Teacher: Paulette V.

Perez (Horizon Heights Elementary, Room 400)

Subject/Grade level: Reading/ 4th Grade
Unit topic: Drama: Myth/Play.
Lesson goals: The student will practice asking and answering questions when they
read Perseus and the Fall of Medusa.
Lesson title or topic: Developing questions and answering them while reading a
play.
Estimated length of lesson: Approximately 45 minutes.

TEKS Standards:

The students will take what they learned about asking and answering questions
from the mini lesson and apply it when we are reading Perseus and the fall of
Medusa.

4.3B use context within and beyond a sentence to determine the relevant meaning
of unfamiliar words, 4.9A demonstrate knowledge of distinguishing characteristics
of well-known children’s literature such as myths, 4.9C explain structure in drama
such as character tags, acts, scenes, and stage directions, 4.6A establish purpose for
reading assigned texts, 4.6B generate questions about text before, and after reading
to deepen understanding and gain information

Learning Objective(s): The student will be able to generate and answer questions
before, after and during reading a script.

Academic Language: devised, distress, odyssey, destiny, mortal

Grouping: This lesson will be done in groups of 3 students and one group of 4
students. Before this lesson, the students were moved based on their STAAR scores
and test scores from the 3rd, 6th and 9th weeks. Each group has a student who is high,
a student is intermediate, and a student who is low. The students who are
preforming at an intermediate and low level who need frequent assistance from the
teacher are seated where they are directly facing the board.

Materials: For this lesson we will need into Reading Texas myBook 1 passage
Perseus and the fall of Medusa, Ask and Answer Questions anchor chart, Teacher’s
Guide Volume 2, Critical Vocabulary Cards, and reader’s theater props.

Resources: - into Reading Texas myBook 1 passage Perseus and the fall of Medusa -
This resources covers TEKS 4.9A, 4.9C, 4.6B and 4.6A because it encourages
students to generate and answer questions, distinguishing characteristics of myths,
learn about the structure in drama and establish a purpose for reading.
-Critical Vocabulary Cards - This resource covers TEKS 4.3B by having students use
context within and beyond a sentence to understand the meaning of unfamiliar
words.

-The SISD 4th Grade Pacing Guide for math was used as a resource when the lesson
was created. It gave the opportunity to see what TEKS had to be covered during the
13th week of school.

Connections to Other Subjects: I am integrating writing into this lesson by having

students annotate and develop questions while reading. They will be writing their
questions and answers in their myBook.

Instructional Procedures (including differentiation and targeted support)

o Introduction: I will begin the lesson by first introducing the vocabulary that will
be used in the passage. This is the manner in which the 4th grade teachers introduce
the vocabulary when starting a new passage. I read the word to them and they
repeat it. Once they appropriately pronounce the word, I will read them the
definition. When asked, they repeat the definition to me. I will then read the
sentence in back of the card then select a student to create a sentence using the
sentence. After we have gone over the vocabulary words, I will introduce the Ask
and Answer Anchor Chart. I read it to them and explain why it is important for
readers to ask questions to comprehend the text. I will tell students that as we read
the play they will formulate questions about the play.

o Teacher Modeling: I will frame the lesson objective by reviewing it with the
students before beginning the lesson. I will also have them access their prior
knowledge of what dramas/plays are and the specific components of the genre. I
will then project and go over the genre study provided by the reading book and
display and go over information about heroes in Greek mythology.

o Body of the Lesson: The students will first set a purpose of reading by answering
the question: What do you want to learn about some of the mythical characters in
this play? I will then have them read and look at the first page of the play then I will
read the questions: Who do you think Perseus is, and who is Medusa? What do you
think the “fall of” means? They will write down their answers in the myNotes
section and I will select a name from the cup and have them share.

o Guided Practice: I will guide students by modeling asking and answering

questions out loud by stating, “ I will ask and answer questions at this point in the
play to help me make predictions. I will ask myself, “What will Polydectes ask
Perseus to get?” I think it will be something difficult or expensive. He talks about a
trap, so I think it will be challenging for Perseus to fulfill the king’s request” as
directed in the teacher’s guide.
o Independent Practice: After guiding students on how to ask and answer
questions, they will have the opportunity to create and write their own questions
about scene two and scene three on myNotes section as we read the play. During
independent practice I will go around making sure they are following instructions
and asking insightful questions.

o Conclusion (closure): I will conclude the lesson by revisiting the purpose they set
before reading. I will ask and have students explain how this text fits the genre of
myth and play. I will also have them cite evidence in the text to support their
reasoning.

Assessment: During the lesson, I will be going to each student and ask them to read
me the questions they have developed while reading the play by using the 5W
method. If they are having trouble creating questions, I will model to them what I
am asking them to do by creating my own questions about the text.

Accommodations/Modifications/Enrichment:

- Special Needs Learners: The student who is diagnosed with special needs is
allowed to use a whisper phone to help him read aloud for comprehension. He will
also be given a bookmarker so he can follow along as we read. I will read the
questions to him individually if he needs it reread to him. I will also have him first
answer the question orally and then have him transfer his answer in his myBook.

- English Language Learners

For students who are identified as LEP, I will be checking for understanding when I
walk around the room looking at the questions they develop while they read. I will
also be using the vocabulary words in sentences and if appropriate, I will have them
act it out. Reader’s theater will also help students comprehend the characters of the
play Perseus and the fall of Medusa.

- Gifted and Talented

For students who are part of the GT program, they will be given the opportunity to
answer the questions: How does the job of the gods benefit the lives of mortals?
How does their power relate to their job? They will then create their own god with
the ideas in mind: How does this god improve the lives of mortals with the powers
they have?