For the MoPTA, this Lesson Plan Format is an optional tool that can help a teacher candidate develop well-planned and structured lessons. This format also can help a teacher candidate better understand and design meaningful daily lessons that can positively enhance his or her instructional practice and students learning. This Lesson Plan Format is intended for use in con!unction with Tas"s #, $, and %, but again, it is not a re&uired document. Adyson Conley- Grade 4 (Reading) Standards/Quality Indicators/Skills Missouri and national standards, quality indicators, and skills addressed by this lesson CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the tet! s"mmari#e the tet. Learning Obecti!es/Goals The lessons objectives and learning outcomes appropriate for meeting curricular and student needs Following reading Goldilocks and the Three Bears, the students will be able to distinguish the theme of the te't by summari(ing "ey details in a small group verbal discussion. )eading strategy* recall events and "ey details in the te't. Assess"ent (ty#e$s% o& assess"ent used t'roug'out t'e lesson) Assessments! before, during, and after the lesson +erbal recall after each page ,students will summari(e the te't from that page including "ey points-details. se&uence of events/ +erbal recall halfway through the story ,students will summari(e the te't thus far including "ey points- main details. se&uence of events/ 0igher order &uestioning ,students will be as"ed &uestions throughout the te't to assess comprehension/ Lesson Structure and (rocedures "equence of events of the lesson elements# The before, during, and after the lesson, e#g#, $ngagement%&pening, 'rocedures, Guided 'ractice, (onclusion! B$)&*$+ 1ac"ground "nowledge chec" on fairytales 2tudents will state parts of fairytales 3ntroduce reading strategy* recall 45ood readers recall to help them remember "ey facts throughout the story and to help better comprehend the te't6 7hat does it mean to recall8 9an you give me an e'ample of when you would give someone a recall8 ,:'* telling a friend a story/ 3ntroduce te't* 5oldiloc"s and the Three 1ears ,-*./G+ 2tudents will read te't aloud* 5oldiloc"s and the Three 1ears After each page, students will be as"ed to recall what happened within the story ,paying attention to se&uence of events, details and "ey parts in the story/ 0alfway through the te't, students will give a recall including the most important parts that they believe should be included. 2tudents will be as"ed higher order &uestions to challenge their recalls. Instructional Strategies Teacher approach to helping students achieve the learning objectives and meet their needs 2tudents will be as"ed to recall the events within the story after each page. 2tudents will share their summari(ation, verbally, with the rest of the small group. 2tudents will be as"ed to add on to their peers summari(ation of the story. 2tudents will state a recall of events halfway through the story that contains main events and details. 2tudents will ma"e sure their recall shows a se&uence of events ,in order/. +erbal small group higher order &uestioning. Learning Acti!ities &pportunities provided for students to develop kno0ledge and skills of the learning objectives )ead te't* Goldilocks and the Three Bears 2tudents will use the recall reading strategy to help better comprehend the te't as the story progresses. Resources and )aterials 1ist of materials used in the planning of and during the instruction of the lesson )eading A-; te't* Goldilocks and the Three Bears 0igher order &uestion cards <iscussion &uestion cards *ec'nology .nstructional and%or assistive technology incorporated into the lesson to enhance instruction and student learning +/A ,i-erentiation/Acco""odations/)odi.cations/Increase in Rigor To help meet the needs of all learners, learning di2erences, cultural and language di2erences, etc# 2ame level- ability grouping 2ame level te't A variety of activities will be provided to meet the needs of all the learners. +isual* viewing of the te't Goldilocks and the Three Bears Auditory* listening to peers read aloud the te't and verbali(ing recalls of the te't Classroo" )anage"ent "trategies consistent 0ith the learning needs of the lesson that also meet student behavior needs to help keep students on task and actively engaged All students will be involved in the small group read aloud of Goldilocks and the Three Bears# Positive praises and encouragement will be used to reinforce students participation and reading. /0tensions Activities for early 3nishers that e4tend students understanding of and thinking about the learning objectives by applying their ne0 kno0ledge in a di2erent 0ay +/A 1ollo2-u# to *oday3s Lesson 5uick activity for revie0 or building on todays learning that 0ill deepen student understanding and interconnect concepts may be incorporated tomorro0 or throughout the unit! +/A Additional In&or"ation Any area or lesson component that may not have been covered by this format that you think is vital to include in this lesson ( 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. 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