LESSON PLAN 1

Name: Kelly Edwards Date: 12 February 2018

Lesson Title: Introducing the Text Grade/Level: Fourth Grade Reading/Writing

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your
instruction?
4.SL.PKI.4 Report on a topic or text, tell a story, or
recount an experience in an organized manner, using Central Focus: Can students listen to a text being
appropriate facts and relevant, descriptive details to read out loud and comprehend it in order to complete
support main ideas or themes; speak clearly at an tasks based on the story both as a group and
understandable pace. individually?

4.SL.CC.1 Prepare for collaborative discussions on 4th

grade level topics and texts; engage effectively with
varied partners, building on others’ ideas and expressing
one’s own ideas clearly.

4.RI.CS.5 Describe the overall structure of events, ideas,

and concepts of information in a text or part of a text.

4.RL.CS.4 Determine the meaning of words and phrases

as they are used in a text, including those that refer to
significant characters and situations found in literature
and history.

4.RL.KID.3 Describe in depth a character, setting, or

event in a story or drama, drawing on specific details in
a text, such as a character’s thoughts, words, or actions.

4.RL.KID.1 Refer to details and examples in a text

when explaining what the text says explicitly; refer to
details and examples in a text when drawing inferences
from the text.

Lesson Objective(s)
Objectives are measureable.
The students will be able to define and explain vocabulary words used in the text.
The students will be able to recall important information and events from the text and discuss them with the
class.
The students will be able to independently describe characters and summarize events in the story in written
form.

Vocabulary/ Academic Language

What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Throughout the reading portion of the lesson, the students will follow along with their vocabulary sheets, which
list words according to the page of the book that they are used. When the class comes across one of the words, the
teacher will pause and the students will fill in the blank with the appropriate word. The teacher will also
challenge the students to recall what terms and phrases like “main character,” “sequence of events,” “plot,”
“style,” “tone,” etc. mean.
Questions for higher order thinking and assessment
These cannot be answered by yes or no.
What characters have we met in the story so far?
How would you describe each of these characters?
How do these characters relate to one another?
What do you predict will happen next?
How would you summarize the event that just took place?

Assessment/Evaluation

Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will create their own comic book as a class, retelling the story in their own words. Each student will
be asked to participate, whether they recall an event in the story that should be included in the comic, organize
events in chronological order, or draw pictures/ write words on the comic retelling the story.

Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The teacher will ask the students to write a paragraph explaining what happened in the daily reading. The
students will turn in their paragraph to the teacher when they are finished, and will receive a daily grade based
on the general comprehension of the text.

Materials
What do you need for this lesson?
- Flora and Ulysses: The Illuminated Adventures
- Daily question, scrap paper, and pencils for bell ringer
- Envelopes, clues, and lollipops for anticipatory set
- Paper and markers for character map
- Vocabulary fill in the blank sheets
- Blank class comic book strips on large paper (and markers)
- Notebook paper and pencils for individual formal assessment

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
Each day, the teacher will have a fill in the blank question with three potential answers on the board. The
students will be asked to grab a scrap piece of paper out of the box and write which choice they think best fits.
Then, the students will be asked to discuss their choice with a partner. The teacher will ask the students to
defend their answers and will provide the class with the right answer before moving into the anticipatory set.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students’ academic, social, and cultural characteristics.
The teacher will group the students into groups of 5 or 6 and give each group and envelope with a clue. Each clue
will need to be put in order with another group’s clue. In the correct order, the clues will form a map leading the
students to a surprise (lollipops) hidden in the room. The students will work together to find the surprise and
return to their seats once everyone has been given a lollipop. The teacher will explain that the groups worked
together to create a map which helped them understand where the lollipops were. The teacher will tell the
students that they will be creating a character map to help them understand each character and their
relationships in the new book they will be reading, which will be Flora and Ulysses: The Illuminated Adventures.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (“I Do”), questions,
encouraging higher order thinking and problem solving, etc.
The teacher will use a large sheet of paper to create a character map, placing a circle in the middle, and asking a
volunteer to write “Flora” in the middle of it. Each day as the class reads their daily portion of the text, they will
periodically stop and add new character bubbles and draw connections between characters on the map.
During the next portion of the lesson, the students will clear their desks except for their vocabulary worksheets
and a pencil. The students will listen to the teacher read Flora and Ulysses: The Illuminated Adventures
chapters one through ten. As the teacher reads, she will pause to ask students questions about what has just
been read or highlight words that the students should learn. Throughout the reading portion of the lesson, the
students will follow along with their vocabulary sheets, which list words according to the page of the book that
they are used. When the class comes across one of the words, the teacher will pause and the students will fill in
the blank with the appropriate word until the daily reading goal is completed.

Guided and Independent Practice

This is the “We Do” and “You Do” section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
Once the daily reading and vocabulary portion of the lesson is finished, the class will begin to work on creating
their own comic book, similar to the one in the book. The teacher will explain that this class project will mimic
the comic in the book, and that it will consist of them retelling and summarizing one main event in the story in
their own words and in picture form. The teacher will use this time to measure student comprehension, their
ability to recall important events from the text, and engage in collaborative discussion about the text with their
peers. The teacher will also prompt students by asking them questions about this style of writing, such as, “How
hard is it to write in limited spaces, how do the words and pictures work together to tell the story, and does the
class want to use color or black and white for the comic?”
Once the class has participated in the large group activity, the students will be asked to prepare their desks for
an individual task. The teacher will ask them to write a paragraph explaining what happened in the daily
reading. The students will turn in their paragraph to the teacher when they are finished, and will receive a daily
grade based on general comprehension of the text.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Once the students have completed their work for a daily grade, the teacher will do a “preview” of the next day’s
portion of the book. The teacher will flip through the pages to allow the students to see the pictures and guess
what will happen next. The class will then take a moment to discuss what they think will happen next before
moving onto their next subject.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
If the students are not comprehending how to complete the anticipatory set, the teacher will ask the students
some questions. She will ask the students what she would use if she wanted to get to the grocery store from her
house if she did not know how to get there. The students may reply with the idea that she should use a map, or a
GPS on her phone. The teacher will then explain that they are correct, and that the map will help her
understand how to get to the store and which roads connect to each other to get her there. She will then guide the
students into putting the correct pieces of their clues together and they will form a map. The students will follow
the map to the location in the room where the prize is. The students will have made character maps for other
stories throughout the year, prior to this story.
If students are struggling to focus during the read-out-loud portion of the lesson, the teacher may ask a student
or two to act out the story as she reads. This will allow students who are unable to sit still to move around while
still comprehending the story. In order for them to act out the story, they will also have to be listening to the text
being read and understand what it says to act it out properly.
If students are struggling to recall the events of the story in order to put them into order and create the class
comic, the teacher will ask the students to take out a sheet of paper and create a bullet point list of the events as
she flips back through the pages they have read for the day. Once the students have a list, as a class they will
discuss which ones they think are the most important in summarizing the text and use those to create their
comic.
If students are unable to individually recall the events of the story to write their paragraph summary for a daily
grade, the teacher will ask the class to write down three main things (bullet points or sentence style) they
remember from the story. The teacher will explain that these three things can be anything from the story, and
that they will turn this in for their daily grade instead.
Cross-curricular connections
State connections between the material covered and other content areas.
This lesson allows the students to recall the story and place the events in chronological or sequential order. The
teacher will relate this concept to putting numbers in sequential order in math. Students will also discuss
concepts out loud throughout the lesson, which will help them develop better speaking and listening skills.
Students will be following a procedure in order to determine characters and their relationships to one another,
showing reasoning skills similar to those used in science experiments and solving math problems.

LESSON PLAN 2
Name: Kelly Edwards Date: 13 February 2018

Lesson Title: Continuing the Text Grade/Level: Fourth Grade Reading/Writing

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

4.SL.PKI.4 Report on a topic or text, tell a story, or Central Focus: Can students listen to a text being
recount an experience in an organized manner, using read out loud and comprehend it in order to complete
appropriate facts and relevant, descriptive details to tasks based on the story both as a group and
support main ideas or themes; speak clearly at an individually?
understandable pace.

4.SL.CC.1 Prepare for collaborative discussions on 4th

grade level topics and texts; engage effectively with
varied partners, building on others’ ideas and expressing
one’s own ideas clearly.

4.RI.CS.5 Describe the overall structure of events, ideas,

and concepts of information in a text or part of a text.

4.RL.CS.4 Determine the meaning of words and phrases

as they are used in a text, including those that refer to
significant characters and situations found in literature
and history.

4.RL.KID.3 Describe in depth a character, setting, or

event in a story or drama, drawing on specific details in
a text, such as a character’s thoughts, words, or actions.

4.RL.KID.1 Refer to details and examples in a text

when explaining what the text says explicitly; refer to
details and examples in a text when drawing inferences
from the text.

4.W.RW.10 Write routinely over extended time

frames and shorter time frames for a range of
discipline-specific tasks, purposes, and audiences;
promote writing fluency.

Lesson Objective(s)
Objectives are measureable.
The students will be able to define and explain vocabulary words used in the text.
The students will be able to recall important information and events from the text and discuss them with the
class.
The students will be able to write a paragraph that is coherent, and punctually/ grammatically correct.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Throughout the reading portion of the lesson, the students will follow along with their vocabulary sheets, which
list words according to the page of the book that they are used. When the class comes across one of the words, the
teacher will pause and the students will fill in the blank with the appropriate word. The teacher will also
challenge the students to recall what terms and phrases like “main character,” “sequence of events,” “plot,”
“style,” “tone,” etc. mean.

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What new characters have been introduced?
How would you describe these new characters?
How do these characters relate to one another and previously existing characters?
What do you predict will happen next in the story?
How would you summarize the events that took place in today’s reading?

Assessment/Evaluation

Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will create their own comic book as a class, retelling the story in their own words. Each student will
be asked to participate, whether they recall an event in the story that should be included in the comic, organize
events in chronological order, or draw pictures/ write words on the comic retelling the story.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The teacher will ask the students to write a paragraph as if they were a super hero. The students will turn in
their paragraph to the teacher when they are finished, and will receive a daily grade based on their ability to
write a coherent paragraph with correct punctuation and spelling.

Materials
What do you need for this lesson?
- Flora and Ulysses: The Illuminated Adventures
- Daily question, scrap paper, and pencils for bell ringer
- Random quote for anticipatory set
- Vocabulary fill in the blank sheets
- Blank class comic book strips on large paper (and markers)
- Notebook paper and pencils for individual formal assessment

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
Each day, the teacher will have a fill in the blank question with three potential answers on the board. The
students will be asked to grab a scrap piece of paper out of the box and write which choice they think best fits.
Then, the students will be asked to discuss their choice with a partner. The teacher will ask the students to
defend their answers and will provide the class with the right answer before moving into the anticipatory set.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students’ academic, social, and cultural characteristics.
The teacher will choose a random quote from the portion of the reading that the class will cover in the daily
lesson. The teacher will not give the students any context, but will ask the students to read it and think-pare-
share what they think it means or what they might be able to infer about the events based on it.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (“I Do”), questions,
encouraging higher order thinking and problem solving, etc.
Once the students have shared about their ideas and inferences, the teacher will explain that the students will
have to wait and see if they can pick out the quote as she is reading the story.
During the next portion of the lesson, the students will clear their desks except for their vocabulary worksheets
and a pencil. The students will listen to the teacher read Flora and Ulysses: The Illuminated Adventures
chapters eleven through twenty. As the teacher reads, she will pause to ask students questions about what has
just been read or highlight words that the students should learn. Throughout the reading portion of the lesson,
the students will follow along with their vocabulary sheets, which list words according to the page of the book
that they are used. When the class comes across one of the words, the teacher will pause and the students will fill
in the blank with the appropriate word until the daily reading goal is completed.

Guided and Independent Practice

This is the “We Do” and “You Do” section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
Once the daily reading and vocabulary portion of the lesson is finished, the class will continue to work on
creating their comic book. The teacher will remind the students that this class project will mimic the comic in the
book, and it will consist of them retelling and summarizing one main event in the story in their own words and in
picture form. The teacher will use this time to measure student comprehension of the portion of the text that was
read that day, their ability to recall important events from the text from previous days, and engage in
collaborative discussion about the text with their peers. The teacher will also prompt students by asking them
questions that require them to support and defend their opinion of the story.
Once the class has participated in the large group activity, the students will be asked to prepare their desks for
an individual task. The teacher will remind the students of how Flora likes to act like a superhero. Then, she will
ask the students to write a paragraph as if they were a super hero. The students will need to describe how they
look, their powers, some phrases they might say, and some situations they might get themselves into. The
students will also have the chance to illustrate their paragraph if they choose to do so. The students will turn in
their paragraph to the teacher when they are finished, and will receive a daily grade based on their ability to
write a coherent paragraph with correct punctuation and spelling.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Once the students have completed their work for a daily grade, the teacher will do a “preview” of the next day’s
portion of the book. The teacher will flip through the pages to allow the students to see the pictures and guess
what will happen next. The class will then take a moment to discuss what they think will happen next before
moving onto their next subject.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
If the students are not comprehending how to complete the anticipatory set, the teacher will ask the students
some questions relating to the text in order to allow students to recall major events that have previously
happened in the text on their own. Then, the teacher will instruct the students to think of an alternate ending to
the last thing that happened in their reading the lesson before.
If the students are unable to concentrate and comprehend the text as the teacher reads it out loud, the teacher
will pass out a printed out copy of the text and ask students to read popcorn style. This will allow students who
need to see the story visually a chance to do so, and the readers will have to be paying attention to know where
the last reader has left off, since it is popcorn style. This will keep the students engaged.
If students are unable to organize their thoughts and recall the events of the story to put them into order and
create the class comic, the teacher will ask the students to take out a sheet of paper and create a bullet point list
of the events as she flips back through the pages they have read for the day. Once the students have a list, as a
class they will discuss which ones they think are the most important in summarizing the text and use those to
create their comic.
If the students are unable to focus and complete the individual assessment, the teacher will ask the students to
get into pairs and spend two minutes coming up with a superhero. The teacher will then ask the students to
present their superhero to the class, and the teacher will grade the students based for a daily grade on their
effort and verbal presentation skills. She may also ask the groups questions about how their superheroes are
similar or different than Flora when she acts like a superhero.
Cross-curricular connections
State connections between the material covered and other content areas.
This lesson allows the students to recall the story and place the events in chronological or sequential order. The
teacher will relate this concept to putting numbers in sequential order in math. Students will also discuss
concepts out loud throughout the lesson, which will help them develop better speaking and listening skills.
Students will be following a procedure in order to determine characters and their relationships to one another,
showing reasoning skills similar to those used in science experiments and solving math problems.

LESSON PLAN 3
Name: Kelly Edwards Date: 14 February 2018

Lesson Title: Continuing the Text Grade/Level: Fourth Grade Reading/Writing

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

4.SL.PKI.4 Report on a topic or text, tell a story, or Central Focus: Can students listen to a text being
recount an experience in an organized manner, using read out loud and comprehend it in order to complete
appropriate facts and relevant, descriptive details to tasks based on the story both as a group and
support main ideas or themes; speak clearly at an individually?
understandable pace.

4.SL.CC.1 Prepare for collaborative discussions on 4th

grade level topics and texts; engage effectively with
varied partners, building on others’ ideas and expressing
one’s own ideas clearly.

4.RI.CS.5 Describe the overall structure of events, ideas,

and concepts of information in a text or part of a text.

4.RL.CS.4 Determine the meaning of words and phrases

as they are used in a text, including those that refer to
significant characters and situations found in literature
and history.

4.RL.KID.3 Describe in depth a character, setting, or

event in a story or drama, drawing on specific details in
a text, such as a character’s thoughts, words, or actions.

4.RL.KID.1 Refer to details and examples in a text

when explaining what the text says explicitly; refer to
details and examples in a text when drawing inferences
from the text.

Lesson Objective(s)
Objectives are measureable.
The students will be able to define and explain vocabulary words used in the text.
The students will be able to recall important information and events from the text and discuss them with the
class.
The students will be able to remember events from the text and summarize them in a concise manor.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Throughout the reading portion of the lesson, the students will follow along with their vocabulary sheets, which
list words according to the page of the book that they are used. When the class comes across one of the words, the
teacher will pause and the students will fill in the blank with the appropriate word. The teacher will also
challenge the students to recall what terms and phrases like “main character,” “sequence of events,” “plot,”
“style,” “tone,” etc. mean.

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What characters have we met in the story so far?
How would you describe each of these characters?
How do these characters relate to one another?
What do you predict will happen next?
How would you summarize the event that just took place in one sentence?

Assessment/Evaluation

Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will create their own comic book as a class, retelling the story in their own words. Each student will
be asked to participate, whether they recall an event in the story that should be included in the comic, organize
events in chronological order, or draw pictures/ write words on the comic retelling the story.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The teacher will ask the students to recall the donut incident from chapters twenty-eight and twenty-nine. The
teacher will ask the students to individually illustrate what this scene looks like to them. Then, the teacher will
have the students write a caption to go along with their picture that will summarize the event. This will be
turned in for a daily grade based on recollection of the text and the ability to write a concise summary to caption
the picture.

Materials
What do you need for this lesson?
- Flora and Ulysses: The Illuminated Adventures
- Daily question, scrap paper, and pencils for bell ringer
- Anticipation guide for anticipatory set
- Vocabulary fill in the blank sheets
- Blank class comic book strips on large paper (and markers)
- Notebook paper and pencils/ colored pencils for individual formal assessment

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
Each day, the teacher will have a fill in the blank question with three potential answers on the board. The
students will be asked to grab a scrap piece of paper out of the box and write which choice they think best fits.
Then, the students will be asked to discuss their choice with a partner. The teacher will ask the students to
defend their answers and will provide the class with the right answer before moving into the anticipatory set.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students’ academic, social, and cultural characteristics.
The teacher will pass out an anticipation guide. The students will complete it in pairs, and hold onto it until after
the daily reading is complete.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (“I Do”), questions,
encouraging higher order thinking and problem solving, etc.
The teacher will ask the students to place their anticipation guide under their desks before moving into the
reading portion of the lesson.
During the next portion of the lesson, the students will clear their desks except for their vocabulary worksheets
and a pencil. The students will listen to the teacher read Flora and Ulysses: The Illuminated Adventures
chapters twenty-one through thirty. As the teacher reads, she will pause to ask students questions about what
has just been read or highlight words that the students should learn. Throughout the reading portion of the
lesson, the students will follow along with their vocabulary sheets, which list words according to the page of the
book that they are used. When the class comes across one of the words, the teacher will pause and the students
will fill in the blank with the appropriate word until the daily reading goal is completed.
The teacher will then ask the students to take out their anticipation guides and they will discuss the answers as
a class.

Guided and Independent Practice

This is the “We Do” and “You Do” section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
Once they have finished discussing the anticipation guide, the class will continue to work on creating their comic
book. The teacher will remind the students that this class project will mimic the comic in the book, and it will
consist of them retelling and summarizing one main event in the story in their own words and in picture form.
The teacher will use this time to measure student comprehension of the portion of the text that was read that
day, their ability to recall important events from the text from previous days, and engage in collaborative
discussion about the text with their peers. The teacher will also prompt students by asking them questions that
require them to support and defend their opinion of the story.
The teacher will ask the students to recall the donut incident from chapters twenty-eight and twenty-nine. The
teacher will ask the students to individually illustrate what this scene looks like to them. Then, the teacher will
have the students write a caption to go along with their picture that will summarize the event. This will be
turned in for a daily grade based on recollection of the text and the ability to write a concise summary to caption
the picture.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Once the students have completed their work for a daily grade, the teacher will do a “preview” of the next day’s
portion of the book. The teacher will flip through the pages to allow the students to see the pictures and guess
what will happen next. The class will then take a moment to discuss what they think will happen next before
moving onto their next subject.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
If the students are unable to complete the anticipation guide, the teacher will give each pair of students a
dictionary. This will allow the students to look up the words that they do not understand and be able to complete
the anticipation guide with more accuracy. It will also allow them to become more familiar with using a
dictionary.
If the students are unable to concentrate and comprehend the text as the teacher reads it out loud, the teacher
will pull the text up on the smart board and ask the students to read popcorn style in between her reading. This
way the students are given a visual to follow along and can see the comic book pictures in the text.
If students are unable to organize their thoughts and recall the events of the story to put them into order and
create the class comic, the teacher will ask the students to take out a sheet of paper and create a bullet point list
of the events as she flips back through the pages they have read for the day. Once the students have a list, as a
class they will discuss which ones they think are the most important in summarizing the text and use those to
create their comic.
If the students are unable to focus and complete the individual assessment, the teacher will pull up that chapter
on the board and allow the students to get an idea of what the illustrations in the book look like. Then the
students will have a better idea of how the author pictured it happening and they can either base their response
off of it or come up with their own original ideas. The teacher will be sure to re-explain the concept of plagiarism
to to students and remind them to make their work their own.
Cross-curricular connections
State connections between the material covered and other content areas.
This lesson allows the students to recall the story and place the events in chronological or sequential order. The
teacher will relate this concept to putting numbers in sequential order in math. Students will also discuss
concepts out loud throughout the lesson, which will help them develop better speaking and listening skills.
Students will be following a procedure in order to determine characters and their relationships to one another,
showing reasoning skills similar to those used in science experiments and solving math problems.

LESSON PLAN 4
Name: Kelly Edwards Date: 15 February 2018

Lesson Title: Continuing the Text Grade/Level: Fourth Grade Reading/Writing

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

4.SL.PKI.4 Report on a topic or text, tell a story, or Central Focus: Can students listen to a text being
recount an experience in an organized manner, using read out loud and comprehend it in order to complete
appropriate facts and relevant, descriptive details to tasks based on the story both as a group and
support main ideas or themes; speak clearly at an individually?
understandable pace.

4.SL.CC.1 Prepare for collaborative discussions on 4th

grade level topics and texts; engage effectively with
varied partners, building on others’ ideas and expressing
one’s own ideas clearly.

4.RI.CS.5 Describe the overall structure of events, ideas,

and concepts of information in a text or part of a text.

4.RL.CS.4 Determine the meaning of words and phrases

as they are used in a text, including those that refer to
significant characters and situations found in literature
and history.

4.RL.KID.3 Describe in depth a character, setting, or

event in a story or drama, drawing on specific details in
a text, such as a character’s thoughts, words, or actions.

4.RL.KID.1 Refer to details and examples in a text

when explaining what the text says explicitly; refer to
details and examples in a text when drawing inferences
from the text.

Lesson Objective(s)
Objectives are measureable.
The students will be able to define and explain vocabulary words used in the text.
The students will be able to recall important information and events from the text and discuss them with the
class.
The students will be able to compare and contrast two character’s views.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Throughout the reading portion of the lesson, the students will follow along with their vocabulary sheets, which
list words according to the page of the book that they are used. When the class comes across one of the words, the
teacher will pause and the students will fill in the blank with the appropriate word. The teacher will also
challenge the students to recall what terms and phrases like “main character,” “sequence of events,” “plot,”
“style,” “tone,” etc. mean.

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What characters have we met in the story so far?
How would you describe each of these characters?
How do these characters relate to one another?
What do you predict will happen next?
How would you summarize the event that just took place in one sentence?

Assessment/Evaluation

Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will create their own comic book as a class, retelling the story in their own words. Each student will
be asked to participate, whether they recall an event in the story that should be included in the comic, organize
events in chronological order, or draw pictures/ write words on the comic retelling the story.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
After the class has finished the compare and contrast chart, the teacher will have the students individually write
a paragraph explaining which character they think they are more like and why. This will be turned in for a daily
grade based on comprehension, organization of thoughts, and writing skills.

Materials
What do you need for this lesson?
- Flora and Ulysses: The Illuminated Adventures
- Daily question, scrap paper, and pencils for bell ringer
- Excerpt from text on board for anticipatory set
- Vocabulary fill in the blank sheets
- Blank class comic book strips on large paper (and markers)
- Compare/ contrast chart
- Notebook paper and pencils for individual formal assessment

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
Each day, the teacher will have a fill in the blank question with three potential answers on the board. The
students will be asked to grab a scrap piece of paper out of the box and write which choice they think best fits.
Then, the students will be asked to discuss their choice with a partner. The teacher will ask the students to
defend their answers and will provide the class with the right answer before moving into the anticipatory set.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students’ academic, social, and cultural characteristics.
The teacher will have the last words from chapter thirty on the board. It reads: “Ulysses loosened his hold on her
hair. He leaped again. This time he leaped with purpose and intent. He leaped with all his strength. He flew.”
The teacher will ask the students to think pair share about what will happen in today’s reading. Then, the
students will be asked to share their ideas with the class.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (“I Do”), questions,
encouraging higher order thinking and problem solving, etc.
Once the students have shared their predictions with the class, the teacher will ask the students to clear their
desks except for their vocabulary worksheets and a pencil. The students will listen to the teacher read Flora and
Ulysses: The Illuminated Adventures chapters thirty-one through forty. As the teacher reads, she will pause to
ask students questions about what has just been read or highlight words that the students should learn.
Throughout the reading portion of the lesson, the students will follow along with their vocabulary sheets, which
list words according to the page of the book that they are used. When the class comes across one of the words, the
teacher will pause and the students will fill in the blank with the appropriate word until the daily reading goal is
completed.

Guided and Independent Practice

This is the “We Do” and “You Do” section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
Once the daily reading and vocabulary portion of the lesson is finished, the class will continue to work on
creating their comic book. The teacher will remind the students that this class project will mimic the comic in the
book, and it will consist of them retelling and summarizing one main event in the story in their own words and in
picture form. The teacher will use this time to measure student comprehension of the portion of the text that was
read that day, their ability to recall important events from the text from previous days, and engage in
collaborative discussion about the text with their peers. The teacher will also prompt students by asking them
questions that require them to support and defend their opinion of the story.
The teacher will then remind the students of Pascal’s Wager (in chapter thirty-nine) and ask each student make
a chart, labeling one section “Flora” and the other section “Dr. Meescham.” Then the teacher will compare and
contrast Flora’s ideas on the subject with Dr. Meescham’s ideas with the class’ input. The students will list
various points about each character and defend their answers.
After the class has finished the chart, the teacher will have the students individually write a paragraph
explaining which character they think they are more like and why. This will be turned in for a daily grade based
on comprehension, organization of thoughts, and writing skills.
Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Once the students have completed their work for a daily grade, the teacher will do a “preview” of the next day’s
portion of the book. The teacher will flip through the pages to allow the students to see the pictures and guess
what will happen next. The class will then take a moment to discuss what they think will happen next before
moving onto their next subject.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
If the students are unable to complete the anticipatory set, the teacher will change the prompt into “how would
you react if you were a customer in a donut shop and you witnessed this?” Then the teacher will display some of
the student’s drawings from their individual assessment in the previous lesson. This will refresh their memories
of the chapter and help them get started on the assignment. The teacher will also show them the class’ comic
strip from the last lesson as well as ask them prompting questions such as, “what would you do if you were in a
donut shop and a squirrel was flying around?”
If the students are unable to concentrate and comprehend the text as the teacher reads it out loud, then the
teacher will ask the students to act out the story as she reads it. The students acting out the various parts will
have to pay attention to the text in order to act it out accurately. This will allow students who need to be more
physically active in the classroom a chance to do so. It will also help the students remember the content of the
text as they will remember how their classmates acted out the funny parts in the story.
If students are unable to organize their thoughts and recall the events of the story to put them into order and
create the class comic, the teacher will ask the students to take out a sheet of paper and create a bullet point list
of the events as she flips back through the pages they have read for the day. Once the students have a list, as a
class they will discuss which ones they think are the most important in summarizing the text and use those to
create their comic.
If the students are unable to focus and complete the individual assessment, the teacher will ask the students to
work in pairs, referring to their notes, to complete one assignment per group. The teacher will still grade the
assessment based on the same criteria.
Cross-curricular connections
State connections between the material covered and other content areas.
This lesson allows the students to recall the story and place the events in chronological or sequential order. The
teacher will relate this concept to putting numbers in sequential order in math. Students will also discuss
concepts out loud throughout the lesson, which will help them develop better speaking and listening skills.
Students will be following a procedure in order to determine characters and their relationships to one another,
showing reasoning skills similar to those used in science experiments and solving math problems.

LESSON PLAN 5
Name: Kelly Edwards Date: 16 February 2018

Lesson Title: Continuing the Text Grade/Level: Fourth Grade Reading/Writing

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

4.SL.PKI.4 Report on a topic or text, tell a story, or Central Focus: Can students listen to a text being
recount an experience in an organized manner, using read out loud and comprehend it in order to complete
appropriate facts and relevant, descriptive details to tasks based on the story both as a group and
support main ideas or themes; speak clearly at an individually?
understandable pace.

4.SL.CC.1 Prepare for collaborative discussions on 4th

grade level topics and texts; engage effectively with
varied partners, building on others’ ideas and expressing
one’s own ideas clearly.

4.RI.CS.5 Describe the overall structure of events, ideas,

and concepts of information in a text or part of a text.

4.RL.CS.4 Determine the meaning of words and phrases

as they are used in a text, including those that refer to
significant characters and situations found in literature
and history.

4.RL.KID.3 Describe in depth a character, setting, or

event in a story or drama, drawing on specific details in
a text, such as a character’s thoughts, words, or actions.

4.RL.KID.1 Refer to details and examples in a text

when explaining what the text says explicitly; refer to
details and examples in a text when drawing inferences
from the text.

Lesson Objective(s)
Objectives are measureable.
The students will be able to define and explain vocabulary words used in the text.
The students will be able to recall important information and events from the text and discuss them with the
class.
The students will be able to write a poem based on the given guidelines.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
Throughout the reading portion of the lesson, the students will follow along with their vocabulary sheets, which
list words according to the page of the book that they are used. When the class comes across one of the words, the
teacher will pause and the students will fill in the blank with the appropriate word. The teacher will also
challenge the students to recall what terms and phrases like “main character,” “sequence of events,” “plot,”
“style,” “tone,” etc. mean.

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What characters have we met in the story so far?
How would you describe each of these characters?
How do these characters relate to one another?
What do you predict will happen next?
How would you summarize the event that just took place in one sentence?

Assessment/Evaluation

Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will create their own comic book as a class, retelling the story in their own words. Each student will
be asked to participate, whether they recall an event in the story that should be included in the comic, organize
events in chronological order, or draw pictures/ write words on the comic retelling the story.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will individually write a poem based on the list of words Ulysses used in chapter fifty. This will be
taken up for a daily grade based on basic writing skills, effort, grammar, and spelling.

Materials
What do you need for this lesson?
- Flora and Ulysses: The Illuminated Adventures
- Daily question, scrap paper, and pencils for bell ringer
- List of events for anticipatory set
- Vocabulary fill in the blank sheets
- Blank class comic book strips on large paper (and markers)
- List of Ulysses’ words from chapter fifty, notebook paper, and pencils for individual formal assessment

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
Each day, the teacher will have a fill in the blank question with three potential answers on the board. The
students will be asked to grab a scrap piece of paper out of the box and write which choice they think best fits.
Then, the students will be asked to discuss their choice with a partner. The teacher will ask the students to
defend their answers and will provide the class with the right answer before moving into the anticipatory set.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students’ academic, social, and cultural characteristics.
Since the students are getting toward the end of the text, the teacher will ask them to think of an ending to the
story. The students will think pair share about what they think will happen next and share their ideas with the
class. The teacher will also have a bullet point list on the board of a few major events that took place in the
previous day’s reading.
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (“I Do”), questions,
encouraging higher order thinking and problem solving, etc.
Once the students have shared their endings to the story with the class, the teacher will ask the students to clear
their desks except for their vocabulary worksheets and a pencil. The students will listen to the teacher read Flora
and Ulysses: The Illuminated Adventures chapters forty-one through fifty. As the teacher reads, she will pause to
ask students questions about what has just been read or highlight words that the students should learn.
Throughout the reading portion of the lesson, the students will follow along with their vocabulary sheets, which
list words according to the page of the book that they are used. When the class comes across one of the words, the
teacher will pause and the students will fill in the blank with the appropriate word until the daily reading goal is
completed.

Guided and Independent Practice

This is the “We Do” and “You Do” section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
Once the daily reading and vocabulary portion of the lesson is finished, the class will continue to work on
creating their comic book. The teacher will remind the students that this class project will mimic the comic in the
book, and it will consist of them retelling and summarizing one main event in the story in their own words and in
picture form. The teacher will use this time to measure student comprehension of the portion of the text that was
read that day, their ability to recall important events from the text from previous days, and engage in
collaborative discussion about the text with their peers. The teacher will also prompt students by asking them
questions that require them to support and defend their opinion of the story.
The teacher will then ask the students to recall the list of words Ulysses compiled at the end of their daily
reading (chapter fifty). The teacher will put the list of words on the board and tell the students that today they
are going to write their own poem using the same list of words Ulysses did. This will be taken up for a daily grade
based on basic writing skills, effort, grammar, and spelling.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Once the students have completed their work for a daily grade, the teacher will do a “preview” of the next day’s
portion of the book. The teacher will flip through the pages to allow the students to see the pictures and guess
what will happen next. The class will then take a moment to discuss what they think will happen next before
moving onto their next subject.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?

If the students are unable to complete the think pair share anticipatory set, then the teacher will ask the
students to write the ending collaboratively as the class as she directs. The teacher will write a beginning
sentence on the board, and the students will be able to tell the class sentences they would like to add and the
teacher will discuss with the class how to add it to their conclusion.
If the students are unable to sit and listen to the teacher read the text out loud, then the teacher will pass out
copies of the text to each individual and ask them to read it silently to themselves. Or, the teacher may ask the
students to get in pairs and whisper read the text to one another. This will help students who need to read the
text in order to comprehend it have a visual. The students will also be allowed to walk around the room or find a
spot on the floor, allowing students that require more movement than others a chance to do so.
If students are unable to organize their thoughts and recall the events of the story to put them into order and
create the class comic, the teacher will ask the students to take out a sheet of paper and create a bullet point list
of the events as she flips back through the pages they have read for the day. Once the students have a list, as a
class they will discuss which ones they think are the most important in summarizing the text and use those to
create their comic.
If the students are unable to complete the individual poem assignment, the teacher will ask the students to pick
two words from the list and write a sentence using each word correctly. This will demonstrate that they know the
words and how to use them, even if they do not understand to write poetry.

Cross-curricular connections
State connections between the material covered and other content areas.
This lesson allows the students to recall the story and place the events in chronological or sequential order. The
teacher will relate this concept to putting numbers in sequential order in math. Students will also discuss
concepts out loud throughout the lesson, which will help them develop better speaking and listening skills.
Students will be following a procedure in order to determine characters and their relationships to one another,
showing reasoning skills similar to those used in science experiments and solving math problems.
 UNIT PLAN
Name: Kelly Edwards Date: 12 February – 16 February 2018

Subject/Content: Reading and Writing/Discovering Authors: Kate DiCamillo Grade Level: Fourth

Curriculum Standards Unit Goals

State Curriculum Standards Create goals that are observable

4.SL.PKI.4 Report on a topic or text, tell a story, or The students will be able to define and
recount an experience in an organized manner, using explain vocabulary words used in the
appropriate facts and relevant, descriptive details to text.
support main ideas or themes; speak clearly at an The students will be able to recall
understandable pace. important information and events from
the text and discuss them with the class.
4.SL.CC.1 Prepare for collaborative discussions on 4th The students will be able to
grade level topics and texts; engage effectively with independently describe characters and
varied partners, building on others’ ideas and summarize events in the story in written
expressing one’s own ideas clearly. form.
The students will be able to write a
paragraph that is coherent, and
4.RI.CS.5 Describe the overall structure of events,
punctually/ grammatically correct.
ideas, and concepts of information in a text or part of a
The students will be able to remember
text.
events from the text and summarize
them in a concise manor.
4.RL.CS.4 Determine the meaning of words and The students will be able to compare and
phrases as they are used in a text, including those contrast two character’s views.
that refer to significant characters and situations The students will be able to write a poem
found in literature and history. based on the given guidelines.

4.RL.KID.3 Describe in depth a character, setting, or

event in a story or drama, drawing on specific details
in a text, such as a character’s thoughts, words, or
actions.

4.RL.KID.1 Refer to details and examples in a text

when explaining what the text says explicitly; refer to
details and examples in a text when drawing
inferences from the text.

Activities Planned
List and/or describe the daily activities planned for the unit.
Lesson 1: [Chapters 1-10] Lesson 1 will introduce the text and reoccurring activities that will
occur throughout the reading of the text. These will include the vocabulary worksheet, the
character map, and the class comic strip. The lesson will begin by creating the character map,
move into the vocabulary/daily reading, and be followed by the comic strip activity. The students
will be individually assessed by their ability to write a paragraph summarizing the text. Each
lesson with conclude with a closure activity which will involve the teacher giving the students a
preview of the next day’s reading.
Lesson 2: [Chapters 11-20] Lesson 2 will begin with the students think-pair-sharing about a
random quote from the text that they will read in this lesson. Then, the students will participate
in the daily reading/ vocabulary activity, followed by the group comic book activity. The students
will individually write a paragraph on what they would do/ who they would be if they were a
superhero. The teacher will then give the students a preview of the next day’s portion of the text.
Lesson 3: [Chapters 21-30] Lesson 3 will begin with an anticipation guide which the students
will complete in pairs. Then, the students will participate in the daily reading/ vocabulary activity,
followed by the group comic book activity. The students will individually illustrate what the donut
scene in chapters 28-29 looks like to them. Then, the students will write a caption(s) to go along
with their picture that will summarize the event. The teacher will then give the students a
preview of the next day’s portion of the text.
Lesson 4: [Chapters 31-40] Lesson 4 will begin with a review of last class’ reading. The students
will think-pair-share. Then, the students will participate in the daily reading/ vocabulary activity,
followed by the group comic book activity. The class will compare and contrast Flora and Dr.
Meescham. The students will individually write a paragraph explaining which character they
think they are more like and why. The teacher will then give the students a preview of the next
day’s portion of the text.
Lesson 5: [Chapters 41-50] Lesson 5 will begin with the students coming up with an ending to
the story as they have read it up to this point. The students will predict what happens next. Then,
the students will participate in the daily reading/ vocabulary activity, followed by the group comic
book activity. The students will individually write a poem based on the list of words Ulysses used
in chapter fifty. The teacher will then give the students a preview of the next day’s portion of the
text.
Lesson 6: [Chapters 51-60] In lesson 6, the class will continue reading chapters fifty-one
through sixty and complete various activities.
Lesson 7: [Chapters 61- 68] In lesson 7, the class will finish the text and begin working on a
larger writing prompt response based on the comprehension of the text as a whole.
Assessment
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
Throughout the unit, the students will be creating their own comic book as a class, retelling one
main event from the story in their own words. One comic strip/ picture with its caption will be
made per lesson, requiring the students to think about which event that happened in that day’s
reading was the biggest/ most important. Each student will be required to participate, whether
they recall and discuss an event in the story that should be included in the comic, help organize
events in chronological order, or draw pictures/ write words on the comic retelling the story. This
will allow the teacher to assess the class’ overall comprehension of the story, their ability to retell
and summarize it in their own words, and their ability to collaborate with their classmates using
social skills.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
Throughout the unit, the students will complete many individual assignments that will be graded
based on certain set criteria. In lesson 1, the teacher will ask the students to write a paragraph
explaining what happened in the daily reading. The students will turn in their paragraph to the
teacher when they are finished and will receive a daily grade based on their general
comprehension of the text. In lesson 2, the teacher will ask the students to write a paragraph as if
they were a super hero. The students will turn in their paragraph to the teacher when they are
finished, and will receive a daily grade based on their ability to write a coherent paragraph with
correct punctuation and spelling. In lesson 3, the teacher will ask the students to recall the donut
incident from chapters twenty-eight and twenty-nine. The teacher will ask the students to
individually illustrate what this scene looks like to them. Then, the teacher will have the students
write a caption to go along with their picture that will summarize the event. This will be turned in
for a daily grade based on recollection of the text and mainly on their ability to write a concise
summary to caption the picture. In lesson 4, after the class has finished the compare and contrast
chart, the teacher will have the students individually write a paragraph explaining which
character they think they are more like and why. This will be turned in for a daily grade based on
comprehension, organization of thoughts, and general writing skills. In lesson 5, the students will
individually write a poem based on the list of words Ulysses used in chapter fifty. This will be
taken up for a daily grade based on basic writing skills, effort, grammar, and spelling. In lesson 6,
the students will complete another comprehension assessment for a daily grade. In chapter 7, the
students will be introduced to and begin writing a larger written response to the text as a whole.
 This will be turned in for a daily grade, and the project will be revised by the students once more
before going into their writing portfolio.

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