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Subject/Content:
Group Size:
Date of Lesson:
Name: Rachel Porter
Lesson Content
What Standards (national or state)
relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use just
one: theyd never get through them
all.)
LAFS.4.RI.1.1: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
LAFS.4.RI.1.2: Determine the main idea of a text and explain how it is supported by key details; summarize
the text.
LAFS.4.RL.1.1: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
LAFS.4.RL.1.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
LAFS.4.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Subject/Content:
Group Size:
Formative:
*Observation with notes
Date of Lesson:
Name: Rachel Porter
Summative:
*Worksheet (summary of narrative)
Subject/Content:
Group Size:
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Time
Who is
responsible
(Teacher or
Students)?
7 min
Teacher
Teacher
Teacher
Date of Lesson:
Name: Rachel Porter
Step-by-Step Plan
Preview:
Quickly review the stories that students began writing last week.
Pass out the text Choosing Love
Instruct students to quickly skim the text to discern whether it is a narrative or
expository text.
Ask students what type of text it is. Explain why. Who is the main character?
Read 1:
Introduce the topic: making connections. Including connections to self, world, and
other text.
Students will read the first section of the passage.
Teacher asks:
if students need clarification on any vocabulary.
what connections were made while reading
an example of text to self connection
for a prediction of what will happen in the story
Students will finish reading the story
Students will discuss a few more connections to the text
Read 2:
Instruct students to read the passage again.
After reading passage students will discuss their thoughts about the plot of the
passage. (Beginning, Middle, End)
Review the elements of a good summary.
Students will complete a worksheet summarizing the text.
Wrap up: Ask students to share one section of their worksheet with a partner.
Subject/Content:
Group Size:
Date of Lesson:
Name: Rachel Porter
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
Students are learning about making connections to self, to the world, and to other text. Students will be
able to connect certain aspects of the text to their own lives.
Differentiationbased on the
This is a Response To Intervention group that is tailored to specifically meet their needs as learners. This
needs of your students how will you group focuses on comprehension.
take individual and group learning
differences into account.
Relevant Psychological Theories
and research taken in
consideration when planning this
lesson
Sternbergs theory of Successful Intelligence is taking place as students will be analyzing the text, practicing
making connections, and creating a summary of the text.