Lesson Plan : Tales of a Fourth Grade Nothing

Teacher Name:
 Melinda Edwards
Grade:
 Grade 4
Subject:
 Language Arts

Topic:
 Language Arts: Read the book Tales of a Fourth Grade Nothing
Content:
 The cooperative learning structure comes from Chapter 11 of the Kagan book on page 25 involving Story Character. The reason behind choosing this section is the story deals with character qualities and identifying questions related to characters traits, personality, demeanor, similarities and differences. Both the reading and the packet have numerous correlations for the students to read and comprehend the lesson while lending itself to continually assessment by the teacher. Key Vocabulary words include: announced, advertising, commerical, combination, stomach, slurping, complained, pastimes, mumbling, delicious, advantages, repeated, discussing, insulted, reptiles and hollered.
Goals:
 My goal for this language arts reading/activities is for my students to complete a chapter book at an appropriate grade level and to participate in team/group setting activities related to the book. At the end of the reading and packet my students will be able to correctly retell the story of Tales of a Fourth Grade Nothing, have extensive use of vocabulary learned and successfully complete the packet which include activities, puzzles, games, journal responses and chapter quizzes. TEKS: (10) Reading/comprehension.
Objectives:
 At the end of the reading and packet my students will be able to correctly retell the story of Tales of a Fourth Grade Nothing, have extensive use of vocabulary learned and successfully complete the packet which include activities, puzzles, games, journal responses and chapter quizzes. Students will read the book collectively, taking turns as decided by group members. Students will complete group projects together, while completing vocabulary, journal responses and quizzes individually. Students behavior within the group will be monitiored by the teacher and accomodations will be made accordingly if needed.
Materials:
 Tales of a Fourth Grade Nothing book vocabulary list journal responses quizzes scratch/lined paper pencil markers thesaurus dictionary juices dixie cups notecards
Introduction:
 Introduce the new unit to the students by showing the students the book and getting them interested in reading. Talk about fun activities they will be able to choose from while completing the project packets. Also inform students of the opportunity to work together in groups.
Development:
 Have a sample packet in hand to show the students and explain each section of the packet and how each step should be completed. Provide examples of activities they may choose from and stress the importance of free choice. Provide each student with individual packets, answer additional questions and divide into teams.
Practice:
 On the first day work together as a class to brainstorm ideas for the first two chapters they will read that day. Create a map on the board of all the ideas generated. After first two chapters are completed provide a quick review to get them started and be available to answer questions and help direct them to work together as a group.
Accommodations:
 For those students who need accommodations in reading either read together as a group with the teacher or allow students to attend the resource room to complete readings/projects. Modify amount of quesitons on test, and number of projects the students need to complete from 2 to 1.
Checking For Understanding:
 The activity (in this case the juicy experiment), the vocabulary list activities, the journal response and the quiz are all forms of assessment/feedback. My assessment offers different approaches to understanding that are appropriate for a variety of students.
Closure:
 At the end of the time designated for the reading/project come back together as a whole class and discuss what they liked about the reading/project, what they found interesting about it and what may happen in the future.
Evaluation:
 As the reading progresses and the responses/quizzes require the student to process more information look for gaps in retention and comprehension. Evaluate quality of projects and of answers given on quiz questions. Make modifications/adjustments to things that a majority of students are misunderstanding only if needed. If modification is not needed check with basic questions for clarification.
Teacher Reflections:
 I thought this lesson was very well prepared and the students responded to the numerous opportunities to work together in a group and the creative outlets the projects provided. The students enjoyed the free choices alotted to them and work hard to complete them to the best of their ability. They worked well together in teams and looked forward to reading more about the book. They were willing to share stories, projects and insight about the book/projects and asked to do something similar in the future. The only suggestion was to reduce the amount of work required in only an hour and a half's time. More time or days needed to be given.

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