Dakota State University

College of Education
LESSON PLAN FORMAT

Name: _______Eric Gauer _________________

Grade Level: 4th
School: ________Madison Elementary School_______________
Date: ____11-27-17_______
Time: __10:30-11:00_________

Reflections from prior lesson:

This will be my first lesson teaching as part of my Level III experience. I have already
taught my science practicum and the kids really enjoyed it in week 1.

Lesson Goal(s) / Standards:

4.SL.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.

4.RI.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or

technical text, including what happened and why, based on specific information in the
text.

*This standard has to do with filling out the back page of their reader and finding
evidence about the text

4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/ effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.R.I.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,

graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it
appears.
Lesson Objectives:
Students will be able to read through their Weekly Reader, participate in a discussion
about their Weekly Reader, and fill out the questions about the information in their
Weekly Reader with 100% accuracy.

Materials Needed:
Weekly Reader
Pencil
I will have a computer to show the videos from the Weekly Reader.

Contextual Factors/ Learner Characteristics:

There are 25 total students in the class, 17 girls and 8 boys. The students are very
polite and engaged, in my observations thus far they work very well as a class and use
their time wisely. There are a few students who have trouble staying on task. I have to
make sure students stay on task throughout their worktime.

A. The Lesson

1. Introduction( 5 Min)
● Tell the students you guys will be doing this weeks “Weekly Reader.”
○ They love their weekly reader so they should be excited to get started on it
● Ask the class if they remember what was on their last “Weekly Reader.”
○ This could be a difficult question because it has been almost 2 weeks
since the last time they completed one.
● Tell the students that there so many things that happen in the world and it is
awesome that you get to read about them every week in class with this activity.
● Today we are going to read through our Weekly Reader and then talk about what
happened in each section, have a little debate, and then we will finish up with
completing the back page.

2. Content Delivery (15-20 Min)

A. Have students open up to the first page of their Weekly Reader.

 a. Give them the option to watch the video first or read first.
b. If they choose video watch the video and then read, if they want to read
first, read and then watch video.
c. Tell the students that we will be doing popcorn reading for the articles in
this reader
d. We will read paragraph by paragraph and after that person is done they
call on a new classmate to read, BUT they can only call on a person who
has not read yet.
e. After the first article is read begin a short discussion on this article by over
this question:
i. Do you agree with Seattles decision to ban plastic straws and
utensils, why or why not?
B. Go onto the “Sunken Treasure” article
a. Give them the option to watch the video first or read first.
b. If they choose video watch the video and then read, if they want to read
first, read and then watch video.
c. After this article is read ask someone to give a short summary of what the
article was about, also ask the class if anyone wants to add onto what he
or she said.
C. Go onto “A Secret Code” article
a. Give them the option to watch the video first or read first.
b. If they choose video watch the video and then read, if they want to read
first, read and then watch video.
c. After this article is read and the video is watched ask the following
questions for discussion:
i. How does the first paragraph contribute to the reader’s
understanding of the article?
ii. WHat problem did Phillip Johnston help solve? What was his
solution?
iii. When did the U.S government finally release the Navajo Code?
What was it kept secret for so long?
iv. How does the sidebar “Code of Battle” help the reader better
understand the article?
D. Go onto “A Big Pig Problem”
a. Give them the option to watch the video first or read first.
b. If they choose video watch the video and then read, if they want to read
first, read and then watch video.
c. Have the students popcorn read this article and then ask them to
summarize the article at the end of it.
 E. Go onto the final part of the Weekly Reader, “Is it OK to Miss School for
Vacation”
a. Have the students read the short piece about it
b. Have one student read the yes side
c. Have one student read the no side
d. Ask the class for a few people who think that it is okay and have them
explain why
e. Ask the class for a few people who think it is not okay and have them
explain why
f. Before asking this remind them to be respectful of one another and not to
name any names
F. End the content portion by telling students they have the rest of the time to work
on the back page, remind them that they have to highlight and circle their
evidence for questions 4-10.

3. Closure (1-2 min)

Tell the class that you really enjoyed going over their weekly reader with them today
and that tomorrow you will be teaching them about more Social Studies and that you
are looking forward to doing so.

B. Assessments Used
1. The discussions were a formative assessment that was used to gauge how well
students knew about what they were reading
2. The back page of the Weekly Reader was a summative assessment because it
really shows me how well they knew the articles.

C. Differentiated Instruction
If students are behind they will have to take this home for homework, or we will work on
it the next day when they have free time, students who are ahead can take out a book
and read if they are done. If there are any questions or confusions reiterate that
students need to ask questions.
D. Resources
Weekly Reader

Weekly Reader Teacher’s Guide