Direct Instruction Lesson Plan Reading Comprehension Grade Level/Subject: Fourth Grade Reading Comprehension Central Focus: Comprehension

n - referencing key details in text when creating inferences about the material.

Essential Standard/Common Core Objective: 4.RL.1. Refer to details and examples in a text when explaining Date submitted: Date taught: what the text says explicitly and when drawing inferences from the text. Daily Lesson Objective: After reading the first two chapters in Meet Addy, students will answer the questions provided by referencing the text for key clues, and make inferences about the passage. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Language function: Inference Vocabulary: reference, inference, details Prior Knowledge: Based on the ELA CCSS RL.K, RL.1, RL.2, and RL.3 students should know how to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Activity Description of Activities and Setting When you read a historical fiction book, you as a good reader must understand the historical context and fictional aspects of the story. When you read a historical fiction book, how do you know what part is historical (remember key events that we can refer to in history) or what is fictional (fictional parts can be characters or the story revolving around those character)? Today we will have more practice examining a piece of historical fiction and analyze the text for historical and fictional clues. Today I will review, explain, and chart the three main characteristics of historical fiction: The story is set in a historical time period; The characters are fictional; 2. Statement of Objective for Student The story is based on historical facts. After reading another example of historical fiction, you should be able to solidify the three characteristics by making inferences (Inference to draw a conclusion about the text or incorporate your own opinion) with the text. It is important to know and understand this genre because we, as good readers, should consider and understand what life was like during a previous time or historical event. We will then read the book Meet Addy and discuss why its a historical fiction book and what characteristics make it a historical fiction piece. Once again, its important to know and understand this genre because we, as good readers, should consider and understand what life was like during a previous time or historical event. 4 min. Time

1. Focus and Review

1 min.

3. Teacher Input

10 min.

Read the title and inside cover or back of Meet Addy: An American Girl by Connie Porter. Add information from the inside of the book to the characteristics chart. For example, "The story takes place in 1864, during the time of slavery. We know that slavery really did exist in the late 1800s, so this gives us a clue that the book will be historical fiction. We also see that this book is going to tell us a story but not necessarily just give us information. Usually fiction texts tell a story and do not exclusively give information, so we can conclude that the text is fiction." During the guided practice, read chapter one and make a chart asking the following questions: The story is set in a historical time period; The characters are fictional; 4. Guided Practice The story is based on historical facts. As you read, ask students questions like What clues tell me what time period the story took place? What are the names of the fictional character? What are some historical facts that tell me this story is a piece of historical fiction? After the chapter is read, take the time to ask students each of the three questions and write down their answers on the chart provided. Read chapter two then provide students with a copy of the Historical Fiction independent practice worksheet. Students should be able to remember the story and reference notes from reading the book Meet Addy in order to complete and fully answer the questions provided. The following questions are: ~The story is set in a historical time period: This story is set during the Civil War. I know this because Addys parents discuss the war. Also, master Stevens is forced to sell slaves because of how scarce money is because of the war. ~The story is based on historical facts: 5. Independent Practice This story is based on historical facts because the Civil War was a real event that happened in the U.S. The use of slaves was also historically accurate. ~List all the fictional characters in the story. How do you know the book is fiction? 1. All of the fictional characters include Addy, Mamma, Poppa, Sam, Esther, and Master Stevens. I know this is fiction because what happened in this book is not a historical event. This story was based on historical events that happened during the Civil War. 20 min. 20 min.

Criteria for Evaluating Students question sheets: Full Mastery 3 questions were answered correctly Partial Mastery 2 questions were answered correctly No mastery 1 question was answered correctly 6. Assessment Methods of all objectives/skills: Criteria for Evaluating Students question sheets for advanced learners: Full Mastery Students were able to reference 3 aspects of historical fiction by comparing it to the book Number the Stars. Partial Mastery Students were able to reference 2 aspects of historical fiction by comparing it to the book Number the Stars. No mastery Students were able to reference 1 aspect of historical fiction by comparing it to the book Number the Stars. What three components make up a historical fiction book? Why is this important to know as young readers and learners? Why do good readers 5 min. need to know how to make inferences about text?

7. Closure 8. Assessment Results of all objectives/skills:

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Advanced Students: Students will be challenged to answer the following questions: You have also spent time in class over the past couple of weeks reading the book Number the Stars. Can you tell me why this is an example of historical fiction? Explain your answer by referencing the following: The story is set in a historical time period; The characters are fictional; The story is based on historical facts.

Materials/Technology: Guided Practice Sheet, Independent Practice Worksheet, Meet Addy: An American Girl by Connie Porter, chart paper, markers References: http://www.readworks.org/lessons/grade4/genre/lesson-1 Reflection on lesson:

Guided/Independent Practice Key Historical Fiction Meet Addy: An American Girl 2. Set in a historical time period: 1864 during the Civil War a. Addys parents discuss the progress of the Civil War and the Union soldiers. (pg. 4) b. Master Stevens has to sell some slaves because the war is making money scarce. (pg. 15) 3. Fictional characters: Addy, Mamma, Poppa, Sam, Esther, Master Stevens 4. Based on historical facts: Slavery a. Addy worked in the tobacco fields all day. (pg. 4)

b. c. d. e. f. g. h. i.

Addys parents are afraid of being sold to another slave master. (pg. 4) Addys brother, Sam, was whipped for trying to escape.(pg. 5) Poppa discusses how to escape using safe houses (Underground Railroad). (pg. 6) Addy was afraid of the overseer with the whip. (pg. 12) Addy had to help serve dinner to Master Stevens and another white man. (pg. 13) Master Stevens is selling some of his slaves to another white slave owner. (pg. 14) Sam and Poppa were put in chains and sold. (pg. 20) Addy was whipped for trying to stop Master Stevens from selling her brother and father. (pg. 21)

Reading Lesson Plan Reflection Ashlyn Cagle 1. What evidence do you have that students mastered or did not master the lesson objective? Based on your evaluation for their work, how many students mastered the lesson objective? At the end of this activity, students were given a worksheet to complete in order to show mastery. The majority of the class mastered this lesson by either getting a check or check plus on their sheet. I also tested for comprehension by asking them questions during the reading to make sure that they were paying attention and staying actively engaged. The students thoroughly enjoyed the story and wanted me to finish the entire book by the end of the lesson. This showed me that the students were hooked on the story and were eager to find out what would happen next to the set of characters. As I asked questions during the reading, I would usually have the same set of hands raised. I surprised the students a few times and called on a random volunteer. Much to my surprise, the students that I assumed werent paying attention, had been listening the entire time and would answer my question correctly. I tried to connect the unit to historical fiction, so I would ask them clarifying questions such as, What part of this story reminds me of events that took place during the civil war? Students were able to make comparisons and came up with a few creative examples of their own. 2. Name at least one aspect of the lesson hat was successful. What caused it to be successful? How did you contribute to this success? One reason this lesson was successful was that students were excited to do this activity. I believe success starts with a students interest. If you get them involved and excited to read, then you should feed accomplishment just by doing that. Reading can be a chore for many young readers, so it is our job as educators to find new and creative ideas to get them hooked. Reading a book aloud can show them that books of a certain genre arent necessarily boring. You just have to take the time to pick it up and start reading to find out! By picking the book

Meet Addy, I found a story that students could relate to. The main character was a young female who could have very well been at an elementary school age. Students were able to think about her life and compare it with their own while seeing the historical aspects of the text. It was a very captivating book, so the students were always excited to find out what happened on the next page. By the end of chapter two, I had the entire room gasp when they found out Addys father had been sold to another master. I contributed to the students eagerness and success by planning this activity around them and their interests. When selecting a book for a young reader, you should always consider which will grab their attention the best? Which book is more fictional than historical? Which book seems more like a textbook, rather than a good read? 3. Name at least one aspect of the lesson hat was less successful. What caused it to be less successful? How did you contribute to this? One reason this lesson wasnt successful, was because the entire class was not able to master it. There were a few students, who either struggled with behavioral issues or slower learning, that didnt answer the final sheet correctly or could not answer my questions during the reading. The students either became frustrated with the material or found it boring and irrelevant. I tried to help show them connections by relating the historical fiction unit to a book they were reading in class, Number the Stars, but this still confused them. I didnt help them as well as I could because I tried to not simply give them the answer, but I couldnt find the right questions to ask to help lead their train of thought back onto the subject at hand. I understand since I am inexperienced, this was to be expected, but I still felt that I failed these students and that it was unacceptable. I later asked the teacher for guidance on what I should do better. She informed me that some students choose not to do work, and that our best choice is to grade them for what they do and allow their parents to give them positive reinforcement. Another option would be to pull this group aside and have a small group discussion with them to help solidify any information that was unclear. I considered these two options and weighed the pros and cons. It would always be ideal to choose the small group, but I wouldnt necessarily have the time to do it. I believe letting a childs grade suffer is never an answer, but if the student struggles with known behavioral issues, then sometimes it may be an only option. 4. What changes might make this lesson more successful? Why might these changes help improve the

activity? Next time I teach this activity, I will plan on making the students bring their writing journals to take notes on the characteristics of historical fiction literature. The few students that struggled with the activity also struggled with remembering these aspects. By having the aspects written in their notebook, they would have a quick reference to help guide their decision making while answering the questions provided. I could also do a quick review after the reading, and have the students tell me themselves what those aspects are. As the students tell me, I could write down their answers of the board so that the other students could reference that as well for help.