Reading Lesson Plan
Reading Lesson Plan
Reading Lesson Plan
Jamilyn Keele
10/12/2020
This lesson is meant to stretch across a couple days for students to complete all the activities and
be pulled aside for guided reading. Not all activities are meant to be accomplished in one day.
LESSON RATIONALE
It is important for students to be able to pull main ideas and key concepts from a story so they
can do so when reading as an adult. They will learn how to do this while reading about prey and
predators to better understand the balance that creates stability within our world.
READINESS
I. Goals/Objectives/Standard(s)
A. Goals
1. Students will read and pull main ideas from a story to inform them about
animals that are prey and predators
2. Students will complete activities to increase their knowledge about life
cycles and prey vs. predator
B. Objective
1. After completing an activity option, students will be able to describe the
relationship between prey and predator
2. After participating in and completing a guided instruction lesson, students
will be able to identify the main events or ideas in a story
C. Standards
1. 4.RL.2.2 Paraphrase or retell the main events in a story, myth, legend, or
novel; identify the theme and provide evidence for the interpretation
2. 4.LS.2 Use evidence to support the explanation that a change in the
environment may result in a plant or animal will survive and reproduce,
move to a new location, or die
II. Management Plan
A. Time - 1 hour
1. Anticipatory set - 5 minutes
2. Mini Lesson - 10 minutes
3. Directions for activities - 4 minutes
4. Activities and Guided BDA Lesson - 35 minutes
5. Closure - 6 minutes
B. Space
1. Students will begin at their desks for the anticipatory set and mini lesson.
The teacher will move around the room to explain the different activities
directions.
2. Students will move around the room to the three different activities
available for them to complete when they are not with the teacher for
guided instruction.
3. Students will be called to the kidney table for their guided instruction
groups. The teacher will lead during this time of instruction.
4. The students will move back to their desks for the review/closure
C. Materials
1. Glue
2. Construction paper
3. Colored and ripped up construction paper
4. Pencils
5. National geographic books
6. Printer paper
7. Crayons
8. Colored markers
9. Colored pencils
10. Predator and Prey by Susannah Buhrman-Deever and Illustrated by Bert
Kitchen
11. Technology for the Lion King clip
12. Paperclips
13. iPads at the play station for the video
14. Lined paper
15. Charlotte’s Web
16. If Sharks Disappeared
17. Growl! A Book about Bears
D. Behavior
1. Students will sit and listen to the lesson at their desks and pay attention to
the teacher. If they are finding it hard to listen, they can move to the think-
about-it station and then rejoin the group when they feel that they are
ready
2. During the activities, students will complete their work individually or in
partners as instructed. They will be respectful towards one another as a
collaborative team. If students cannot work together, they can complete
the work individually and at their desks.
3. Students will complete all activities over the course of three days. If they
finish early, they may read more information on the topic by selecting a
book from the classroom library or the school library.
4. Students are not rotating through stations but rather completing the
activities. They are in charge of making sure they complete all activities. If
there are too many people at one activity, they should move to a different
one and then return to complete the activity at a different time. There
should not be more than 10 students as a given station.
III. Anticipatory Set
A. “Alright guys, who can tell me their favorite animal and why that animal is the
best? There are no wrong answers because this is your opinion.” Take a couple
answers from students. Allow them to have conversations about their favorite
animals. “You all have some great ideas! I am so thankful that you shared your
opinions with me and the rest of the class.”
IV. Purpose Statement
A. “Today we are going to learn about prey and predators by reading and pulling out
the main idea from the text because that is an essential skill and the relationship of
prey and predator creates stability in our world!”