Lesson
Plan for 4th Grade
Writing Objective:
Students will learn how to compose multiple
complete paragraphs from their own feelings and thoughts. Students will learn that in writing you have to enjoy what you are
writing, and bring their own emotion and thought into their writing, that way it becomes personal.
Other Language Objectives:
To retell information using speaking skills
from previous lesson.
Demonstrate positive constructivism when
listening to other students based from previous lesson.
Re-tell information they have read based
from previous lesson.
Materials & Resources
Materials needed will be a classroom library,
crayons, markers, headphones, cassette player, paper, cardboard, glue, scissors, scategories game, and a snack.
Resources will be our read aloud, listening
center books, poetry book and instructions for centers.
The Hook
Our hook will be to start off reading poetry.
Then ask them of their own personal connections with poetry. Then talk about how poetry and all professional writings speak
from the author’s heart- and that’s what makes it so great! We will ask students questions to make sure if they
are understanding the objective.
Read Aloud
Alexander and the Terrible, Horrible, No
Good, Very Bad Day By: Judith Viorst
(Keep the students thinking about how Alexander
and other characters in the story are feeling)
Mini Lesson:
Writing- Punctuation, Capitalization, complete
sentences.
Activity:
Write a story about a time when you maybe
felt like Alexander, or maybe you had a wonderful day. You need to make it a story, a story that you enjoy writing and can
be proud that it is yours. (Review graphic organizers as well)
Mini Lesson:
Introduce the Author’s Chair and
what positive feedback is. Demonstrate by modeling.
Activity
Students will sit in the author’s
chair and present their story. Students will then give positive feedback.
Centers
We will have a Reading Center,
Writing Genres Center,
Listening Center and a Poetry Center.
Art Project:
Compose poem books. Students will create
a small book and be able to write a poem, a piece from what they wrote earlier today or a quote.
Differiante Activity:
If students finish all above we will work
on them with their reading and their spelling by playing the game Scategories.
Differiante Students:
For students who need extra help I or Nick
might take that child out into the hall for five minutes, or just work with them at their desk. For our focus students during
the centers Nick and I will take turns with our focus student.
More than half of the class time will be
focused around the read aloud; their writing and the author’s chair, the last part of class will be focused around centers
and art work. The centers will be placed at different places around the room; classroom arrangement will be in groups of five
to six. Recess will be their break. We will have a transition after recess into centers.
Assessment:
We will assess the whole class during their
presentations at the author’s chair, their feedback comments and the poetry books. We will expect students to learn
how to write with enjoyment from their own feelings and thoughts; we will also expect them to have a better grasp at poetry,
and to know how to give positive criticism. Documentation of this learning will be their stories.
4th Grade-March 19, 2008
Lesson 2: Speaking Lesson: Aesthetic Purpose
Objective:
Students will know how to speak with a good volume and articulation.
Students will also know non-verbal expressions of speaking; facial
expressions and gestures.
Students will practice the strategy of re-telling
Procedure:
Introduction:
Warm up activity (the hook) - divide the students into two groups
and have the students interview the two teachers. Teachers will help the students if students need questions.
Mini Lesson:
Go into what is speaking. What should you do when talking to a
group or telling a story? You should have good eye contact, a loud voice; posture should be good, gestures, facial expressions.
When speaking, you should speak with a good pace and with fluency. (Give examples as well in talking about these different
techniques. (Efferent listening will also be brought up at this time) talk about how when people are speaking you have to
listen.
Activity:
Students will then break into partners or in three’s and
interview each other (at there groups for organizing reasons), as they are interviewing each other remind them of the techniques
we talked about. Students will then come back after there interview and in their big groups tell the other students three
things about the person they interviewed, keeping in mind the techniques.
Re-cap:
Remind them of the story we read last time to them and ask them
who, what, where and why in the last story. (Give them examples as well) Tell them when telling a story, like the “Three
Billy Goats Gruff” there has to be a W questions in order to make the story make sense.
Activity:
Read Aloud: How I Became a Pirate –Melinda Long (all
will gather in the back of their room)
No questions during but tell the students listen to my voice,
see if my volume is good, my pacing, my facial expressions & etc.
Also tell them to listen for the W questions, for good story telling.
Illustrate: Students will then Illustrate one of the components
of the story (Five W’s) and then in there groups talk to the group about what they drew and why they choose it.
-Recess will be here to give a good transition for the next activity
Mini Lesson:
Talk with the students about acting out something-a
person, a place, a thing. Talk about the components of what it takes to act out something. (Make personal connections at this
time). Talk about how speaking plays a big part in acting. Also give examples of what good acting is, and what bad acting
is.
Activity:
Students will then be able to choose a group of three to four
and choose a picture book(we will provide the books) and read the book together out loud. Each student will have to read and
practice the speaking techniques. When they are done reading the books each group will pick one page or one scene in their
particularly book and act it out for the rest of class. Each member of the group will participate.
Activity:
The next activity, students will have to pretend they are about
to give a speech. The teachers will give them there topic of speech however, and the student has to go off that and also write
what they will do speaking wise to make sure people (the audience) will understand him/her.
Materials:
Students will need paper, pencils, and markers if they wish. The
Read Aloud- How I Became a Pirate. We will also need eight other picture books.
Accommodations:
For the seven-eight GE students who finish up earlier then the
other students can group up and play the game telephone- helping their listening skills as well as speaking. We also can have
students retell the stories they read for there acting skits to other students who did not read that particularly book. If
more time, students can read independently. These activities will be review of what we did during the day as well.
Assessment/ Evaluation:
We will observe and assess the whole class during their reading
aloud to their group, observe the acting skits and observe their interviews. We expect good volumes, good pacing, good gestures
and facial expressions. Documentation of their learning will be the skits and a few paragraphs of there intended speech.
