STAGE 1: PLANNING YOUR INSTRUCTION

YOUR TARGET: ​Standard, Goals & Outcomes

Teacher: ​Caleb Ricks ​ Grade/Subject: ​4th Grade/ English

TARGET: unpack your standard
Academic Standards:​ ​STATE YOUR STANDARD

RL.4.1:​ ​Refer to details and examples​ in a text when explaining what the text says explicitly and
when drawing inferences from the text.
A. Use context​ (dialogue and narration in text) as clues to determining theme
B. Use graphic organizer​ to map, organize, and cite examples
C. Describe​ how stage directions and dialogue give clues about characters and theme
D. Find evidence​ in the text
RL.4.2: ​Determine a theme ​of a story, drama, or poem from details in the text;​ summarize the text
A. Use ​close reading​ skills to identify clues to the theme
B. Examine​ words and actions of Ant and Grasshopper and their significance
C. Understand story by ​summarizing​ key plot points
D. Identify​ and ​classify​ important details

Highlight the main idea/knowledge (what)

Big Questions Knowledge Skills

(Questions to frame student
learning)
● What is theme?
● How do we as readers
identify theme?
● What is the theme of
“The Ant and the
Grasshopper”?
● What message does the
author want to get
across to the reader?
● How can we use
evidence from the text
to determine theme?
● How can we
summarize a text?
(Concepts to be understood (What you will explicitly
and applied) teach)
● Students will be able to ● Students will learn the
define theme and meaning of theme
explain its significance Method​: Have students take
in a story note and explain visually on the
● Students will be able to board that theme is the message
use textual evidence to or lesson the author wants to
determine the theme in communicate to the reader.
a story Explain that they must pay
● Students will be able to attention to the characters’
identify and organize words and actions and think
evidence through the about what happens as a result
use of a graphic of these actions. To help guide
organizer them, I will tell students to ask
● Students will be able to themselves, “What message
summarize a text by does the author want to get
identifying setting, across to the reader?”
rising action, climax, ● Students will learn to
and resolution use close reading in
order to cite evidence
in the text when
 determining theme
Method​: I will model close
reading by using the
SmartBoard to highlight and
underline important details in
Scene 1 that give clues about
theme
● Students will use
graphic organizers to
organize textual
evidence and
summarize the story
Method: ​I will model on the
SmartBoard how create the
graphic organizer and use it to
write clues within the boxes for
Scene 1. I will then model for
students how use the notes from
the graphic organizer for Scene
1 to write a summary of what
was read.
● Students will use close
reading to determine
the theme of “The Ant
and the Grasshopper”
Method​: I will have students
work in pairs to complete a
shared graphic organizer by
going back to the text to find
clues and use these clues to
determine the theme of the
play. When the graphic
organizer is complete, I will
have the pairs write a summary
of the theme and share their
summaries with the class.

Student Learning Goal: ​STATE YOUR GOAL FOR THE STUDENTS TO SHARE

Students will be able to identify the theme of “The Ant and the Grasshopper” by using close reading
to support their claims with textual evidence.

Student Social-emotional Goal ​(LEARNER)

Students will demonstrate appropriate social skills, speaking skills, reading skills, and listening skills
 by working in groups to come to a common understanding of the material. Students will practice
their public speaking skills in front of the class.

Barriers to learning ​(LEARNER)​: (level of literacy; language proficiency levels; funds of

knowledge; attention span)

English Language Learner may have problems with vocabulary, reading aloud, and citing textual
evidence when determining theme. Students will work in heterogeneous groups to facilitate reading
comprehension and writing fluency. I will also use an ELL Scaffold to have my ELL students
respond orally, identify, and discuss key ideas and clues in Scene 1. Students with IEP will be
instructed in accordance to their education plan. One student is on a behavioral contract due to his
inability to behave and remain on task.

Common Misconceptions ​(LEARNER, TARGET)​: (Subject-matter specific; related to

academic standard; knowledge gaps; student confusion; multiple meanings; cultural
differences; misunderstand)

Some misconceptions may arise when students are differentiating between summary and theme. I
will challenge these students’ misconceptions by them work in pairs. In this way, students will
correct each other if one misinterprets the text or misinterprets theme vs summary. Misconceptions
will further be challenged when groups share their answers to their theme summary. By doing so,
students are able to hear other groups’ ideas of the theme and the textual evidence to support such
ideas.

Part 2: My Class
My Classroom Composite: ​(TEACHER, LEARNER) ​Whole group (broad needs of students;
observable patterns and trends; language and literacy subgroups; digital/technology fluency;
emotional regulation)
Students are performing at various levels of language proficiency and reading ability. Despite their
differing levels, these students love to collaborate and assist one another. Though there are language
barriers, there are students who work with others to translate and facilitate classwork. There are some
friend groups that remain constant and some bullying that occurs, especially regarding Steven, but I
have taken steps to remedy the situation and many of the students are responsive and growing more
inclusive. Because bullying does occur, I sometimes group Steven with specific students who are
positive influences to his education. Working in groups and pairs has increased class inclusivity and I
have seen less bullying as a result. Some students in the class are advanced while others are below
level. This is why I have created heterogeneous groups to work together and help one another learn.
There is a select group of students with IEPs and multiple ELLs that need extra academic support.The
more advanced students are willing to help those in their groups with the tasks at hand. By having ELL
students grouped and paired in heterogeneous groups, I have seen an improvement of these students’
skills when responding orally to questions and discussing the lesson and texts. Group work with
heterogeneous groups also prevents cliques and divisive relationships among students.
Accommodations/Adaptations/ Intervention (TEACHER, LEARNER, INSTRUCTION,
MANAGEMENT)
Focus student #1: Special needs (IEP goals;
504; SST)
● Has IEP and paraprofessional
● Intelligent, gifted\   ●
● IEP goal of making friends
● visual and auditory learner so will
excel with use of graphic organizer
● Cerebral Palsy (wheelchair)
● Eye tracking device to communicate
● Relies on the care provider
● Has a paraprofessional (inside and
outside the classroom)
● Learns faster than peers
● Excels in math
● bullied by the other students.
● family is loving and supportive
● Group work allows student to feel a part
of the class rather than just having the
attention of his paraprofessional
● Have Steven pair with another student
when determining theme while the
paraprofessional is with group-- allows
him to feel included while still being
supported in accordance of IEP
Focus student #2: English Language Learner
(ELL); standard English Learner (SEL)
​ ccident (head injury)
A
● brain damage impairs learning
● He’s a loner and does not interact with
others
● CELDT determined ELL so I will use
ELL scaffold to check for
understanding
● Home language is Spanish
● Does not ask for help
● Group work encourages him to ask for
help and help others
● Excelles on individual homework
assignments but not tests
● Good student: attendance, respectful,
● Not a strong reader or speaker but
group dynamic helps improve
speaking--sharing theme in pairs in
front of class will help this skill
● Visual learner (visual representations
and examples)
● Provide multiple means of
representation and engagement since
visual and kinesthetic
● should have him sit in the front so that
he can hear him better.
●
 (TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple means of How will the content be presented/shared in multiple ways to

representation (modeling highlight critical features, represent different formats, media types,
& practice) and cultural diversity? How will you monitor and assess
understanding of representation?

● lecture (visual and auditory) on SmartBoard

● Short YouTube video that further defines theme (visual and
Simultaneously auditory)
● video helps IEP and ELL students (visual)
● Graphic organizers (visual, kinesthetic) can be written or
created using Chromebooks
● groups (visual, auditory, kinesthetic, modeling)
● Modeling graphic organizer on SmartBoard (visual,
kinesthetic)
● Re-reading story aloud in pairs (visual, textual, oral, auditory,
kinesthetic)
● Monitor and assess understanding of representation by
circulating room and examining their graphic organizers to see
which clues included. This will allow me to assess whether
visual representation best form for lesson. I will assist and
model to close gaps in understanding.

Multiple means of How will students engage in the process of new learning? How will
engagement the content become accessible, meaningful, and relevant to the
learner? How will you monitor and assess this process?

● Students will listen to both lecture (visual, auditory) and watch

a brief YouTube clip (visual, auditory) that defines and
explains theme
Simultaneously ○ Multiple means of engagement (lecture, video)

● Access text on iPads (highlight, underline, etc.)

● Students will reproduce modeled creation of graphic organizer

(vidual, auditory, kinesthetic)
○ Provides model behavior for students to observe and
reproduce (Social Learning Theory)

● Pre-made graphic organizer will be available through Google

Docs and Google Classroom
○ Provides engagement for students who have
sensory-motor barriers such as Stephen
○ Prevents distraction during process of creating
table/graphic organizer
 ○ Alleviates confusion regarding creation of graphic
since rows and columns pre-labeled and pre-defined

● Written graphic organizer or graphic organizer on Chromebook

(Google Doc)

● Make theme relevant to learner by explaining how this process

could be done to students’ favorite TV show or movie
○ Makes relevant, provides real life application, context,
etc.

Multiple means of What principles of choice for the product of learning will you
expression accept? How will you provide a space for communication,
(Practice & assessment) creativity, critical thinking, and collaboration (4C’s)? Which
measures will you use to assess products of learning?

● Lesson uses written and oral expression

● When presenting to class their findings of the theme, can use
Simultaneously speech, Google Docs on SmartBoard (share their organizer), or
use Google Slides to present on SmartBoard
● Students will be placed in pairs to collaborate and think
critically about the text and its message
● When pairs present in front of class, discussion will be open
and class will be able to respond and engage
● Providing multiple means of expression through the use if the
same graphic organizer fosters creativity (students can make
graphic organizer their own)
● Using graphic organizer to explicitly state clues facilitates
critical thinking (How do these clues reveal the message of the
story?)
● Summary of theme facilitates collaboration and critical
thinking by having students write about and think about their
own reading
● Graphic organizers can be assessed as products of learning
● Theme summary can be assessed as a product of learning
● Pair sharing summary = informal assessment
● Listening to group/pair discussions = informal assessment

Managing the classroom How will you manage the classroom/setting so students transition
environment successfully their instructional stages and student groupings? How
will you create an optimal learning environment (space, time,
pacing, interactions, expectations, assessment)?
 Pairings will be predetermined before the start of the lesson to facilitate
Simultaneously a quick transition from lecture to group work. During my explanation
of theme, students will take out their composition books and takes notes
that they can refer to later when collaborating with their peers. Though
the pairs are predetermined, they change often so that students do not
work with the same student every time. These pairs are randomized and
produce groupings of mixed ability. This also provides another means
of engagement as the person they work with is different every time.
Because this is not the first time we have done collaborative work in
pairs, students are aware of the class expectations when collaborating,
which includes: remaining on task, being respectful, maintaining a
proper noise level, etc. I will divide the lesson into four main stages
(Explain, Model, Close Reading, and Share) in order to properly
manage time. In terms of space, the desks are grouped into tables to
facilitate collaboration.

STAGE 2: TEACHING

DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1?

Introduce Topic:
● Ask students what their favorite show/movie/book is and what message/lesson they gained
from it (class discussion)

Explain:
● Explain to students that theme is message/lesson author wants to communicate to the reader
● Have students take notes in cornell style (“theme” on left, definition on right)
● Explain that in order to identify the theme, students must pay attention to the characters' actions
and words
● Tell students that words and actions happen for a reason--think about what happens as a result
of actions
● Introduce Big Question when thinking about theme: “What message does the author want to
get across to the reader?”

Model Close Reading

● I will model on the SmartBoard how to create and label graphic organizer
● Instruct students to do the same on a lined piece of paper or to access Google Doc
● Identify details in Scene 1 that give clues about theme
● Model using clues written on graphic organizer to find theme
● Model how to use notes from graphic organizer to find theme
Close Reading:
● Display pairs and names on SmartBoard for students to group
● Give one minute to settle
● Have them assign a note taker
● Have pairs complete graphic organizer by going back to the text to find clues
● Have pairs use these clues to determine theme
● Ensure students are quoting directly from text or underline specific lines from text (highlight on
computer/iPad)
● Have groups write a summary about the theme
● Circulate room, observe, listen, encourage, and alleviate any confusion and close gaps in
understanding
● While circulating, take notes about what pairs are discussing (informal assessment)

​Share:
● Have pairs share summaries in front of class (informal assessment)
● Let pairs display graphic organizer/summary in way they see fit (Google Doc, Google Slides,
SmartBoard, whiteboard, etc.)
● After each pair shares, open discussion to class: Was the evidence sound? Proper summary?
Clues lead to theme? Agree or disagree? Why? (informal assessments)
● Have students return to assigned seats after all share

WHAT MATERIALS WILL YOU USE?

● Computers (Chromebooks)
● Whiteboard
● Composition books
● SmartBoard
● iPads
● Textbooks

HOW WILL YOU ASSESS STUDENT LEARNING?

● Pre-assess student knowledge and previous knowledge using introductory question about what
students’ favorite book/movie/show message (theme)
● Assess student discussion and clues in graphic organizer during collaborative work
● Assess pairs’ summaries, clues, and graphic organizers during sharing
● Assess graphic organizers as products of knowledge
● Post assess
○ Ask students class exit question: “What is theme and how can we as readers find it?”
Give students time to think and work with their table groups (one answer for every
table) Discuss as a class to make sure everyone has proper understanding.
 STAGE 3: ASSESSING STUDENT LEARNING

WHAT EVIDENCE OF STUDENT LEARNING HAVE YOU COLLECTED?

● Student answers introductory lesson
● Student answers during lecture
● Student answers and contributions during group work
● Student answers on graphic organizer
● Student answers when groups share answers in front of class
● Student answers during exit question

HOW WILL YOU ANALYZE THIS EVIDENCE?

● Introductory question allows me to assess prior knowledge
● Close reading and group work allows me to assess student understanding of story
● Graphic organizer allows me to assess if students see how textual clues point to theme
● When working in groups, students’ and groups’ answers is yet another form of informal,
formative assessment that allows me to identify and correct gaps in student understanding
before concluding day’s lesson
● Informal and formative assessments will be presented in corrected via class collaboration on
the whiteboard in front of all students

WHAT INSTRUCTIONAL DECISIONS CAN YOU MAKE AS A RESULT OF YOUR

ANALYSIS OF THE EVIDENCE?

At the end of this lesson, I will be able to adapt my instruction for this group of students as the
formative assessments will allow to identify and rectify any gaps in students’ learning. I can return to
this lesson the next day to clarify any confusion.

STAGE 4: REFLECTING ABOUT TEACHING & LEARNING

MY PERSONAL REFLECTION

What new information did I get about my students in relation to their learning preferences?

In this lesson we may learn a little more about how his students learn and interact with one another. I
will also be able to determine if my class benefits from visual learning (videos, graphic organizers,
modeling)

How will I use this information to plan my future instruction?

Depending on the outcome of the informal assessment data, I will be able to either continue with the
current method of instruction or change to incorporate different models of teaching to help all of the
students in the class.

How effective were my practices? What will I keep, what will I improve and what will I discard?
Students worked well in the group assignments. For the ELL students the visuals and video helped by
showing the themes, ideas, and ways to gather textual evidence. Next time, I will make groups of four
rather than pairs to make the sharing aspect of the lesson less repetitive and therefore more engaging.

What have I learned about myself as a teacher?

We learned that as a teacher it is important to create activities that help all types of learners to be
successful in the lessons. This lesson helped us to design creative and universal for the students.