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University of Georgia ECE Lesson Planning Template

Name: Monika Turner
Time: Approximately 15 minutes
Grade: 4th
Date: 2/26/16
Number of Students: 3
Location: Timothy Road Elementary School
Instructional: Reading Group (3rd Connected Lesson- Science 2/26)
Level: Lexile scores for this group are in the 40s they should be at 500.
Lesson Goals
Central Focus of Lesson:
After interviewing my students on what they wanted to work on during our time together, they decided they would like
help in reading comprehension. The focus of this lesson is to go over the reading intervention strategy of using the
sticky note method for students who are behind multiple grade levels in reading while assessing improvement
in reading comprehension. In Chapter two, we learn Harry and his classmates participate in a science experiment.
Students will get to do a quick experiment that goes along with the science experiment in the book, Horrible Harry
at Halloween.
Standard(s) Addressed:
ELAGSE4RL4: Determine the meaning of words and phrases as they are used in a text
ELAGSE4RF4: Read with sufficient accuracy and fluency to support comprehension.
S4CS8. Students will understand important features of the process of scientific inquiry. Students will apply the
following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing
what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. b.
Clear and active communication is an essential part of doing science. It enables scientists to inform others about their
work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the
world. c. Scientists use technology to increase their power to observe things and to measure and compare things
accurately. d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.
Future:
ELAGSE4RI4: Describe the overall structure (Chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.
ELAGSE4RI 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.
C. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Language Functions (brief writing assignment for the students to predict):

Compare and contrast

Persuasion
Asking questions
Expressing likes and dislikes
Cause and effect
Summarizing
Sequencing
Predicting
Agreeing/disagreeing

Lesson Objectives and Demands

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Essential Literacy Strategy:

1. Defining

Before the formal definition has been introduced, students should be asked to make connections
between their prior knowledge and the term.
After the term has been defined, students need activities to more deeply process the term.
2. Summarizing

Students should be asked to make their own judgments about whats important to them (instead of
just repeating the details the teacher highlights).
Students will be able to more readily summarize, if they are asked to share what theyve learned with
an audience other than the teacher.
3. Comparing

Students should develop the comparison, not simply repeat the model that we present to them.
Student should be asked to share what they learned from the comparison.

Content Objectives:
The student will determine the meaning of words and phrases as they are used in a text. The student will use learned
strategies to read with sufficient accuracy and fluency to support comprehension.
Language Objectives:
This is really a student lead activity. They have the opportunity to express themselves freely. They picked the book.
They want to read out loud. The student will be able to use prior knowledge to help comprehend text and solve
problems across the curriculum. a) Can the student communicate that using prior knowledge means combining
current understandings and past experiences to help anticipate and comprehend the deeper meaning of text? (what)
b) Can the student communicate that prior knowledge is used before, during and after reading? (when) c) Can the
student communicate that using prior knowledge increases readers ability to assimilate new information from text
into what they already know? (why) d) Can the student communicate that using prior knowledge clarifies
misconceptions and develops deeper understanding of the text? (how) e) Can the student demonstrate use of prior
knowledge in responding to the text in a variety of ways.
Key Vocabulary in Lesson: (Blooms knowledge of terminology) Scolded (8) found fault with, angrily,
Cackled (14) laugh, Drenched (18) soaked , Distract (9_ draw someones attention away

Lesson Considerations
Materials: Horrible Harry at Halloween, Writing Outlet, Sticky Notes, Science Experiment Materials
Prior Academic Learning and Prerequisite Skills:
Student will be required to access the prior readings before beginning the lesson. A refresher of previous readings may
be provided if needed. Readers activate what they currently understand or misunderstand about the topic and use this
knowledge before, during, and after reading to clarify misconceptions and understand the text.
Misconceptions:
A common misconception: Students may try to list too much on their sticky note. My goal is to teach them how to
decipher what is important to note and what is not in regards to reading comprehension.

Lesson Plan Details

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Essential Questions:
How can I determine the meaning of words and phrases as they are used in a text?
What strategies can I use to read with sufficient accuracy and fluency to support me comprehension?
Implementing the Lesson:
Step 1: Science Experiment
Step 2: Introduce sticky notes. This is a method of student support to help students improve with reading
comprehension.
Demonstrate how to implement the sticky note method. Students will be given sticky notes and a worksheet to
help them along.
- Predicting
-Asking Questions
-Make Connections (Text to self, Text to text, Text to world)
-Retell/Summarize (Todays Focus)
-Infer (What does the author not say?)
- Visualize
Step 4: Continue reading novel. See if there are student questions/needed discussion.
Step 5: Formal Assessment: Reading Comprehension Quiz on Chapter Two and Constructed Response Writing
via Google Drive (I have already replied to them and asked specific questions pertaining to what each student
chose to write about previously. It is important for me to allow students to have flexible choices to increase and
inspire creativity in writing.)
Introduction :
Science Experiment: Float or Sink?
Im going to introduce the sticky note method and demonstrate how we can use this strategy effectively as we
read.
Meat
Learning Activities As the demonstration continues, students will participate and use the strategy as the
teacher guides them. Students will then use their own sticky notes to notate on by themselves. (See steps 1-5)
Differentiation: Other students will receive other lessons. This is specifically designed to help struggling
readers. Student-teacher conferencing will be done to help meet each students specific need with their specific
level.
Closure
Students will share what they know through a constructed writing response for reflection and prediction and
formal assessment.
Blooms Checking, Understanding, Design and Construct:
Students will provide a constructed writing response to extend ideas and allow the teacher to check for
understanding. The writing response will be What do you think happens next?
NOTE: Formal assessment will be done to check understanding of chapter two in the novel, Horrible Harry at
Halloween.
Resources: reading.ecb.org/downloads/itb_Strategies&Objectives.pdf, Georgia Standards of Excellence