Subject/Lesson Title/Group: Date of lesson: 10/9

Lesson 9 Vocabulary Lesson start time: 10:05

Estimated ending time of lesson: 10:45

Standard(s):
4.L.6 Acquire and accurately use grade-appropriate general academic and domain-specific
words and phrases, including those that signal precise actions, emotions, or states of being
(e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
4.RI.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.

Learning Goal(s): Resources/Materials:

Students will be able to use the vocabulary Slates and markers
words of the week in a sentence and match
Projector
them to their definitions.
Slides
Students will be able to understand and
identify an authors purpose and Reading Textbooks
perspective.
Vocabulary table to fill out
Key Vocabulary:
Unique
Infest
Intervals
Delicate
Flexible
Bond
Inspires
Preserve
Purpose
Perspective

Anticipatory Set:
Students will be introduced to the genre we will be looking at this week. They will have
expository nonfiction explained to them and two key components given to them.

Mini-Lesson: Students will be introduced to the vocabulary words for the week. All eight
will be given with visuals, example sentences, and opportunities for discussion, creating
sample sentences, and whole body learning through representations of words in their seats.
Students will then be introduced to the focus skill of the week. This week it is authors
perspective and purpose. They will be given definitions of these ideas and a chance to
discuss what a viewpoint may be. Then as a class well will go through a short paragraph I
wrote and secede what my purpose and perspective was. We will also find examples in the
paragraph that back up these claims.

Work time:
Students will be copying down the vocabulary words and definitions on a table that I have
prepared for them as we go through the lesson. Then as a class we will read a short passage
with the vocabulary words. As we go through it, we will stop at vocabulary words and have
students discuss their meaning briefly. A the end of this, students will be given a matching
activity to do on their slates before we go into the focus skill. We will answer this on the
smart board to go over the correct answers.
During the focus skill time. Students will work with me to fill out a table on the purpose,
perspective, and text evidence to support it. This will just be a basic introduction. On
Wednesday, they will receive a full lesson on this focus skill.

Closure:
Students will explore the focus skill further. They will be asked to reflect on a story we read
in the past. They will then decide how the author felt about chores and will write a sentence
about this on their slates. This will serve as an exit ticket to move onto their smart work
time.

Differentiation for Student Needs:

Every vocabulary word will have a key part of the definition. This part will be highlighted to
help students who may write slower keep up. The words will also be presented in
numerous ways. There will be visual representations, sample sentences, and discussions to
help students really capture the meaning and to provide different mediums for different
learners to absorb.

Questions: (Be sure to include higher Integration Areas:

level questions. See Blooms Taxonomy).
Reading
What do you think the author really hopes
Writing
to communicate in this piece?
Do you think the author likes or dislikes
reading?
Where in the text does it back up these
ideas?
What do you think the autor of Justin and
the Best Biscuits in the World thinks about
chores? Does he think there really are things
that are mens and womens work?

Formative Assessment:
For the vocabulary, I will have both a table to check if students recorded definitions. I will
also have a matching activity in which I will see a sample of student answers, as well as
circle the room to check all slates as they work on it. Students will also give me sample
sentences for some of the words throughout the lesson to show me if they understand the
words.
For the focus skill, the exit slip will give me an idea if they can identify how an author feels
about a major topic in the writing. I will use this to plan my focus skill lesson on Wednesday.
This will help me address the issues I will see on Monday when I briefly introduce the idea.