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TEACHER:  Ms. L. Wells

Week:

Subject:  Reading

Grade: 4th

 

Objective

Procedures

Material

Evaluation

 

 

 

 

M

O

N

D

A

Y

 

 

 

·         The student will use word recognition and vocabulary skills to communicate.

·         The student will use context to determine the meaning of unfamiliar or multiple meaning words. 

AS- The teacher will write the following sentence on the board.  His head is as big as a watermelon.  Ask students what they notice about the sentence.  After several responses, introduce to the students the meaning of figurative language.

M-  The teacher  will use the overhead w/transparencies from MCT2 to introduce the following: (1) simile (2) metaphor (3) hyperbole.  The teacher will provide example of each.

GP-  Students will work in small groups to find examples of figurative language from short passages from Study Island and share with the rest of the class.

 

 

 

·         Textbooks

·         Handouts

 

 

 

·         Observation

·         Teacher-Made Test

 

 

 

T

U

E

S

D

A

Y

 

 

·         The student will use word recognition and vocabulary skills to communicate.

·         The student will use context to determine the meaning of unfamiliar or multiple meaning words. 

M- The teacher will review figurative language by using meaning from transparencies.  The teacher will provide additional examples of simile, metaphor, and hyperbole.

GP- The students will use a tree map to label the three different kinds of figurative language from the lesson.

C- The teacher will review with the class they types of figurative language.

IP- The students will complete the independent practice worksheet.

 

 

 

·         Overhead/ Transparencies

·         Maps

 

 

·         Observation

·         Teacher-Made Test

 

W

E

D

N

E

S

D

A

Y

 

 

 

·         The student will use word recognition and vocabulary skills to communicate.

·         The student will use context to determine the meaning of unfamiliar or multiple meaning words. 

M- The teacher will read the story “ The Giving Tree”.  The teacher will ask students to retell the portions of the story that give examples of a simile.

AS-  The teacher will show the students a picture of a comic strip on the overhead.  The teacher will explain the meaning of personification that is found in the comic strip.

GP- The students will work with a partner and be given a comic strip to tell whether or not their comic has simile or personification.

 

 

·         Handouts

 

 

 

·         Observation

·         Teacher-Made Test

 

 

T

H

U

R

S

D

A

Y

 

 

 

·         The student will express, communicate, or evaluate ideas effectively.

·         The students will use an appropriate composing process to compose or edit.

AS-  The teacher will show the students two pictures: one product and one famous person that endorse that product.  The student will be asked who would use this product if they knew that particular famous person used it.  The teacher will explain to the students the meaning of endorsement along with the rules for tools of persuasion.

M-  The teacher will use the overhead w/transparencies to provide examples from MCT2.

GP-  The students will work in small groups using magazines and newspapers to find examples of tools of persuasion.

 

 

 

·         Textbooks

·         Handouts

·         Overhead/ Transparencies

 

 

 

·         Observation

·         Teacher-Made Test

 

 

 

F

R

I

D

A

Y

 

 

 

·         The student will express, communicate, or evaluate ideas effectively.

·         The students will use an appropriate composing process to compose or edit.

M-  The teacher will review the tools of persuasion by asking students’ response to complete a tree map identifying the (6) different types.

GP-  The student will work with a partner to match the different types of tools of persuasion with the correct samples.

C-  The teacher will review the different types of tools of persuasion by giving example and having students provide more examples

IP-  Students will complete independent practice work sheet. 

 

 

 

·         Textbooks

·         Handouts

·         Overhead/ Transparencies

 

 

 

·         Observation

·         Teacher-Made Test

 


 

 

TEACHER:  Ms. L. Wells

Week:

Subject:  Reading

Grade: 4th

 

Objective

Procedures

Material

Evaluation

 

 

 

 

M

O

N

D

A

Y

 

 

 

·         The student will use word recognition and vocabulary skills to communicate.

·         The student will  use reference materials to determine the meaning or pronunciation of unknown words. 

The teacher will give each student a dictionary.  TTW review how to read a meaning from the dictionary telling about the pronunciation and words with multiple definitions.  TTW ask questions about pronunciation and meaning.  TTW explain the importance of picking the correct meaning of a word.  TTW give the students passages with dictionary exerts and model how to pick the correct meaning of the word by using context clues.  TTW repeat the process and guide the students through finding the correct meaning.  TTW then give the students four questions to answer about a dictionary with a copy of the dictionary page. 

 

 

·         Textbook

·         Handouts

·         Dictionaries

 

 

·         Performance Task

·         Written Assignments

 

 

 

T

U

E

S

D

A

Y

 

 

 

The teacher and students will review affixes.  TTW write the word retie on the board.  TTW underline the prefix and circle the root word.  TTW think aloud how to determine the new meaning of the word.  TTW refer to an affix chart previously made to confirm the new meaning.  TTW then write careful on the board.  TSW do a think-pair-share to figure out the new meaning  of the word.  The teacher can continue with as  many word as needed.  TTW then give the students root words on note cards along with prefixes and suffixes on note cards.  TSW group the root word with a prefix or suffix and determine the word’s new meaning.  TSW share their new words with the class. 

 

 

 

·         Textbook

 

 

·         Performance Task

·         Written Assignments

 

W

E

D

N

E

S

D

A

Y

 

TTW introduce the different genres to students.  TTW display posters of the genres in the room.  During discussion the teacher will give examples of each genre.  TTW model how to determine the genre of the book.  TTW ask the students to give examples of books they may know and to what genre they belong.  TTW then have 10-15 books of different genres laid out in stations around the room.  TSW move station to station determining what genre the given book is. 

 

 

 

·         Textbook

 

 

 

 

·         Performance Task

·         Written Assignments

 

 

T

H

U

R

S

D

A

Y

 

 

TSW review the vocabulary words of the week by playing memory with flashcards created by the teacher.  TTW model playing the game by taking the first turn.  TTW guide the next few students through their turn. TSW play the game in a group while the teacher pulls students to read aloud.  TTW review reference materials by having the students confirm the meaning of the word by looking it up in the glossary. 

 

 

·         Textbook

 

 

 

 

 

·         Performance Task

·         Written Assignments

 

 

F

R

I

D

A

Y

 

TTW review skills taught this week before the weekly assessment.  TTW let the students stand in a circle and do some sort of beat.  TTW ask a question and then call on a student to come to the middle of the circle to answer.  TSW read leveled readers aloud in partners. 

 

·         Level Readers

 

 

 

·         Performance Task

·         Written Assignments

 

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