4th Grade Reading

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.

UNIT BIG IDEA

Balance creates stability

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!”

PLAN FOR INSTRUCTION

V. Adaptations
A. ADHD
1. Students can grab yoga balls to sit on during the lesson instruction and
they may bring them over to guided reading if that helps them to focus on
what they are doing.
2. Students will be up and active doing hands on activities for most of the
lesson
3. Students may grab a fidget toy or even color while listening to a friend
read a book for the activities. If they need to take a walk around the school
or a brain break, they are more than welcome to do so
B. ELL Students
1. I can assign them a buddy to do all the activities with, that way he/she has
a partner to lean on for support with the English language.
2. I can include written directions with pictures for each activity so that
students can reference the pictures if they need support in what to do next.
3. I will show every student what I want at each activity before we begin our
Literacy time. While I am explaining the directions, I will demonstrate
each station and show students what to do.
C. Students who are tired or hungry will be given food and rest before they are
expected to complete work. Hierarchy of needs will be implemented and focused
on in my classroom
VI. Lesson Presentation
A. Input
 1. “First, we are going to watch a short clip from one of my favorite movies!
Pay attention to what Mufasa says about his relationship with the antelope.
I want to ask questions about what he says once you’ve seen the clip. For
those of you who do not know the Lion King, Mufasa is the bigger lion or
the lion dad.” Play the clip: https://www.youtube.com/watch?
v=bW7PlTaawfQ
2. “What did you notice about how Mufasa talked about his relationship or
how he interacted with the antelope?” Take a couple answers to the
question. You’re looking for:
a) He eats them and then they eat the grass when he dies
3. “Yes, exactly! Mufasa mentioned the circle of life. Does anyone have
ideas on what he might mean by the circle of life?” Take a couple answers
to the question. You’re looking for:
a) Like how we live with each other
b) Living and dying
c) How animals interact with each other
4. “Right! You guys have got it. So if I were to say the words predator and
prey, what does that make you think of?” Take a couple answers. You’re
looking for:
a) One eats the other
b) Predator is bigger than prey
c) Prey gets eaten
5. “Yeah so predators are typically the meat-eaters that we see in the
environment. So the lions, tigers, bears, sharks, and wolves are examples
of predators. Who can think of some other predators that could be in
nature.” Take several suggestions.
6. “Can anyone think of some prey? What could be considered prey in our
environment or anywhere in the world really?” Take several suggestions.
7. “For our activities today, you will be learning and exploring more with
prey/predator activities. So I will go through those stations with you
before we begin. You will have three class periods to finish all three
activities as I will also be pulling some of you aside for some guided
reading and investigation time. Please don’t stress over the work of each
station because you will have plenty of time to complete all the activities.”
B. Guided practice
1. BDA 1: If Sharks Disappeared - Lily Williams
a) Pre Reading
(1) “Today for our guided reading we are going to be reading,
If Sharks Disappeared written and illustrated by Lily
Williams. This is a book about what would happen if
sharks didn’t exist. Sharks are one of the top predators of
 the ocean. They are top of the food chain. A food chain is
the order of animals based on their rank as a predator, often
having to do with their size. What do you think would
happen if sharks disappeared?” Have them predict what
would happen and give suggestions.
b) Reading
(1) “While I’m reading, I want you to pay attention to what the
books say would happen if the sharks left. What is the main
idea of the text? The main idea is the most important point
from the sample of reading. In the case of our book, we are
looking for the main idea of what would happen to our
world without sharks? How would that affect the other
animals? How would that affect the ocean?”
c) Responding
(1) “After reading the book, what did you notice about what
happened to the other animals and to the ocean?” Give
them time to respond and chat about their thoughts and
opinions. “What do you think the theme or the main idea of
this book is? What is the main point in the text?” Allow
time to respond. You’re looking for: Sharks are important
for the balance of our world. Without sharks, we wouldn’t
be alive. It’s all a balance.
d) Exploring
(1) “What did the book say happened to the ocean when the
sharks disappeared?” Look back in the text if students
cannot remember. “What do you think would happen if the
seals disappeared from the ocean?” Take their ideas,
comments, and opinions.
e) Applying
(1) “We are going to read Charlotte’s Web written by E.B.
White. This book is about farm animals and the way that
these animals interact. We have been learning about prey
vs. predator, and now we have read about the effect animals
have on nature. This book is about those same concepts.
Let’s read chapter one together right now.” Read the book
with them and apply the strategy of identifying the main
idea/theme of the book.
2. BDA 2: Growl! A Book about Bears - Melvin A. Berger
a) Pre Reading
(1) “This is an informational book about the three different
types of bears. Does anyone know the three different
 types?” Allow them to answer the question. Black bear,
Brown bear (grizzly), and polar bear. “Since this is an
informational book, we are going to learn facts about bears
and the way that they live. What do you already know
about bears?” Allow them to answer and draw on their
background knowledge.
b) Reading
(1) “Pay attention to the things that the different bears do the
same. We need to identify the main idea from this book.
The main idea is the main point that the author tries to
make in the text. So what is the main idea about this book
on bears? What do all bears do no matter what type they
are? What are the most important things for us to know
about bears?”
c) Responding
(1) “What are the most important parts that we should know
about bears?” Take a couple student answers and guide
them toward thinking about the main idea/key ideas of the
text. “What do you think the purpose of this text or the key
ideas from the book are?” Allow students to answer. “Yeah,
bears are very reliant on their moms for a much longer time
than other animals.”
d) Exploring
(1) “How long did it say that the bear cubs stay with their
mom?” Look back in the text for the answer. “What kinds
of bears can climb trees and teach their cubs to climb
trees?”
e) Applying
(1) “Now we are going to read If Sharks Disappeared written
and illustrated by Lily Williams. Pay attention to what
happens to the other animals and the ocean when the sharks
disappear. It is gonna help us to figure out the main idea of
this book.”
C. Independent practice
1. Predator/Prey Storybook
a) “At this station you may choose one other person to work with.
You and your partner are going to choose either a predator or a
prey. You will pick your animal and then write about a day in the
life of that animal. So if you were writing about a rabbit, you could
talk about how they had to be quiet while they were eating because
they didn’t want to get caught by the fox. You are going to create a
 storybook for a day in the life of your animal. I want you to
illustrate the story after you have written it. What does illustrate
mean?” Have them all answer together: Draw the pictures. “Great!
So over here I have many different books about prey and predators.
You can pick one animal and their book and then use the book as a
resource to create your story. When you are all done with your
story, grab a paperclip form the craft cart and paper clip your book
together. I will spiral bind your stories and we can read them to the
class later. What questions do you have?” Answer questions about
the station/activity
b) National Geographic kids books are a great resource. Have these
books for this station. Specific animal books. Books about
deadliest animals, cutest animals, but try to get the ones about
specific animals. https://www.schoolspecialty.com/school-
specialty-national-geographic-readers-1574838?
utm_source=google&utm_medium=organic&utm_campaign=surfa
ces-across-google
c) Directions:
(1) Choose either predator/prey and then a specific animal
(2) Read the material about that animal to gain knowledge
(3) Write and illustrate a story about a day in the life of that
animal (I will spiral bound the pages once they are done)
2. Book and Drawing Station
a) “In this station, you will work independently. You will read the
book Predator and Prey by Susannah Buhrman-Deever and
Illustrated by Bert Kitchen. If you want to read the book together,
that is fine with me, but you have to do the second part on your
own. I have made copies of each page of the book. Select your
favorite page, re-read the page and then I want you to use this
construction paper and create a collage illustration using glue and
these ripped up pieces of paper. I do not want you to copy the
illustration on the page, but rather create the picture that you have
in your head about the most important parts from the page. What
do you think others should know from the page that you read? Do
not forget to write your name on your picture. What questions do
you have about this activity?” Answer questions that students have
about the activity/station
b) Directions:
(1) Read book
(2) Select page copy and re-read
 (3) Create a collage of the page on construction paper using
ripped up pieces of colored construction paper and glue
3. Predator/Prey Play
a) “This activity requires you to work with partners. You will need a
group of 5 or 6 people to create a play based on prey and predator
interactions. You will begin this activity by watching a clip from
Zootopia as an example and then you will write a script for your
play and practice acting it out. I suggest running through your play
a couple times before moving on to a different activity. You may
use books as a resource for creating your skit. Please be respectful
of everyone’s ideas and if this station gets too crazy then you will
sit at your desk and I have a cut and paste activity that you can
complete instead. I hope that we will be able to see all of your
incredible plays. You will be performing the play later this week in
class.” https://www.youtube.com/watch?v=ViL0LnuLokM
b) Directions:
(1) Students will work in groups of 5 or 6 to create a play
based on the interaction between prey and predators
(2) They can use books for resources
(3) Their plays should not be violent
(4) They should write down their script and practice a few
times (they can use the script during the performance if
they would like to do so)
(5) The performance will take place at a later time
VII. Check for Understanding
A. Have students turn in their activities so that you can check they completed the
activities, but I wouldn’t grade the activities.
B. Collecting the students journals will give the teacher a summative assessment of
what students have been working on, what they learned, and what they don’t
understand or what needs to be retaught.
C. Working in the BDA lesson with students will provide a formative assessment for
the teacher. Provides an opportunity for the teacher to interact with individual
students and see what they know.
VIII. Review Learning Outcomes/Closure
A. “Thank you all so much for your hard work today. Please come to a stopping
point in your work and begin to clean up. When you have cleaned up your station,
please return to your seat with your journal.” Transition time for cleaning and
moving back to their desks.
B. “Okay. Please take out your journals and answer this question. What animal
would you be and why? Please include at least one new piece of information you
learned today in your answer. You can choose any animal, you just have to be
 able to justify your choice. Make sure to include a MAIN IDEA, which is a main
point, in your answer of why.” Allow time for them to answer in their journals.
“When you finish your journal response, please turn it into the journal bin so that
I can respond to your entry.”
PLAN FOR ASSESSMENT
● Formative
○ Teachers are conducting a formative assessment when they meet with students in
the guided reading groups. Teachers can tell how well students understand the
concepts while working with them individually in these groups
○ Activities that are collected (the written and tangible work that students create)
will be looked at to make sure students are making progress with the activities and
to see if there needs to be reteaching or explanation for certain concepts
● Summative
○ The teacher will collect student journals and respond to the journal entry that they
made after the lesson. This will explain to the teacher whether the students
understand what was taught or not. What needs to be retaught? What are students
doing well with?

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Are students able to identify key ideas and main events in a story?
8. Can students explain the relationships between prey and predators?
9. Are students able to explain the balance of ecosystems?