KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:
Cooperating Teacher:
Group Size:

24

Subject or Topic:

Macy Deskiewicz
Natalie Smith
Allotted Time
Stone Fox day 2

Date:

2/10

Coop. Initials
1 hour Grade Level 4
Section

035

STANDARD:
R4.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words used in text.
R4.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R4.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting
details from text.
R4.A.1.5.1: Summarize the key details and events of a fictional text as a whole.
I. Performance Objectives (Learning Outcomes):
A. Students will be able to make predictions about the problem by writing it on
the white board
B. Students will be able to summarize and predict throughout the story.
II. Instructional Materials
A. Stone Fox books and papers (students should have from previous day)
B. White board markers
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
A. Students should be familiar with predictions in storytelling
IV. Implementation
A. Introduction
i. Ask the class to recall what happened in the first chapter yesterday
and have a discussion comparing what their prediction was to what
has happened so far.
B. Development
i. Begin to read chapter 2, allowing the kids to popcorn read around the
room. Stopping at designated pages to identify vocabulary words.
ii. After completing chapter two, ask the class to discuss why they think
the grandfather might be upset if it was not about the crops as Little
Willy discovered. Pass out whiteboard markers to students in

iii.
iv.
v.

different groups. Allow students to write their prediction on the

board and pass the marker to someone else until everyone has
written.
Read predictions aloud and allow class to record on their prediction
sheet.
Ask students to read chapter 3 silently to themselves and then read it
aloud to finish the chapter.
Ask students to talk to their tables and write a once sentence
summary together.

C. Closure
i. Ask students to continue to work on their predictions and summaries,
filling out their sheet as they go.
ii. Tell class we will continue reading tomorrow!
D. Accommodations/Differentiation
E. Assessment/Evaluation Plan
1. Formative
i. Students will be assessed on their final completed prediction and
summary chart.
ii. Students predictions will be assessed based on logic and sense with
the story.
2. Summative

V. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)
Remediation Plan
B. Personal Reflection
i. Was the class engaged?
1. I think the class is interested in the story. At the end of the third
chapter they were asking to read more. The students seemed
excited that they were able to write on the white board. One
student seemed lost and did not want her turn on the
whiteboard initially, when I had allowed her to be the first at
her table. Overall I think the class is getting invested in the
story, although Im worried that some students who have read
it before are ruining it for the others.

ii.

iii.

Were the students coming up with strong predictions?

1. Some of the students predictions were generic he will find out
why rather than a guess as to why. I would like to work on
putting action into the predictions rather than just knowing the
questions will be answered. Today we talked about what the
definition of a good prediction is, the class gave very good
examples what were and what were not (he will find an
umbrella..). This showed understanding of relevance. I hope
that they can use this good prediction review to their
advantage in their writing.
How could this lesson be improved?
1. I allowed the students to write some of their predictions on the
white board but did not really have time to do anything with it
after they wrote them due to time constraints and other lessons
within the ELA period. I would like to have been able to do an
activity or discuss it more after writing, but hope it was still
beneficial for the students to have seen what their friends
wrote. If I were to teach this lesson again I would elaborate on
the part of the lesson by having the students read aloud the
ideas from the board and use it as creative inspiration for some
of their own.

VI. Resources
A. Stone Fox- John Reynolds Gardiner