Towson University Instructional Lesson Plan

Interns Name
Sara C, Andy, Von
Grade
4th
Class Size
25
Date / Time
Su!e"t
#ritin$

S"hool
%alstead A"ademy
&entor Initials
I' Value o( the )esson * What will the students learn? Why is this learning meaningful, important and
appropriate? What will the students say or do that will serve as evidence of learning?
&D Colle$e and Career +eady Standards
Strand or Domain: Writing

Cluster: Text types and purposes
Standard:
CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragrap! and !ection!" include
formatting #e.g.$ eading!%$ illu!tration!$ and multimedia &en u!eful to aiding compreen!ion.
)esson ,!e"ti-e
Students will research topics and group information through the use of headings and paragraphs
in order to write their own informational piece and create a poster on ActivInspire.
.i$ Idea or /ssential 0uestion
How do you research and group information from an informational text in order to write your own and
create a poster?
1ormati-e Assessment (planned for use in this lesson)
Written informational piece ased on research aout informational topic
!oster acti"ity on #cti"e $nspire in order to present their information
A"ademi" )an$ua$e Demands
Formatting, headings, research, illustrations, multimedia
II' Conte2t (or )earnin$ * What factors will influence my instructional decisions? How will my
instruction respond to these factors?

3no4led$e o( )earners 5 5 5 Instru"tional De"isions ased on
this 6no4led$e

7A$e le-el "hara"teristi"s, Students 8rior 6no4led$e (ased on D#T# % pre&assessment)' Anti"i8ated
&is"on"e8tions or Areas o( Con(usion, et"'9
Children can work diligently for longer periods
but can become impatient with delays or their
own slowness.
The students will be given time to conduct
their research and think about what they want
to research about. Students will then be given
time to write their own information piece. They
will always have something to do during the
entire lesson.
!""
The age of teasing, nicknames, criticism and
increased verbal skills to vent anger.
The child decreases dependence on adults.
Students have previously used ActivInspire
and podcast and know the basics
#onitor student interaction and validate
student contribution.
#inimi$e teacher assistance and ma%imi$e
student directed activity.
Students are able to create a poster on
ActivInspire using a te%t bo% and inserting
images.
Students are able to record their poster
presentation using podcast
S8e"i(i" Indi-idual or Small Grou8 Needs 5 5 5 Di((erentiated :ra"ti"es (or
((x) $(! #ccommodations' (S*+' Social Concerns' (tc)) this )esson
There are no I&' Accommodations, &S()
Students or Social Concerns.
There are si% struggling readers!writers
T'AC* considerations
+e will model everything we e%pect and will
leave the model up on the board as a reference
during the entire lesson.
Students can use headphones to hear the online
articles read to them if they struggle with
reading or are a auditory learner
Students can use podcast to record their poster
presentation if they are too shy and have
difficulty with oral presentations
&ulti"ultural Considerations / /;uity &easures 5 5 5 Im8li"ations (or this )esson
((x) ,amily%community%cultural assets- !erspecti"e&
Ta.ing- etc))
Some students might not be familiar with
certain topics in the articles due to
multicultural differences, perspectives or
communities
+e have ", articles to choose from so they can
choose a article that they are more familiar
with or they can research more to find out
about the articles they are unfamiliar with
III' Instru"tional :ro"edures What instructional strategies will I use to ensure that every child is a
successful learner?
Instru"tional &aterials
&lmo, large piece of paper, -ational .eographic/s, computers
Te"hnolo$y Inte$ration (If applicable)
(+/*& to display our model of the informational text that the students can use as an example when
writing their own
Computer& S$0S and 1rain!op for students to research their information
!""
#cti"$nspire& 2sed for the warm up to ma.e a list of text features' used to show the poster example'
students to ma.e their own poster aout their newly learned information
Headphones& used to listen to articles eing read to students and for students to record their presentation
on podcast to present to the class if they choose to do so
Timer& displayed on oard to .eep students on trac. and limit distractions
&ana$ement Considerations (/oti"ation' !rocedures' Transitions' /aterials' 1eha"ior)
We will gather students on the carpet during class discussions and when modeling
We will use the s3uea.er toy to gain their attention ac.
We will model in order to minimi4e chaos due to 3uestions and confusion
We will use the red' yellow' green chart for eha"ior and panda paws
# timer to .eep student5s on trac. and limit distractions .nowing they ha"e a time limit
Instru"tional
Se;uen"e
A88ro2imate
Time
:ro"edure
Planned
Beginning
Warm&up
/oti"ation
1ridge
6 minutes 7) 8ather the students on the carpet
9) $ntroduce o:ecti"e
;) (xplain to the students that they will ha"e to loo. through
and examine the maga4ines in order to search for things
such as text features' organi4ation' etc) that ma.e a
informational text uni3ue
<) !ass out a =ational 8eographic maga4ine to each
student
6) *pen up a slide on the !romethean oard so that you can
write the text features that students identify
>) Then they must rainstorm with the teacher and the class
aout features of the informational maga4ine as the
teacher writes on the !romethean oard
?) Ha"e a class discussion aout all the points that were
written on the chart
Development of
the New Learning
(Clearly eplain
instructional activities in
se!uence")
9 hours I D,<
@) We will model how to pic. a topic that interests us and
how to research
A) We will select the article in =ational 8eographic called
#3uarius and display it on the (lmo for the entire class to
see
7B) We will go through the headings in the article and ma.e
sure students .now what headings are and what they tell
us aout the topic
77) We will show them how we selected ; important points
aout the topic that interests us and ma.es us want to
research more aout those points
79) We will as. them to rainstorm with us what 3uestions we
might want to research aout those ; points in order to
find out more aout them and write it on the !romethean
1oard
7;) *nce we decide on ; 3uestions' we will na"igate through
the Sirs wesite on cps)org in order to answer those
3uestions
7<) We must show them that in order for the Sirs wesite to
find us information' we must enter .ey words related to
our search
76) We will show them that it is important to loo. for old
words' headings' sutitles and other text features in order
to find their research information for their notes y
underlining and circling .ey text features in the article on
the !romethean 1oard
7>) We will find information on the topics as we show them
!""
how to na"igate through the wesite
7?) (xplain to students that if they ha"e troule reading a
article online then they can use a pair of headphones and
listen to the information that way
7@) (xplain to students that they can also use 1rain !op to
watch "ideos in order to research their information as well
7A) We will then explain to them that once they find all their
information' they will e writing an informational piece on
a separate piece of paper that they will ha"e to turn in and
then creating a poster on #cti"e $nspire in order to present
their new information to the class)
9B) We will explain that they can use their notes to write their
information piece' ut it must e in their own words
97) We will model this y rainstorming what we would use as
our ; headings and what information would e under each
99) We will show them our example of our final product for the
informational piece y displaying it on the (+/*
9;) We will lea"e this on the (+/* for the remainder of the
lesson for the students to loo. at
=,> D,<
9<) Select a article from one of the =ational 8eographic
maga4ines ased off the topic that interests you and
ma.es you want to find out more
96) Carefully examine the article features and pull out ; ideas
aout that topic that you want to learn more aout and will
e researching
9>) /a.e a list of the ; ideas you want to research and
research 3uestions that you will e loo.ing up on the
computer
9?) # timer will e displayed on the oard so pay attention to
how long you ha"e to research
9@) 8et a computer and go to cps)org then research' study'
learning resources) Then' clic. on Sirs disco"er to
research your topic) Cou can also use headphones to
listen to the articles or 1rain !op to watch "ideos
9A) (nter .eywords aout your topic in the search ox
;B) Ta.e notes on the ; ideas and research 3uestions you
had in mind
;7) *n the separate piece of paper we pro"ide' write your
informational paragraphs including headings for the ;
ideas you researched)
;9) *nce you ha"e finished your writing piece' ha"e the
teacher chec. it efore you mo"e onto your poster
;;) The timer will e displayed on the oard again to show
how long you ha"e to complete your poster
;<) *pen up #cti"$nspire when you are ready to ma.e your
poster
;6) 0efer ac. to the information you wrote aout your topic
and pic. .ey details you want to share with the class
;>) 2se the text ox tool to insert the information on your
#cti"$nspire poster you are creating
;?) $nsert images' ac.grounds and any other designs you
want to ma.e your poster informational and appealing
;@) $f you feel uncomfortale presenting "erally to the class
then you may record your poster presentation using
podcast and present to the class that way
Enrichment or
Choose another article in the =ational 8eographic and find
another topic that interests you) Write down some .ey points you
!""
Remediation
(#s appropriate to
lesson)
learned aout that topic from the article)
#lanned $nding
(Closure)
Summary
Homewor.
7 hour
;A) Ha"e students present their #cti"$nspire posters to the
class on the !romethean 1oard
<B) Ha"e students explain how the text features helped them
choose topics
<7) #s. students- is there anything you want to add to our list
from the warm up after doing all your research?
<9) 8o o"er o:ecti"e and as. if we touched on e"erything
!""