Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Ashley Kemmis
Grade Level: 4th Grade
School: JFK Elementary School: Sioux Falls, South Dakota
Date: 5-8-2015
Time: 1:15-2:00PM
Reflection from prior lesson (if you did not teach the previous lesson, what did you
observe that will help you prepare and teach this lesson?):
Teacher did not teacher previous lesson. Based on prior observation of class, teacher
notes that students work best when entering the room having their reading materials
already placed open on their desk(s) ready to learn. Teacher modeling and Explicit
Teaching is essential in the success of students in this classroom, so teacher will ensure
both teaching strategies are taking place in following lesson.
Lesson Goal(s) / Standards:
4.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic
words in context and out of context.
4.RI.1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
4.RL.1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
I Can Statements:
I can say (pronounce) words the right way
I can use details from a text to explain what I have read.
I can list important details and make inferences from what I have read.
Lesson Objectives:
After this lesson, students will be able to identify sight, sound, smell, feel, or taste with
100% accuracy.
After this lesson, students will be able to identify variant vowels that are found in their
text with 100% accuracy.

After this lesson, students will be able to use information from the text to complete a
descriptive web with 100% accuracy.
Materials Needed:
Zoom In On Ants by: Trent Locker book (1 for each student)
Teacher workbook
Vocabulary word flash cards
Pencil
Descriptive Web worksheet (1 for each student)
White Board
White Board Marker
Contextual Factors/ Learner Characteristics:
Classroom is equipped with Smartboard technology. Group desk is arranged at the front
of the class allowing for teacher and students to be in close space for reading activity.
Students are within arms reach at said table to allow for my student-teacher interaction to
improve level of success for said students. Students may become easily distracted, be
aware to keep students on task.
Classroom contains 9 total boys and girls. The number of male students outweighs the
number of female students.
A. The Lesson
1. Introduction (5 minutes)
Lesson will begin with students seated at their desks
Good afternoon, students. Can everyone please give me a big thumbs up if
you are sitting in your seat, quietly, and ready to work?
Getting attention
I have seen that you have been talking about ants in your reading lessons.
Can someone please raise their hand quietly and tell me one thing that you have
learned so far?
Allow for show of hands and various answers
Relating to past experience and/or knowledge

I have also heard that while talking about ants you have been working on
vowels. Not just any vowels though, what is the special name of the vowels you
have been learning about?
Allow for show of hands and various answers
Creating a need to know
Today, we are going to keep talking about those variant vowels and finish up
our unit on ants with a descriptive web.
Sharing objective, in general terms
After todays lesson, you will be able to use the information from our text
book to create a descriptive web about sight, sound, smell, feeling or taste.
2. Content Delivery (35 minutes total)
We are going to begin our lesson by going over the variant vowels you have
been talking about. Looking at this word (teacher will write word look on the
white board) what sound does the double o make? (Allow for student(s) to
answer). Great! Now looking at this word (teacher will write word boot on
the white board) what sound does the double o make? (Allow for student(s) to
answer). That is right! So the double o makes two different sounds, it either
says ooo or it says ooo.
Now, lets take a look at our list of words. Each of you will get to read a
column until we run out of columns.
Understanding our variant vowels lets move onto to our vocabulary words.
(Teacher will hold up first flash card) what does is this vocabulary word?
(Teacher will select student to answer. Teacher will then give definition of
vocabulary word and give it in a sentence). ____, can you please give me a
new sentence using this vocabulary word? (Teacher will continue this practice
until all vocabulary words have been used).
Now, we are ready to begin reading. First, lets quickly review our rules for
popcorn reading.
Great, now who would like to volunteer to go first?
Students will begin popcorn reading. Teacher will stop throughout the reading
to ask questions about the text to check for comprehension and personalize the
text. The teacher will ask students what descriptive words does the author use
to describe ants?
If students struggle with a word, the teacher will stop and help the student
walk through the word.
Teacher will also make sure that all other students who are not reading are
following along and are on task as student reads aloud.

(Discussion/Student Explaining 5 minutes):

Now that we have finished our reading, what was one detail that you can
remember hearing about how an ant sees, smells, sounds, feels, or how they
taste?
Teacher will allow for various students to answer and will write down answers
on white board for students to use when creating their descriptive web.
(Student Work time 20 minutes):
I am now going to pass out your descriptive maps. When you get your paper,
please put your name on the top straightaway. Lets read the instructions
together.
If you look at the paper, you can see that there are 5 circles on our map. We
also have 5 senses that we talked about today. We are going to label each
circle with a sense that we then will write one sentence about. You can use the
sentences that we created together or you are free to use your own. (Teacher
will demonstrate).
Students will work independently. Teacher will assist as needed.
3. Closure (5 minutes)
Great work today! To close this lesson, lets quickly go through and I would
like each of you to share one detail from your descriptive web with the rest of
the class.
Teacher will continue until all students have shared.
Great job. Now please leave your papers on the desk, quietly close your
books and turn them in, and you are free to go. Thank you!
B. Assessments Used
Pre-Assessment: Can students give details about what has been taught on
ants already and what variant vowels sound like?
Questioning: whole-class checking comprehension as students read
text.
Descriptive Web: Can students label and identify the key details from text
and place them on their descriptive web?
All of these assessments are informal, formative assessments.
C. Differentiated Instruction
Instruction will be differentiated for students who have difficulties putting
their thoughts on paper. If needed, teacher will talk through details with student,

writing down their thoughts on the white board for student to then copy onto their
worksheet.
D. Resources
Triumphs Curriculum book