Hello, Universe Lesson Plan

I. Subject: Langauge Arts - Writing

Topic: Utilizing text to form inferences
Grade Level: 4

II. Alignment to Standards:

Ohio’s Learning Standards:

 Reading Standards for Literature – Key Ideas and Details
o RL 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
o RL 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details
in the text (e.g., a character’s thoughts, words, or actions).
 Writing Standards – Production and Distribution of Writing
o W.4.4 Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards
1–3 above.)
o W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 4.)
o W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with others, while demonstrating sufficient
command of keyboarding skills.

III. Central focus of the learning segment: Recall event details from the text and make inferences about a specific
character’s decisions.

IV. Learning Objective(s)/Target(s): By the end of the class/unit, the students will: compose an apology letter
from Chet to Virgil. The letter will include 2 actions Chet is apologetic for and what he could have done to make a
better choice.

V. Assessment/s

A. Formative assessments during the lesson: The teacher will ask questions to determine student’s prior
knowledge about the topic and what events/details they can recall about the characters.

B. Summative assessment (end of learning segment or unit): The teacher will grade each letter based on a
rubric. Review of the rubric and expectations will be discussed before the assignment is given.

VI. Academic Language:

A. Content vocabulary: apology, letter, cause, effect,

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 VII. Materials/Candidate Resources
 Hello, Universe Book (one per student)
 Events Graphic Organizer
 Green Pen (for editing)
 Letter Template
 Chrome Book

VIII. Behavior Expectations

A. Classroom Management Strategies: Variation of whole, small, and partner work groups
B. Safety Concerns: None
C. Manipulatives & Equipment: Smart Board

IX. PROCEDURES (Be explicit. List anticipated time for each step in the lesson from motivation hook through
closure).

A. Motivation/Hook: Place the word Chet on the Smart Board and ask students to think of adjectives to
describe Chet. Write them on board as students respond.

B. Instructional Strategies:

What the teacher will
say/do:
Partner students up and ask
students to participate in a
walk and talk. Students are
asked to discuss what
“Bully” means to them.
They may discuss any times
they have felt bullied or
witnessed a bully or were
the bully themselves.
Display the word apology
Teacher puts students in
groups of 3. The teacher
asks the students to each
share 1 time they had to
apologize.
The teacher displays the
graphic organizer.
The teacher asks the
students to think of events
in the story where Chet
bullied Virgil.
What the student is Theorist/ Differentiation (one or Anticipated Time
expected to do: Best Practice more of the following
groups – above level;
below level; ESL;
urban or rural
disadvantaged);
VARK/T*
Students will be given 3 Think- Pair- Share Auditory/ Kinesthetic 5 Minutes
minutes to discuss what
“Bully” means to them.
Discuss definition of Vocabulary Visual / Auditory 3 Minutes
apology as a class.
The students meet with Think-Pair Share Auditory 3 Minutes
their group and begin
the discussion.
Each student receives a Concept Mapping Visual, auditory 10 minutes
copy of the graphic
organizer and completes
it as a class. Students
recall events. Teacher
and students complete
graphic organizer
together.

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The teacher asks the Students respond. Inference Auditory 3 Minutes
students to think of ways
Chet could have apologized
to Virgil?
The teacher tells the Students are given a Letter Writing Visual 30 Minutes
students they are going to letter template. They Cause and Effect
write an apology letter to utilize their graphic
Virgil from Chet. They are organizer to choose two
to include two of the events events and begin
listed in the graphic writing an apology
organizer and explain how letter.
Chet could have changed
his ways. Teacher provides
example: I am sorry for
throwing your backpack
into the well. Instead, I
should have…
The teacher will review Students are called up Editing Visual, 10 Minutes
editing marks on Smart to board to make Kinesthetic/Tactile
Board. Teacher will display appropriate edits.
her letter with several
errors. Students are asked
to edit letter using
appropriate marks on Smart
Board.
The teacher will ask The students will Peer Editing Visual, tactile 10 Minutes
students to partner up and partner up and edit their
peer edit letters. peer’s letters using
appropriate marks.
The teacher will ask The students will begin Typing Practice Visual, Tactile 30 Minutes
students to type their final typing final copy onto
copy of the letter using their Google Docs.
Chrome Book. They will
use Google Docs.

C. Review/Closure

The students will read their letters to the class. The teacher will lead a discussion on how the story may
have changed if Chet made better decisions. The teacher will also emphasize how your choices have an effect on
other people’s feelings and destinies.