LESSON PLAN for Ed470

ELD & SDAIE

TEACHER
CANDIDATE:
Brooke Lambert

DATE:
April 9, 2014

GRADE/Acquisitio
n Level:
4th
Emerging
SUBJECT (Content
Area):
(For ELD lesson
leave this section
blank)

LESSON TITLE:
Double Fudge
LESSON
OBJECTIVE:
The students will
be able to describe
a scene out of the
story, Double
Fudge, by
presenting an
illustration they
created relating to
that particular
scene.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

COMMON CORE CONTENT
Collaborative
STANDARD
3. Offering opinions
(For ELD lesson leave this section blank) Negotiate with or persuade others in
conversations using basic learned phrases
(e.g., I think), as well as open
responses, in order to gain and/or hold the
floor.
Interpretive
5. Listening actively
Demonstrate active listening of readalouds and oral presentations by asking
and answering basic questions with
prompting and substantial support.

Productive
10. Writing
b) Write brief summaries of texts and
experiences using complete sentences and
key words (e.g., from notes or graphic
organizers).

INTO, THROUGH, and BEYOND

INTO
RATIONALE
REFLECTION
-Students will be expected to behave in
(To be completed after
an appropriate manner and speak when
lesson is presented and
asked or given time.
taught)
-The students will be asked about a
time they have gone to the store with

their caregivers and did not get

something they wanted. They will be
asked how they responded and how
they should have behaved if they
behaved poorly.
-The teacher will introduce a couple
vocabulary words that will be used in
the chapter. After the teacher introduces
the vocabulary words, she will have the
students write the words in their
personal dictionaries. Next to the word,
the students will be asked to draw a
picture that corresponds with the word.
After the students have finished their
personal dictionaries, they will do the
Go to Your Corner activity. The
teacher will place words around the
room that have to do with money. The
students will then go to the word that
they hear most often. After the students
have found their word, they will find a
partner and give him or her a sentence
about their word.
Strategies
Go to Your Corner: There will be
different words that relate to money
posted in the four corners of the
classroom. The students will go to the
word they hear most often. The
students will then give a sentence to
their partner about a time they heard
that specific word.
Personal Dictionaries: The students will
create their own dictionaries that
include words from the chapter. Next to
each word, the students will be asked to
draw a picture.

THROUGH
-The teacher asks students about the
novel they have been reading, Double
Fudge. She will ask the students about

RATIONALE

REFLECTION
(To be completed after
lesson is presented and
taught)

the main characters and have them

describe their characteristics.
-The teacher will introduce a
vocabulary word from the chapter and
then have the students complete the 4Corners Vocabulary activity. This is
where the students will be given the 8
by 11 sheet of paper to write their
word, draw a picture, create a sentence,
and write the definition.
-Then the teacher will introduce the
chapter they will be reading. After she
reads the chapter title, she will then
have the students do their anticipation
reaction guide predicting what they
think the chapter is going to be about.
By doing this the students will draw a
picture of their prediction and then
when they are finished reading the
chapter they will go back to this part of
the activity and write whether or not
their predictions were correct.
-Afterwards, they will read the chapter
together as a group, while the teacher
takes volunteers for reading.
-After they finished reading the chapter,
the teacher will ask the students
questions about what they have read to
see if their predictions were correct.
(This is when they go back to their
Anticipation/Reaction Guide)
Strategies:
4-Corners Vocabulary: The group of
students will be given a vocabulary
word from the chapter. They will also
be given an 8 X 11 piece of paper.
The paper will be folded into fourths to
complete the activity. In different
corners the students will write the
word, definition, a sentence, and draw a
picture of the given term.
Anticipation/Reaction Guide: The

students will be asked to make a

prediction about the chapter they will
be reading after they read the title.
Then the students will draw a picture to
go along with their prediction.
BEYOND
-The students will be asked how the
author describes the characters. The
teacher will give the students support in
this part by providing examples. This is
also when the teacher will do the
activity, Canned Questions. The
teacher will pick out questions from a
can for the students to answer in there
groups. (The questions range in
difficulty with red, orange, and yellow
sticks.)

RATIONALE

-The students will use their journals to

draw a picture of the character from the
story and how they imagined him
running through the store like a
tornado. Then the students will write
about a time they acted out because
they did not receive something that
they really wanted.
Assessment: The teacher will review
the students writing samples and
corresponding illustrations.
Strategies:
Canned Questions: The teacher will
provide the students with strips of
questions from the chapter. The
questions will be in a can where the
students can grab out different strips on
their own. Then the students begin to
work together to answer them on their
own.
Student Journals: This is where the
students will draw their illustrations
and write.
Supplementary Materials:
Shoes and News

REFLECTION
(To be completed after
lesson is presented and
taught)

Vocabulary (These are the words they will use for their personal dictionaries):

Miser: A person who lives in wretched circumstances in order to save and hoard money.
Bucks: Another word for money.
Dough: Another word for money.
Doled: A portion or allotment of money, food, etc., especially as given at regular intervals by a
charity or for maintenance.
Grimaced: A facial expression, often ugly or contorted, that indicates disapproval, pain, etc.
Clenched: To close (the hands, teeth, etc.) tightly.
Burrowed: A place of retreat; shelter or refuge.

Canned Questions (These are the sticks that will be placed in a can for the students to answer: