Supervisor 3 Lesson Plan Name: ___Amber Scott________

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Whole Date of Lesson: 11/12/2020
Class

Part 1: Lesson Content

Title of Lesson Identify Theme

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners For the engage, students will review what theme is. Students will share their own experiences of reading
a drama with someone and finding the theme (or what they thought the message was)

How does this lesson connect to/reflect the local community?

There are many churches around the school, so I know students can take what they learned about theme
and find the message of what someone is saying in a religious text. Students can have those
conversations at home or in the community.
What Standards (national or
state) relate to this lesson? LAFS.4.RL.1.2—determine the theme of a story, drama, or poem from details in the text; summarize the
(You should include ALL applicable text
standards.)
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
LAFS.3.RL.1.2—recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the text
Based on this 3rd grade standard, students are identifying the central message of a folktale, fable, or myth.
This genre is familiar to students because they have heard fables and folktales growing up. By using this
familiar genre, it will be easy for students to identify the central message (which will lead to theme).
From there, teachers can introduce different text to find the central message. Ultimately, preparing
students for 4th grade, which is finding the theme—similar just a new name.

Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.5.RL.1.2—determine the theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;
summarize the text
Based on this 5th grade standard, students will be using the same type of text (from 4 th) to not only
summarize the text but explain challenges characters had to face. In 4 th grade students are just
identifying the theme using details from the text but now students will have to go in depth. Students will
not only share the theme through summary but describing how the characters responded to their
challenges (usually lead to the theme).
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Supervisor 3 Lesson Plan Name: ___Amber Scott________

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Whole Date of Lesson: 11/12/2020
Class

What misconceptions might Students might think the theme and topic are the same
students have about this Students might think that the theme is similar to the main idea or summary of a text
content?
Objectives- What students will Some examples:
know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what). 
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to Students will be able to determine the theme of a story by interpreting details from the text
do it)
(Note: Degree of mastery does not
need to be a percentage.)

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ___Evaluation_____________

Which level(s) of thinking is/are called for in your objective? ___Evaluation___________________

Why did you choose this level(s) of thinking?
I chose this level of thinking because the theme is not explicitly said in the text, students need to be able
to infer. Students need to be able to comprehend the story and begin to think about its underlying
message—what is this author trying to say? What am I learning? Once students determine the theme of
the story, they will have to use details from the text to support/justify their reasoning.

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Supervisor 3 Lesson Plan Name: ___Amber Scott________

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Whole Date of Lesson: 11/12/2020
Class

Assessment Plan- How will you Describe your assessment plan:

know students have mastered I will be using Nearpod for the lesson, so I will have a lot of data. However, my main assessment will be
your objectives? based on one multiple choice question. This question will address all aspects in the objective, identify the
theme and supporting your answer.

Is your assessment formative or summative? Why did you make that assessment decision?
This will be a formative assessment because this lesson will be used as a review of theme. Friday,
students will have to read and determine the theme on their own with a quiz. I will be using all of the
data and information from the Nearpod to support students.

How does it align with your objective?

This assessment aligns with my objective because it will require students to identify the theme of the
passage and use details from the text to support their answer. Students will be given three paragraphs
from the passage and based on that information, they will have to find the theme of the story.
Assessment Scoring/Rubric Since this is one question, it will be out of 1 point. The student either answered the question right or
What are the criteria for how you wrong. Note: there will be other questions used to assess students and their understanding of the
will assess student content but this one question will be used to evaluate them over all.
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange  Students will be sitting at their desk during the lesson. I will be doing a whole group Nearpod
yourself and the students reading lesson. Each student will have a laptop. During the lesson, there will be a time for
(location in the classroom, students to turn and talk.
seating)?
 What processes &  I will use attention getters to pull the students back to me (such as waterfall waterfall; shhh; give
procedures will you use? me five). The students are already aware of these attention getters and are used throughout the
How and when will you day. I will use these attention getters to end the turn and talk or whenever students are off task.
communicate those to
students?

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Supervisor 3 Lesson Plan Name: ___Amber Scott________

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Whole Date of Lesson: 11/12/2020
Class

 What expectations will you  I will modify the classroom CHAMPS for the reading lesson. I will go over the CHAMPS at the
have for the students? How beginning of the lesson. I will refer to the CHAMPS throughout the lesson I students are not
and when will you following directions (my friends, what conversation level should we be at?)
communicate those to
students?
 What strategies will you use  I will use positive praise if students are not meeting my expectations. I will also reinforce
if students do not meet your classroom rules/CHAMPS to help guide the students and bring them back to the lesson. There is
expectations? Are there no specific student who requires an extensive management plan.
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if  We will be using Nearpod, so this will be a live participation lesson. Students will be moving
they complete the task through the slides and questions together as a class.
quickly?
Materials Nearpod
(What materials will you use? Why Computer (mine and one for each student)
did you choose these materials? Projector
Include any resources you used. Anchor chart
This can also include people!)

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Supervisor 3 Lesson Plan Name: ___Amber Scott________

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Whole Date of Lesson: 11/12/2020
Class

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

There are some students who have a hard time using the mouse on a laptop. So we will give these
students a tablet to use, instead. Students will have to use their finger to underline a piece from
the text or select an answer.

Which specific students will benefit, and why?

As mentioned before, there are some students who had a hard time maneuvering Nearpod the
last time. These students will receive a tablet to make the activity easier for them. The tablet will
help them underline the text during one of the activities. Here are the students that will be given a
tablet: EN, RM, and BH.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: use visuals to help students comprehend theme
students (initials), and then explain  Early Production Level: allow students to answer (short response/phrases) when working with a
the accommodation(s) you will partner or using the discussion board on Nearpod
implement for these unique  Speech Emergence Level: expand vocabulary (theme, author, etc.) and provide frequent
learners.) comprehension checks during the lesson
 Intermediate Fluency Level: develop academic language and use graphic organizers (Nearpod
will have an opportunity to underline details)

What accommodations will you make for students who have an IEP or 504 plan?
For those with IEPs and 504s, I will speak loud and clear so they can follow along. This will benefit
the VI student, he will have a partner to work with for Nearpod. I will give them time to adjust to
using the computer for a lesson—giving extra time.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?

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Supervisor 3 Lesson Plan Name: ___Amber Scott________

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Whole Date of Lesson: 11/12/2020
Class

For those who are identified as gifted, I will have them add more detail and explanation to their
discussion board on Nearpod. They will also be times on Time to Climb so they will have to be
diligent.
References (Planning of LAFS ELA Workbook
instruction should be guided by CT
research-informed Nearpod
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ___Reading ______________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) ___gradual release_______
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be 5 mins students will transition into reading. Students will put their writing materials
distributed? away and patiently wait for further directions. Once students have everything put away and I
 Who will work together in have their attention, then I will go over the expectations and goal for the whole group lesson. I
groups and how will you will also incorporate CHAMPS.
determine the grouping?  “Today we will determine the theme of a story by interpreting details from the text”
 How will students transition  “CHAMPS: we will be at a conversation level 2, you will raise your hand to speak, we are
between activities? working in whole group and partners, and we are all participating for success!”
 What will you as the teacher 5 mins Engage: Today we are going to continue working on finding the theme in a story.
do? Student have been working on this since Monday but we were off on Wednesday so this will be a
 What will you as the teacher nice refresher. I will introduce the lesson by doing an engage and anchor chart.
say?  “Who can tell me what we have been working on this week? Yes, we have been finding the
 What will the students do? theme in a story. This week we have been focusing on finding the theme in a drama, next
 What student data will be week we will be using a different genre. So before we jump into our lesson, who can tell
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Supervisor 3 Lesson Plan Name: ___Amber Scott________

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Whole Date of Lesson: 11/12/2020
Class

collected during each phase? me what theme is? Is this something that is stated in the text? No! We have to read the
 What are other adults in the passage, understand what it’s about, and then find the theme.”
room doing? How are they 2 mins Now that we reviewed the content, I will call students by row to grab a computer
supporting students’ learning? and to log onto Nearpod for our lesson. I wanted to go over the expectations and review before
getting computers so students were focused! I will have the Nearpod code on the screen for
students to use to get on.
20-30 mins We will be using Nearpod for the whole lesson. This will be a live participation,
not student paced. I will be on my computer controlling the slides and monitoring students’
responses. This lesson will have the passage and some of the questions from the LAFS ELA
workbook put into an interactive lesson.
 Students have done Nearpod before so they should know how to log on and maneuver
around the lesson. if students are having a problem, they know to raise a hand for
assistance.
 Students will read a passage called Tack Attack. After reading, they will have Time to
Climb which is a timed activity with multiple choice questions from the reading
 Next, students will have a short response question (from the book) and write their
response on the discussion board. Students will like or comment on peers post.
 Students will have another question from the text. This time, they will have to underline
information from a paragraph to support their answer. The paragraph will be with the
question for students to underline.
 Lastly, students will have a one question exit-ticket. This question will match the learning
objective. Students will answer this question to show that they have mastered the
content. Based on how the students do, I can have a class discussion about the question
after. During this time, I can help the students determine the theme and select details
from the text that would support the answer. “Today, we read Tack Attack and found the
theme. We also used details from the text to support the theme.”
*During the lesson, Nearpod will be giving me data on how the students are doing. If I see a lot of
students are getting questions wrong, I can pause and talk about the question and answer. Nearpod will
allow me to see student responses and I can address misconceptions or point great student examples.
This will heavily guide my lesson, I can spend more time discussing the theme and share student
responses to show what is good.

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Supervisor 3 Lesson Plan Name: ___Amber Scott________

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Whole Date of Lesson: 11/12/2020
Class