then the students
will complete their readers notebook page 374 which proof reading and writing in
cursive. The class will check the page together and the teacher will use the teachers
manual on page 179 as a guide.
English- The whole group will be going over reflexive pronouns on page 377 in the
students readers notebooks. The class will go over the examples and meanings before
breaking into small groups to complete page 377 in the readers notebooks. The class will
check and go over the answers together. The answers can be found in the teachers
manual on page 181.

Differentiation: The differentiation for this lesson will be the individual turns taking turns
reading and answering questions during the lesson. Also for differentiation the students will
receive one on one support with their individual work. The special education students will
also be dismissed during this lesson but will be working on the spelling portion of the lesson
with the whole class. Also, the students who have needs and remain in the classroom will be
paired with a higher-level student to complete work and as a model and guide.

Lesson Closure: The lesson will close with the teacher reviewing the story and going over
the answers to the readers notebook pages and going over the work the students completed
in their small groups.

Independent Practice: The independent practice will consist of the students doing their
portion of the work during the small groups such as completing their pages in their
readers notebooks as well as their portion of the graphic organizers for narratives,
problem and solutions, as well as character traits. The students will also be responsible for
following along to the story and listening, and volunteering to read and give answers. The
students will also have homework to read their stories and study their vocabulary words,
and write complete sentences for their 1-20 spelling words and writing them in cursive.
Assessment: The students will be assessed on their corporation during the whole group and
small group activities. The students will also receive credit on their spelling homework for
writing their complete sentences for words 1-20 in cursive. The teacher will also have an
auditory assessment of the students reading when asked and when volunteering. The
teacher will also walk around and will have a visual assessment of the students work
completed in their readers notebooks and the vocabulary written in their small groups and
notebooks. The teacher will also collect the graphic organizers completed during the small
group activities to see how well the students can cooperate and if they can decipher all the
character traits, as well as other focus skills for the week.

Reflection: I revised this plan by changing the sheets that the students were to be
completing. I decided the students needed extra reinforcement with their grammar and
decoding so I gave extra worksheets that were also taken for a grade. I also didnt read
through the story today like I typically would because we were short on time, so I did an
oral review and asked the students a lot of comprehension questions that correlated to their
test.
 Bluefield State College
Daily Lesson Plan (Template)

Name: Ashley Folden Date:

04/06/2017

Subject: Reading Topic:

Lesson 29 Saving Timber Woods

Grade: 4th
Length of Lesson: Day 4 2 Hours

Introduction (Essential Question): What can people learn by working for a cause?

Standard: Reading, Writing, Speaking and Listening, Language, Science, and Social
Studies
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas,
Research to Build and Present Knowledge, Range of Writing, Comprehension and Collaboration,
Presentation of Knowledge and Ideas, Conventions of Standard English, Vocabulary Acquisition
and Use.
Objective:
Reading
o ELA.4.R.C1.1 refer to details and examples in a literary text when explaining what
they text says explicitly and when drawing inferences.
o ELA.4.R.C1.3 describe a character, setting, or event drawing on details in the
literary text.
o ELA.4.R.C1.4 refer to details and examples in an informational text when
explaining what the text says explicitly and when drawing inferences.
o ELA.4.R.C4.1 read and comprehend literature.
o ELA.4.R.C7.1 know and apply grade-level phonics and word analysis skills in
decoding words.
o ELA.4.R.C8.1 read with sufficient accuracy and fluency to support comprehension.
Writing
o ELA.4.W.C11.1 conduct short research projects that build knowledge
through investigation.
o ELA.4.W.C11.2 recall information from experience or gather information
from print and digital sources/take notes, categorize information, and provide
a list of sources.
Speaking and Listening
o ELA.4.SL.C13.1 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 their own clearly.
Language
o ELA.4.L.C15.2 demonstrate command of the conventions of Standard
English capitalization, punctuation and spelling when writing.
o ELA.1.L.C17.1 determine 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.
o ELA.4.L.C17.3 acquire and use general academic and domain specific words
and phrases.
Science
o SC.0.4.3.09 listen to and be tolerant of different viewpoints by engaging in
collaborative activities and modifying ideas when new and valid information
is presented from a variety of resources.
o SC.0.4.3.11 develop respect and responsibility for the environment by
engaging in conservation practices.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, review the focus skill for the week of understanding
characters, will practice spelling words with silent consonants, will the use of I and me as
well as other pronoun uses such as reflexive pronouns and the use of commas in sentences,
and finally will their writing skills for cursive writing and focusing on addressing
objections.

Method(s): The lesson will first take place in whole group instruction to target vocabulary
strategies, reading orally and fluently as well as working on the focus skill of understanding
characters, and decoding. Students will also work in small groups to focus on vocabulary
strategies and completing graphic organizers to show understandings of understanding
characters. Students then will work independently to demonstrate their understanding of
topics discussed in whole group instruction and group work by completing the Core
Reading Assessment and Spelling Test for the words of the week.

Materials:
Smart board
Computer
Elmo/Think Pad
Reading books and readers notebooks
Comprehension question handouts
Trade book Phineas L. MacGuire gets Slimed!

Direct Instruction:

Reading- The teacher will read through the reading selection with the students for a final
time this week and will use the test questions to help the students with comprehension
and other strategies. The teacher will review understanding characters with the students
 and will extend the topic using the teachers manual on page 153. The teacher will also
assign students comprehension questions to complete in class that will assist them when
taking the comprehension portion of their test.
Spelling- The teacher will have the students complete the fill in the blank passage
worksheet in their readers notebook on page 372, and will use the teachers manual on
page 179 as a guide. The teacher will read through the paragraph after the students have
completed it and will then take it up for a grade.
English- The teacher will go a spiral review on commas in sentences. The teacher will
use the skill box on page 378 in the readers notebooks, and will go over the directions
and examples for the students on the whiteboard.
Guided Practice:
Reading- The students will be read the selections for the week together for the last time
and will answer questions that will assist them in completing the comprehension portion
of their core reading assessment. The students will also complete pages 37-371 in their
readers notebooks and pages 60-61 in their reading books which is creating a timeline.
The students will also complete a conservation which will be the students broke up into
groups and each group will be assigned a word to map and will use dictionaries to
complete this word map.
Spelling- The students will complete page 372 in their readers notebooks independently,
but the whole group will read the passage together and will check our answers with
checking pens, and will then collect the notebooks for the teacher to take a grade on each
students page.
English- The whole group will be going over the spiral review for commas in sentences
on page 367 in the students readers notebooks. The class will go over the examples and
meanings before breaking into small groups to complete page 378 in the readers
notebooks. The class will check and go over the answers together. The answers can be
found in the teachers manual on page 181. This assignment will be taken up for a grade.

Differentiation: The differentiation for this lesson will be the individual turns taking turns
reading and answering questions during the lesson. Also for differentiation the students will
receive one on one support with their individual work. The special education students will
also be dismissed during this lesson but will be working on the spelling portion of the lesson
with the whole class. Also, the students who have needs and remain in the classroom will be
paired with a higher-level student to complete work and as a model and guide.

Lesson Closure: The lesson will close with the teacher reviewing the story and going over
the answers to the readers notebook pages and going over the work the students completed
in their small groups.

Independent Practice: The independent practice will consist of the students doing their
portion of the work during the small groups such as looking up and defining vocabulary
words and completing their pages in their readers notebooks. The students will also be
responsible for following along, working cooperatively, and giving answers when called
upon. The students will also have homework to read their stories and study their
vocabulary words, and write their bonus words in cursive and give their definitions. The
students will also complete the readers notebook page 361 on commas in sentences as a
grade as well as the spelling page for a grade. The teacher will use the teachers manual on
pages 178 and 181 to grade.
Assessment: The students will be assessed on their corporation during the whole group and
small group activities. The students will also receive credit on their spelling homework for
writing their bonus words in cursive and giving the definitions. The teacher will also have
an auditory assessment of the students reading when asked and when volunteering. The
teacher will also walk around and will have a visual assessment of the students work
completed in their readers notebooks and the vocabulary written in their small groups and
notebooks. The students will also receive a grade in the gradebook for their readers
notebook pages 372 and 378.

Reflection: Today I review the story with the students and we walked through the readers
theater scene by scene and I asked them comprehension questions while we went. I also had
the students complete their comprehension questions on slips of paper in groups as we have
been doing, and it seems to help them when it comes time for their core reading assessment.
I also had the students read and go through the poems that went along with the unit which
they seem to have enjoyed. During the comprehension questions I also included vocabulary
and decoding questions which will also hopefully help students on their test since those are
two areas they often struggle in.
 Bluefield State College
Daily Lesson Plan (Template)

Name: Ashley Folden Date:

4/07/2017

Subject: Reading Topic: Lesson 29

Saving Timber Woods

Grade: 4th
Length of Lesson: Day 5 2 Hours

Introduction (Essential Question): What can people learn by working for a cause?

Standard: Reading, Writing, Speaking and Listening, Language, Science, and Social
Studies
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas,
Research to Build and Present Knowledge, Range of Writing, Comprehension and Collaboration,
Presentation of Knowledge and Ideas, Conventions of Standard English, Vocabulary Acquisition
and Use.
Objective:
Reading
o ELA.4.R.C1.1 refer to details and examples in a literary text when explaining what
they text says explicitly and when drawing inferences.
o ELA.4.R.C1.3 describe a character, setting, or event drawing on details in the
literary text.
o ELA.4.R.C1.4 refer to details and examples in an informational text when
explaining what the text says explicitly and when drawing inferences.
o ELA.4.R.C4.1 read and comprehend literature.
o ELA.4.R.C7.1 know and apply grade-level phonics and word analysis skills in
decoding words.
o ELA.4.R.C8.1 read with sufficient accuracy and fluency to support comprehension.
 Writing
o ELA.4.W.C11.1 conduct short research projects that build knowledge
through investigation.
o ELA.4.W.C11.2 recall information from experience or gather information
from print and digital sources/take notes, categorize information, and provide
a list of sources.
Speaking and Listening
o ELA.4.SL.C13.1 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 their own clearly.
Language
o ELA.4.L.C15.2 demonstrate command of the conventions of Standard
English capitalization, punctuation and spelling when writing.
o ELA.1.L.C17.1 determine 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.
o ELA.4.L.C17.3 acquire and use general academic and domain specific words
and phrases.
Science
o SC.0.4.3.09 listen to and be tolerant of different viewpoints by engaging in
collaborative activities and modifying ideas when new and valid information
is presented from a variety of resources.
o SC.0.4.3.11 develop respect and responsibility for the environment by
engaging in conservation practices.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, review the focus skill for the week of understanding
characters, will practice spelling words with silent consonants, will the use of I and me as
well as other pronoun uses such as reflexive pronouns and the use of commas in sentences,
and finally will their writing skills for cursive writing and focusing on addressing
objections.

Method(s): The lesson will first take place in whole group instruction to target vocabulary
strategies, reading orally and fluently as well as working on the focus skill of understanding
characters, and decoding. Students will also work in small groups to focus on vocabulary
strategies and completing graphic organizers to show understandings of understanding
characters. Students then will work independently to demonstrate their understanding of
topics discussed in whole group instruction and group work by completing the Core
Reading Assessment and Spelling Test for the words of the week.
Materials:
Smart board
Computer
Elmo/Think Pad
Reading books and readers notebooks
 Spelling Test handout
Core Reading Assessment Test
Trade book Phineas L. MacGuire gets Slimed!

Direct Instruction:

Reading- The teacher will give the students the Core Reading Assessment.
Spelling- The teacher will give the test for the twenty spelling words and the five
challenge words. The teacher will use the teachers manual page 179.
English- The teacher will give the students the assessment on sentence fluency on page
379 in their readers notebook. The teacher will use the teachers manual page 181.
Guided Practice:
Reading- The students will be their Core Reading Assessment.
Spelling-The whole group be given their spelling test on their twenty spelling words and
their five challenge words, and they are to write all the words in cursive.

Differentiation: The differentiation for this lesson will be how the students are tested. The
students who are in special education and who receive special accommodations will be
taken into the hall and given their reading tests. They will have the test read to them orally
and will be given two answers choices by the teacher instead of the four that are listed. The
teacher will give the correct answer and another choice. The special education students will
be given the spelling tests with the whole group, but both tests will be given to the special
education teacher for review on what to work on.

Lesson Closure: The lesson will with the students taking their tests and then completing
their workbook page for a grade.

Independent Practice: The independent practice will consist of the students taking their
Core Reading Assessment and their weekly spelling test. The students will also complete the
workbook page 379 for a grade.
Assessment: The students will be assessed on their Core Reading Assessment, their spelling
test, and the workbook page 379. The students will need to receive a score of 65 or better to
be considered passing or a letter grade of a D for all assignments. The answer keys will be
used to assess the students work, and the students tests will be graded, recorded, and
handed back by the end of the school day.

Reflection: I was not able to give the students their test due to being away at a professional
development conference. Though, when I got back and graded the test I was thoroughly
impressed. All the students passed the test this week! I am so proud and I feel that doing
the extra handouts and putting the pressure with taking extra grades, as well as walking
through the story every day and having detailed discussions with comprehension helped the
students succeeded with their test. It was a lot of preparation to find the extra resources
and it took time through the days this week but it is all worth it to see the students succeed
and feel proud of their accomplishment. I hope that it will encourage to keep up the good
work especially on their STAR, Smarter balanced, and state testing.