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Lesson Language Arts (Grade

Class #: Grade 3-4 (30 Minute Lessons) Course
Title/Focus 1 and 2 Reading Level)

PROGRAM OF STUDY OUTCOMES

 Dolch Site Words.
 Decoding Strategies.
 Comprehension of Text.
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Recognize the words they struggled with developing a greater understanding of how to write
and speak these words moving forward.
2. Make thoughtful comparisons to their own lives.
3. Classify stories by their characters, setting, and important events.
4. Vocalize their understanding through an individual, verbal questioning period at the end of the
week.
5. Apply their knowledge of the book through retelling events in relation to real world examples.
MATERIALS AND EQUIPMENT
 Language Arts writing journals
 Laptop for online teaching
 “Daisy Nuzzlehead Paints Everything” by Max Brallier

PREPARATION AND LOGISTICAL CONSIDERATIONS

 Have the students reflect on the lessons from the previous week and see where they are at.
 Ensure writing journals are ready to go for each lesson.
 Have activities prepared and thoroughly thought out ahead of time.
PROCEDURE
Introduction: Monday Time
 Have students reflect on what they learned from the previous week and see what
stood out for them.
 Review the concepts of character, setting, and events prior to reading in order to
10 min
give the students an idea of what they will be focusing on throughout the week.
 Introduce students to “Daisy Nuzzlehead Paints Everything” and have students
brainstorm what they think the significance of the story will hold.
Body Time
Guided Reading 1) Start reading “Daisy Nuzzlehead Paints Everything” in 20 min
(Monday) a circle format page by page.
2) Ask students questions throughout, for instance what
they think will happen next, what is happening in the
story, and why are the actions the characters taking
important.
3) Probe students with questions throughout highlighting
the significance of respecting the wishes of others and
how the students can respect and be nice to each other
in real life.
4) Encourage students to stand up for their beliefs and
follow their dreams as they navigate through
schooling.
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Word Reflection 1) Have students go through the book and provided word
(Tuesday) list and see which words they struggled with
throughout reading the book.
2) Have the students sound out the words they struggled
10 min
with and encourage them to decode the meaning and
pronunciation.
3) Have students write down the words they struggled
with to practice their writing skills.
Fundamentals of 1) Students will go through their books and write down
Storytelling what they think the characters, setting, and main
Writing Exercise events are.
(Tuesday) 2) Students will then explain to me why they made the
conclusions that they did and make corrections if
needed.
3) Students will go through the book again and determine 20 min
what they believe the climax of the story is (students
will be taught what climax is and how to determine
where it forms in a story).
4) Students will retell the events of the story through
writing or pictures, relating the events of the story to
their own lives in the process.
Visual 1) Students will be led in discussion regarding elements
Representations of their lives that they feel passionate about and relate
of Passions these discovers with that of the book.
(Wednesday) 2) Students will then be led in a drawing exercise where
they visually illustrate themselves engaging in 30 min
something, they are passionate about and enjoy doing.
3) To wrap up students will explain why they are
passionate about their chosen activity and relate it to
the passions displayed in the book.
Rereading and 1) Reread through “Daisy Nuzzlehead Paints Everything”
prep and analyze which words the students are still
(Thursday) struggling with or which new words they may be
struggling with.
2) Go through the words throughout the book and have
both students go through the words they each
20 min
struggled with.
3) This greatly applies their comprehension and decoding
skills.
4) Have students reflect on the work they have done
throughout the week and practice the words they need
to work on.
Verbal Testing 1) Provide each student individually with verbal 10 min
(Thursday) questioning to see how they have comprehended the
book and how they have improved and paid attention
to the provided work throughout the week.
2) Ensure students know not to interfere or tease each
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other for wrong or misunderstood responses.
3) Time combined with the conclusion.
Conclusion Time
 Praise the students for their hard work throughout the week and see how
they fared throughout.
 Probe students to see what kind of the book they may want to read the 10 min
following week.
 Last ten minutes of lesson are paired between testing and reflection.
Assessment
 The guided reading and word reflection are examples of formative assessment because
they demonstrate what areas the students need to work on and where I need to have them
focus.
 The storytelling represents strong formative assessment strategies because it allows
students to apply their comprehension and decode what the story is about while also
expanding upon it.
 The visuals provide aspects of differentiation for students that work best through visual
learning and allows them to apply their knowledge more significantly then writing alone
would allow.
 The incorporation of the student’s passions allows me to address the goal I set in PSI to
help students find success in areas where they struggle and allow me to formally assess
that students can make connections from the books they read with elements of the real
world and apply this knowledge in turn.
 Finally, the verbal testing at the end of the week demonstrates a wonderful summative
assessment tool because it allows me to ensure the students have met the outcomes and
are ready to apply them moving forward.

Additional Notes: TQS Standards:

Developing a Professional Body of Knowledge

Establishing Inclusive Learning Environments

Fostering Effective Relationships