LESSON PLAN FORMAT

Name__Cassie Plote_________________
Date______April 10, 2016_______________
Grade Level____4_________

Arizona State/Common Core Standard(s):

Content Area Objective(s) Blooms Taxonomy:

1. Student will be able to listen and follow along with the story
as teacher models reading.
2. Students will be able to express their inner conversation or
thoughts independently with writing and share with peers
verbally.

Language Objective(s):
1. Students will work on listening, comprehending and making
connections with the text.
2. Students will be able to share their inner thoughts, images
and new knowledge regarding the text by communicating in a
small and large group setting.

Vocabulary:
Inner conversation
Text to self
Text evidence

Anticipatory Set:
Students are able to read and listen to text
Students are familiar with comprehension strategies
Students are familiar with making connections,
predictions, etc. with text based on text evidence.
Student is familiar with how to write and communicate
thoughts.

Teacher Actions:
1. Teacher gives students a board with 6 blank sticky notes
2. Teacher gives directions of student task and expectations
3.Techer begins reading text
4. Teacher makes T chart on board.
5. Teacher makes list of happenings in text as told by students.
6. Teacher has students place sticky note on board if they had
a thought associated with the event in the text.
7. Teacher reads sticky notes out loud for whole group.
8. Teacher poses questions regarding text to elicit class
discussion about text.

Student Actions:
1. Students listen to read aloud
2. Student writes anything that comes to their minds while
listening to text onto sticky notes.
3. Students share and explain what they wrote on their sticky
notes with a partner. (Students should identify parts of the
text or certain events that caused them to think a certain way.)
4. Students share with whole group. (A T chart with one side
labeled Text evidence and the other labeled Inner
conversation will be drawn on the board. We will go over big
or important events in the story and list on the Text
evidence side. Students that expressed thought related to
this part of the text will then come place their sticky notes on
the Inner conversation side that corresponds.
5. Students respond and engage in whole group discussion.

Modifications (corresponding to student actions):

1. Student may draw pictures on sticky to show their thoughts.
2. Student may need to be paired with someone who may be of
assistance to them.
3. Student may need more time to think and communicate
thoughts.

Closure:
Discussion-
What is going on so far in the story?
What do you think is going on in Verbenas head?
Have you ever felt this way or been in a similar situation?
What do you think might happen next?

Assessment (formative and/or summative):

Summative
Teacher will walk around room as students share with
partners and observe students thoughts written on
sticky notes and student conversation.
Students will share as a whole group.
Teacher will engage student discussion asking leading
comprehension questions regarding text.

Materials/Resources:
Boards with 6 sticky notes for each student
 White board T chart
Book -As Simple as It Seems by Sarah Weeks