Grade Level Being Taught: 4th Subject/Content: ELA-Narrative Nonfiction & Informational Text Group Size: Whole Group Date of Lesson: 3/31/16

USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_____________
Grade Level Being Taught: Subject/Content: ELA4th

Narrative Nonfiction &
Informational Text
Group
Size:
whole
group
Date of Lesson: 3/31/16
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
LAFS.4.RL.1.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text
LAFS.4.RI.1.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
LAFS.4.RI.3.9
Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
How do people and animals benefit each other?

Informational Text
Group
Size:
whole
group
Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Students will read The Right Dog for the job and Knowing Noses: Search and Rescue
Dogs as well as view the video Animal Humane Society to gather information and answer
the following questions: How do people and animals benefit each other?
Rationale
Address the following
questions:
Why are you

teaching this objective?
Where does this
I am teaching this objective because students needs to understand how to compare

texts and use that to answer the EQ.
This lesson fits within a larger plan because this is a nonfiction text, which means this is a
real thing for students to encounter in their lives. That is also why it is important for
students to learn this concept.

Informational Text
Group
Size:
whole
group
lesson fit within a larger

plan?
Why are you

teaching it this way?
Why is it
important for students to
learn this concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative
evidence will you use to
document student learning
during this lesson?
What summative
evidence will you collect,
either during this lesson or
in upcoming lessons?
I will know students have mastered my objective by receiving a 70 or better on their comprehension test that
will be taken the next day.
Formative: Teacher observation, exit ticket.
Summative: Comprehension test.

Informational Text
Group
Size:
whole
group
What Content Knowledge

is necessary for a teacher
to teach this material?
Teachers should know the difference between service and guide dogs. Also, how to
compare two texts.
What background
knowledge is necessary for
a student to successfully
meet these objectives?
Students need to know that there are ways for people with disabilities to get around and one way is through the
help of animals. Moreover, if any student would like to share the time they saw a guide or service dog, they can.
How will you

ensure students have this
previous knowledge?
Who are your

learners?
What do you
know about them?
What do you

Informational Text
Group
Size:
whole
group
know about their readiness

for this content?
What misconceptions
might students have about
this content?
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
A misconception students might have are that all dogs are aggressive and mean.
Lesson Implementation
Direct instruction, Think-Pair- Share, video lecture, modeling.

Informational Text
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
Time
Who is
responsibl
e (Teacher
or
Students)?
Group
Size:
whole
group
Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Launch: Today we will be working on a few things, viewing and
discussing a video made by the Animal Humane Society, reading
Knowing Noses: Search and Rescue Dogs, and lastly, work on an
activity that will have you comparing two texts (The Right Dog for
the Job and Knowing Noses: Search and Rescue Dogs). We are also
keeping in mind the essential question and hopefully before you
guys go we will answer the EQ. Now if you finish the activity for
Knowing Noses you should be working on your checklist for the
week. Any questions before we get started?
Warm Up: Students will view the video Animal Humane Society
keeping in mind the essential question. After the video, students will
work with their shoulder partners to answer one of three FSA style
question. They should record their answers in their notebooks.
Questions:

Informational Text
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Group
Size:
whole
group
1. What information could be gained from the

photographs in the video?
2. According to the video, how did the Humane Society
help Princess?
3. According to the video, how did the Human Society
benefit the animals in Cedar Rapids?
After five minutes, students will be asked to share their thoughts
and answers. Then that completes the warm up activity.
Students then will take out their Journeys textbook and notebooks
and turn to page 516.
I do: As I read, Knowing Noses: Search and Rescue Dogs, I will
remind the students to keep in mind the essential question, How do
people and animals benefit each other? In addition, the students
will be following along and in the first read I will ask the students the
following questions:
Think Through the Text
1. Reread the first paragraph on page 517 under the
heading Noses to the Rescue. Where can you find the main
idea and what is it? What key detail support this mean idea?
2. What do SAR dogs do?
3. Reread the special feature on page 518. How do you
think the lost Boy Scout felt when he first saw Gandalf the
dog?
We do: After the first read, students will then go to page 519. I will
give instructions saying to do only the Text to Text box and model

Informational Text
Group
Size:
whole
group
how they can get the evidence.

You do: Students will be working with their shoulder partner to
answer the questions the Text to Text box asks.
Wrap up: Students will then answer the essential question in their
notebooks before they go.
What will you do if
What will you do if

Meeting your students
needs as people and as
learners
a student struggles with the content?

If a student struggles with the content then I will help students list the qualities of a good
SAR dog.
a student masters the content quickly?
If a student masters the content quickly I will ask them to answer the EQ.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students are interested in this lesson because it is about dogs and helping people.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community because there are people out there with
disabilities and need service and guide dogs around.

Informational Text
Group
Size:
whole
group
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For the students who need additional challenge, I will pull them into small groups and
have a discussion with them about service animals, focusing on health and safety. A
sample question would be How do you think volunteers should act when socializing with
young animals?
How will you differentiate instruction for students who need additional
language support?
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
For students who need additional language support, I will pull them into small groups and
I will use sentence frames. More information in page T110 in teacher edition.
J.C., J. F., these students will need a Spanish to English dictionary.

Informational Text
Group
Size:
whole
group
implement for these unique

learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Computer, Elmo and projector, classroom textbooks.

Grade Level Being Taught: 4th Subject/Content: ELA-Narrative Nonfiction & Informational Text Group Size: Whole Group Date of Lesson: 3/31/16

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USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_____________

Grade Level Being Taught: Subject/Content: ELA4th

Date of Lesson: 3/31/16

How do people and animals benefit each other?

Grade Level Being Taught: Subject/Content: ELA4th

Date of Lesson: 3/31/16

Objectives- What are you

Why are you

Where does this

I am teaching this objective because students needs to understand how to compare

Grade Level Being Taught: Subject/Content: ELA4th

Date of Lesson: 3/31/16

lesson fit within a larger

Why are you

Grade Level Being Taught: Subject/Content: ELA4th

Date of Lesson: 3/31/16

What Content Knowledge

How will you

Who are your

Grade Level Being Taught: Subject/Content: ELA4th

Date of Lesson: 3/31/16

know about their readiness

Grade Level Being Taught: Subject/Content: ELA4th

Date of Lesson: 3/31/16

Each content area may require a different step-by-step format. Use

Grade Level Being Taught: Subject/Content: ELA4th

Date of Lesson: 3/31/16

1. What information could be gained from the

Grade Level Being Taught: Subject/Content: ELA4th

Date of Lesson: 3/31/16

how they can get the evidence.

What will you do if

What will you do if

a student struggles with the content?

Grade Level Being Taught: Subject/Content: ELA4th

Date of Lesson: 3/31/16

Grade Level Being Taught: Subject/Content: ELA4th

implement for these unique

Computer, Elmo and projector, classroom textbooks.

Date of Lesson: 3/31/16

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