LESSON PLANS

Teacher: Breonica Carter	Date(s): January 21-25	Reading	Grade Level Fourth
OBJECTIVE	PROCEDURES	MATERIALS	EVALUATION
1f DOK 2 The student will apply knowledge of simple figurative language (e.g., simile, metaphor, personification, hyperbole) to determine the meanings of words and to communicate.   1g DOK 1 The students will use reference materials (e.g., dictionary, glossary, teacher or peer [as a resource], thesaurus, electronic dictionary) to determine the meaning, pronunciation, syllabication, synonyms, antonyms and parts of speech of unknown words.	Monday No school- Martin Luther King Jr. Holiday   Tuesday Whole Group Anticipatory Set: The teacher will write several types of figurative language: Simile, metaphor, personifications, and hyperbole The examples are on the board for the students to choose which one is which. The teacher and the students will describe each type of figurative language. The teacher will inform students that figurative language is a tool that the author uses to help the reader see what is happening in a story or a poem. Small Group Modeling: The teacher will ask the students to analyze each figurative language example given in the anticipatory set and pinpoint signal words within the sentence to tell what type of language it is using a graphic organizer. Guided/Independent Practice: The teacher and students will discuss and complete the figurative language activity.   Wednesday Whole Group Anticipatory Set: The teacher will create and use flash cards with various letters and phonic sounds. The students will try to guess what sound each letter makes and think of a word or words that contain the same sound. Students will be asked to tell what type of reference materials is used to learn more about words and their letter sounds. Students should be asked, what are some common reference materials we use today and how they are used? Modeling: The teacher will provide students with a list of vocabulary words from the story. The students will have to list the words in alphabetical order on a graphic organizer along with the pronunciations, the word origins, the guidewords on the page and the definitions. Guided/Independent Practice: The teacher and the students will discuss and complete handouts to guide the students understanding of how to use reference materials.   Thursday Whole Group Review figurative language and reference materials. Review main ideas and supporting details along with sequential order. Independent Practice: The students will read a passage containing figurative language and use a graphic organizer to distinguish between each type of figurative language. The teacher will ask students to create their own figurative language sentences and give the meaning of each. Closure: The teacher will provide students with immediate feedback from the independent practice on figurative language and reference materials from Tuesday and Wednesday.   Friday Assessment The students will use prior knowledge to answer test items	Pencil Paper Flash Cards Graphic Organizer Test	The students will be assessed informally through observations and formally by assessments on Friday.

Reteach: The students that score under 70 will be allowed to use find reference materials at home to further grasp the concepts.

Enrichment: Students that have mastered the objectives will be allowed to work with the students that have not mastered them yet.

Technology: Overhead projector, tape recorder and listening center.

INTASC: 1-9

LESSON PLANS

Teacher: Breonica Carter	Date(s): January 28- February 6	Reading	Grade Level Fourth
OBJECTIVE	PROCEDURES	MATERIALS	EVALUATION
2a DOK 2 The students will apply knowledge of text features, parts of a book, text structures, and genres to understand, interpret or analyze text.	Monday Whole Group Anticipatory Set: The teacher will read an excerpt to the students. The teacher will ask questions to foster drawing conclusions. The teacher must challenge the students thinking using question answer relationships. Students must be able to analyze questions based on facts and details from the story. Small Group Modeling: The teacher will ask the students to use the details to infer and draw conclusions as to where these things could possibly take place. The teacher will discuss how students are to combine what they already know using the given details to infer and draw conclusions that the circus is the place where all these things happen. Guided Practice: The teacher and students will discuss and complete the drawing conclusions activity. The students and the teacher will discuss and answer related questions during the passage.   Tuesday Whole Group Review drawing conclusions and making inferences details. The teacher will read the story and discuss characters in the story. The teacher and the students will discuss their findings. Small Group Group Practice: The teacher will group the students together to work cooperatively whereas other students will read short passages to draw conclusions and infer meanings from the passages. Independent Practice: The students will read short passages and complete inference comprehension practice questions.   Wednesday Whole Group Anticipatory Set: The teacher will place a transparency of a text feature chart or graph on the overhead and ask students to analyze the information about the chart or graph. Modeling: The teacher will discuss the various text features from the chart or graph and tips used for reading charts and graphs. The teacher will also use hands on materials to demonstrate to students how each text feature is used. Guided Practice: The teacher and students will use handout materials to guide their understanding of how each text feature helps with charts, graphs, and other illustrations from a regular textbook.   Thursday Whole Group The teacher and students will review text features from handouts found in the reading folder. Students may ask any questions about text features and how they are used to make understanding of illustrations clearer. Independent Practice: The students will complete text feature activities using various reading materials and diagrams along with questions. Closure: The teacher will review text features and the tips that aid students learning of text features.         Friday Assessment The students will use prior knowledge to answer test items.	Overhead Projector Pencil Paper Test	The students will be assessed informally by observation and formally by assessments on Friday.   The students who score under 70 will be asked to participate in reteach activities and the students who score above a 71 will be allowed to complete enrichment activities.

Reteach: The teacher will reteach those students who score under 70, those students will be allowed to go to the listening center.

Enrichment: The students who have mastered the objectives will be allowed to make a test using text features.

Technology: Overhead projector and listening center.

INTASC: 1-9