Cohort: B1
Lesson Plan
Lesson Title: Shared Reading Activity The Empty Pot Grade: 4 Date: November 17th 2015
Subject/Strand: Language Arts Reading Unit: Summarizing Location: Classroom
minutes): 30 minutes
Time:
(length in
(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
Today we will build off last classs discussion of differentiating between supporting and important
details from the story The Empty Pot. We will quickly recap what the story was about and move
onto the activity. From the sticky notes collected yesterday and a lot of additional sentences I will
have created approximately 5 important details from the story and 5 supporting details. These will
be cut into strips and handed out to each student in random order. Independently the students will
decipher between sentence strips and place them in a t chart. This t chart will have the two
headings important details and supporting details at the top. After they are done they will compare
with an elbow partner and we will take it up together as a class.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Reading 1 - Read and demonstrate an understanding of a variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning.
Ontario Curricular Specific Expectations
(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment
Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)
How to tell the difference between an important detail and a supporting one
How to justify my explanations from placing details where I did
Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).
I can: Use examples from The Empty Pot and place them into either supporting details or important details in
t-chart
I can: Explain to my partner why I chose to put certain details from the story where I did
I can: Make changes to my t-chart if I believe a detail is placed in the wrong spot
Assessment How will I know students have learned what I intended?
Vocabulary
initiative,
self-regulation
(for word wall and/or to develop schema)
The new words from the story read yesterday were discussed. Since we are using the same story
no new words are added.
Resources and Materials /Technology Integration
List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.
A piece of paper per student (preferably lined), sentence detail strips (supporting and
important) given to each child, writing tools, and glue stick
This activity leads nicely into the next story we will be reading aloud to once again work on being
able to pick out the important details from the story, but this time more independently.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher: