Daily Lesson Plan

Name: Anita Hughes

Date: 9/07//2016

Subject: Reading

Topic: The Power of W.O.W.!

Grade: 4th

Length of Lesson: 60 minutes

Introduction (Essential Question): Why might people raise money for a cause?
Standard: Reading, Writing, and Speaking and Listening
Cluster: Key Ideas and Details, Integration of Knowledge and Ideas, Range of Writing, and
Comprehension and Collaboration
Objective: ELA.4.R.C1.2 determine a theme of a story, drama or poem from details in the
literary text; summarize the text. (CCSS RL.4.2)
ELA.4.R.C3.1 make connections between the text of a story or drama and a visual or oral
presentation of the literary text, identifying where each version reflects specific descriptions and
directions in the text. (CCSS RL.4.7)
ELA.4.W.C12.1 write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. * (CCSS W.4.10)
ELA.4.SL.C13.1 Search engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others
ideas and expressing their own clearly.
pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
Specific Objective: Students index cards from the group activity will be taken up and reviewed
in order to gain an understanding of how well students were able to answer the essential question
for the story, The Power Of Wow.! Students will be completing the classroom conversation
questions on page 124 of their reading book for a grade. They will be writing their answers to
these questions in their reading notebook. There are three classroom conversation questions, each
question is worth 20 points each. Students need to thoroughly answer the questions in order to
get full credit for each question.
Method(s):
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Students will be given direct instruction on how to refer back to the text in order to reflect on the
essential question for this weeks story.
Students will work together in pairs to discuss the turn and talk question in their reading book, which is
on page 124. It is located on page T260 in the teachers edition book.
Direct instruction will be given using the dig deeper portion of the Teachers edition book on pages T258
and T259. The student book pages for this is 122 and 123. Students will orally read the theme passage
on page 122 of their book. Then the theme organizer will be discussed.
A second read through of the text will take place where students will be guided to look at specific pages
of the story.
Students will create their theme graphic organizer on a blank sheet of paper.

Materials:
The Teachers Edition West Virginia Journeys Book.
Each student will need a blank sheet of paper.
Each student will need their own copy of the student Journey Book.
Every student will need their pencil and an index card for the pair activity.
Direct Instruction:
Students will be instruction to turn to page 124 in their reading book. This is page T260 in the Teachers
Edition book. I will have students read along with me the Turn and Talk section on pg. 124 of their
reading book. I will remind students of the essential reading question for the week which is, why might
people raise money for a cause? Once we have went over this as a class students will be broken into
groups of two.
I will then do the Dip Deeper portion of the Teachers Edition Text which is located on page T258 and
T259. I will go over the terms that are commonly found in plays. I will remind students that they have
just read the play, The Power of W.O.W.! I will let students know that the words theme, drama,
dialogue, stage directions, and allusion are often words used to describe a play. I will go over the word
theme. I will let students know that playwrights usually leave the audience with something to think
about, usually a message or a lesson about life. I will then have students turn to page 123 in their book. I
will discuss with students the difference between the way a drama and a story are written. Plays have a
cast of characters, dialogue, and stage directions. I will then discuss with students why authors use
allusions in their plays, which is often used to give details about characters or events in an interesting
way. Once I have thoroughly discussed the Dig Deeper section on page T259 I let students know that I
am going to split them up into groups of two.
Guided Practice:
Students will work in groups of two to complete the Turn in Talk on page 124 of their book. Each
student will get an index card and will work together with their partner to answer the turn in talk
question. Students will be reflecting on the essential question for this week, Why might people raise
money for a cause?
Once all groups have finished answering the turn and talk question I will then ask students if there is any
group that would like to share their answer to this question.
Once all the groups that want to share their answer to the turn and talk question have I will instruct
students to turn to page 124 in their reading book, this is on page T260 in the Teachers Edition Book. I
will have students look at the box on this page that is headed, Classroom Conversation. We will then
discuss what the classroom conversation box is asking them to do. Once we have went over the
classroom conversation box students will complete questions one through three of the classroom
conversation box on their own. Students will be instructed to get out their reading notebooks. Students
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will then be instructed to write their answers to these three questions in their reading notebooks. I will
remind students that they need to write in complete sentences. I will let students know that I will be
taking up their reading notebooks for a grade.
Differentiation:
Visual learners may benefit from being able to use their reading books.
Kinesthetic learners will benefit from the whole class reading activity.
Auditory learners may benefit from the class discussion.
Lesson Closure:
Independent Practice:
Students written responses to the classroom conversation questions on page 124 of their reading book
will be taken up for a grade.
Assessment:
An assessment can be made by grading students written responses to the classroom conversation questions that
will be turned in for a grade. Students will write their answers to these questions in their reading notebooks.
There are three classroom conversation questions, each question is worth 20 points each. Students need to
thoroughly answer each question in order to get full credit for each question. Once they have finished answering
the questions they will turn their notebooks in to the classwork box in the back of the classroom.
Lesson Reflection:
How I would teach this lesson differently next time.
1. I could let students complete the classroom conversation in groups which will provide them with the
opportunity to discuss their answers with a peer.
2. I could shorten the assignment and just have students chose one of the classroom conversations
questions to answer, this will allow students more time to thoroughly answer, in detail, one questions
instead of them feeling rushed through answering all through questions.
3. I may let students share their responses to the classroom conversation questions with the class them
will allow students the opportunity to share what they have written.

Reference
West Virginia Journeys Grade 4 Teachers Edition. (2015). Orlando, Florida: Houghton Mifflin Harcourt
Publishing Company.

Below is two students graded classroom conversation questions.

Daily Lesson Plan

Name: Anita Hughes

Date: 10/24/2016

Subject: Math

Topic: Write Base 10 numbers in Expanded Form

Grade: 2nd

Length of Lesson: 105

Introduction (Essential Question): How do I write base ten numbers in expanded form?
Standard: Number and Operations in Base Ten
Cluster: Understand Place Value
Objective: M.2.NBT.3 read and write numbers to 1000 using base-ten numerals, number names
and expanded form. (CCSS Math.2.NBT.3)
Specific Objective: Students will use their white boards to write down the numbers that I
indicate which will help them to understand the skill that I am teaching them for the day which is
Lesson 6 in the Eureka math book. This lesson is on writing base ten numbers in expanded form.
Students will work along with me to complete Lesson 6 Problem Set which is on pages 90 and
91 of the Teacher Edition Eureka Math Grade 2 Module 3 Math Book. Students work will be
checked for participation to make sure that they fully completed and understood the math skill
they were provided instruction on. Students will complete Lesson 6 Exit Ticket for a grade.
There are 11 problems on the exit ticket, students need to answer 9 out of the 11 problems
correctly in order to receive a passing score of 75% or above.
Method(s):
Direct instruction will be given on the math skill for this week.
Whole group instruction will take place on the math skill for this week.
The Lesson 6 problem set in the Eureka Math Book will be completed whole group.
Materials:
The Teacher Edition Eureka Math Grade 2 Module 3 Book will be needed.
Each student will need a copy of pages 90 and 91 from the Teacher Edition Eureka Math Book.
A copy of pages 90 and 91 will be needed for teacher use.
A smartboard will be needed in order to project pages 90 and 91.
Each students will need a white board and marker.
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Each student will need a copy of Lesson 6 Exit Ticket located on page 92 of the Teacher Edition Eureka
Math Book.

Direct Instruction:
Students will be given direct instruction on how to write a number in expanded form. Before I begin
introducing the math skill for this day I will have students get out their white boards and I will pass out
markers. I will then write the number 243 on the smartboard. I will ask students to write this number on
their white boards. I will then have students identify which number is in the ones place, tens place, and
hundreds place. Once students have identify this for me I will then let them know that we are going to
separate each individual place value so that we can show the total value of each of these units. I will
point to the 2 in the number 243. I will then ask students if anyone can tell me what place value this
number is in. Once a student has responded with the correct answer I will then ask them if they can tell
me what a 2 in the hundreds place represents. I am looking for the response that the 2 is in the hundreds
place means that we have 200. If there are not any students that respond with this answer I will let
students know that the 2 in the hundreds place represents 200. I will then write that down on the
smartboard and will instruct students to write it down on their white boards. I will also put the addition
sign after the 200 and ask students to do the same. I will then follow the same routine for the 4 in the
tens place and the 3 in the ones place. After we have went through each place value I will have written
on the smartboard 200+40+3 and will make sure that students also have it written down on their white
boards. I will let students know that by separating the total value of this number we have identified what
value each unit represents. I would let students know that if we added 200+40+3 we would get the
number 243. I will complete the exact same steps with the numbers 345 and 123
Guided Practice:
Once I have thoroughly introduced the math skill for today I will give each student a copy of Lesson 6
Problem Set, which is located on pages 90 and 91 of the Teachers Edition Eureka Math Book. Once
every student has a copy of the problem set we will work together to complete both pages. I will first
read the directions for page 90. I will let students know that we will be writing each number listed for
problems 1 through 8 in expanded form. I will let students know that this is the exact same thing that
they practiced doing along with me on their white boards. I will then go over the first problem. The
number that we are writing in expanded form for problem one is 231. I will ask for student volunteers to
help me write the total value of each unit so that we can write this number in expanded form. I will help
guide students on how to do this for problem 1. I will point to the 2 in the number 231. I will then ask
students if they can tell me what place value the 2 is in. I will then ask them if they can tell me what 2
hundreds represent. Once a students has identified that the 2 in the number 231 represents 200 I will
write that on my copy of the problem set that is projected on the smartboard and will have students do
the same. I will then move to the tens place. I will ask students if we have 3 tens what value does that 3
represent. Once a student says 30 I will write that down. What should be written down on the
smartboard and student pages so far is 200+30+. I will then move to the last place value. Once a students
has told me that the 1 represents just 1 I will then combined that with what we already have written to
get 200+30+1. I will then let students know that if we added up those three numbers together we would
get the number we started with, 231.
After we have finished the first problem I will then call for student volunteers to come up to the
smartboard and we will work through the remaining problems on page 90. I will work along with each
volunteer as they come up to the smart board in order to correctly write the numbers indicated in
expanded form..
Once students have completed page 90 we will move to page 91 of the problem set. Before we start
working the problems on this page I will read the directions for this page to students. For this page I will
let students know that we will be writing the answer to the expanded form addition problem in number
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form. The number we are given for number 9 is 2+30+100. I will point out to students that the numbers
we are adding are not written in order of place value. Before we solve this problem I will draw three
lines beside the equal sign and will instruct students to do the same. I will then ask students if they can
tell me how many hundreds we have. Once they have identified 1, I will ask if they can tell me which
line we will place the 1 on, whether it is the first, second, or third line (the first line represents the
hundreds, the second line represents the tens, and the third line represents the ones place). Once a
student has said that the 1 needs to be placed on the first line I will then write it on the first line and will
instruct them to do the same. We will then move to the tens place and I will ask students which number
represents how many tens we have. Once students have stated that it is the number 30, which means we
have 3 tens I will ask them which line it goes on. Once students have stated the second line I will then
write the 3 on the second line and will then move to the ones. Once a student has identified that there are
2 ones and that it goes on the third line I will then write the number 2 on the third line. I will then ask if
anyone can read the number that we have written out on the lines. I am looking for a student to say that
we have the number 132. I will follow this same routine for problems 10 through 13. Once we have
worked together to complete these I will ask students to complete problems 14 through 16. During this
time I will walk around and observe students answers. When all students have finished completing
problems 14 through 16 I will instruct them to switch papers with the person beside them. The students
that do not have a student directly beside them I will let them know who they are to switch papers with. I
will then go over the last three problems with students. I will expect students to assistant on answering
these last there problems. Once we have completed page 91 I will go around the classroom and check
that every students has completed every problem on both pages.
Differentiation:
Visual learners may benefit from being able to see the work projected on the smartboard.
Kinesthetic learners will benefit from being able to work on their white boards and with the smartboard.
Auditory learners may benefit from the class discussion.
Lesson Closure:
At the end of the lesson I will go back over the math skill for today, which is on writing base ten numbers in
expanded form. I will then ask students to share with me how we write a number in expanded form.
Independent Practice:
Students will complete problems 14, 15, and 16 on page 91 on their own. Students work will be checked
for participation to make sure that they fully completed and understood the math skill they were
provided instruction on. Students will also complete Lesson 6 Exit Ticket for a grade.
Assessment:
An assessment can be made by grading students Lesson 6 Exit Ticket for a grade. There are 11 problems on the
exit ticket, students need to answer 9 out of the 11 problems correctly in order to receive a passing score of 75%
or above.
Lesson Reflection:
How I would teach this lesson differently next time.
1. I may have students work together with a partner to complete more of page 90. This will allow students
to talk through their answers.

2. I could provide students with a few extra problems to complete on their own, once we have thoroughly
went over Lesson 6 Problem Set. This will give students more time to practice the math skill that I have
went over for this day.
3. I will make sure that the lesson is revised according to students needs. After instruction on the lesson
has been given I will be able to see whether students need more hands on activities or if group work
would be beneficial. I will also know if I need to review the skill again.

References
Center, G. A., & Department of Mathematics at Louisiana State University. (2016). Eureka Math, Grade 2
Module 3. Washington, DC: Great Minds.

Below is the Lesson 6 Problem Set that was completed whole group with students.

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Below is the back of the Lesson 6 Problem Set page.

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Below are three students completed Lesson 6 Exit Ticket, which was completed independently.

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