August 18, 2014

Box Lesson Plan Template

Adapted
First Name

Vera

Last Name

Lin

UH Email

veralin@hawaii.edu

Date

February 25, 2015

Semester

Spring

Year

2015

Grade
Level/Subject
Title

1 hour
4th grade/reading

Lesson Duration

Reading Wonders: Point of View

Lesson Overview
Students will be introduced to the concept of how animals sometimes serve as an
inspiration to writers. As students read a variety of poems they will determine the genre
of the poem. The students will also be able to determine the authors point of view as
they close read.
Central Focus (Enduring Understandings)
Students will understand point of view and be able to identify through text details.
Essential Question(s)
How are writers inspired by animals? What is the poets/writers point of view?
Content Standard(s)/Benchmark
RL.4.6 Compare and contrast the point of view from which different stories are narrated,
including the difference between first-and third-person narrations.
RL.4.5 Explain major differences between poems, drama, and prose, and refer to the
structural elements of poems and drama when writing or speaking about a text.
SL.4.1c Post and respond to specific questions to clarify or follow up on information,
and make comments that contribute to the discussion and link to the remarks of others.
RL.4.2 Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
L.4.6 Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases, including those that signal precise actions, emotions, or
states of being and that are basic to a particular topic.
Prior Academic Knowledge and Student Assets

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Prior knowledge in finding main idea and key details through the text. Students should
know how to close read and search for text details. The students should be able to use
sentence clues for vocabulary.
Academic Language Demands
descriptive, haiku, metaphor, simile, rhyme, meter, brittle, creative, outstretched, clasp,
crag, azure, point of view.
Instructional Strategies and Learning Tasks
Teacher will:
Student will:
1. Introduce the concept-Essential
question: How are writers inspired by
animals?

1. Listen to introduction to the concept.

2. Discuss the photograph of the dolphins. 2. Identify descriptive details in the

Focus on the traits of dolphins that might photograph.
inspire writers to write stories and poems
about them.
3. Ask students to list descriptive details or 3. Mentally list the traits of the dolphin.
traits of the picture of the dolphin on page
146. Say: Writers write poems and stories
about animals. What words would you use
to describe these dolphins?
4. Model using the Concept Web to
4. Orally list a few traits of the dolphin to be
generate words and phrases that describe added to the Graphic Organizer.
animal traits that might inspire a writer. Add
students contributions.
5. Ask students to collaborate with a
partner on: What is your favorite animal?
What traits of the animals would you focus
on in a story or poem? What descriptive
details would you use?

5. Share ideas with their partners on what

they brainstormed about their favorite
animal and talking about stories or poems
they might write about the animal.

6. As students engage in partnered

discussions, walk around and listen to
ideas throughout the classroom.

6. Collaborate with their partner.

7. Summarize different animal traits I heard 7. Recite a few ideas from their discussion
as I walked around the classroom. Ask a with their partner.
few students to share their discussion with
the class.

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8. Ask: Why would you write about this
animal? What would you write abut the
animal?

8. Orally explain their reasons.

9. Tell students that animals sometimes

serve as inspiration to writers.

9. Associate the reference of animals being

an inspiration.

10. Explain that I will be reading aloud

10. Listen for descriptive details as I read.
several short poems that were inspired by
animals. Ask students to listen for
descriptive details.
11. Discuss features of haiku poem.
11. Distinguish what makes a haiku poem.
Explain that the poems I will read aloud are
haiku.
12. Read aloud the haiku poems: Cricket, 12. Listen to the haiku poems.
Lizard, Firefly and Snail.
13. Explain that good readers ask and
13. Comprehend the ask and answer
answer questions as the read to help them question strategy.
better understand and remember the ideas
in the text. Say: As I read the poems, you
may ask yourself What is the subject of
this poem? What does the poet want me to
know about this subject?
14. Think aloud: Refer back to the cricket
poem and ask What do I know about
crickets? Have I heard one chirp before?

14. Relate to the cricket poem. (There is a

chameleon as a class pet who eats
crickets).

15. Read Ants without the title and ask

15. Infer using text evidence to determine
students to predict what animal the poet is what animal the poet wrote about.
talking about.
16. Think aloud: What text details made
16. Express their thoughts on the questions
you realize that it was ants? Have you ever orally.
seen ants at a picnic? Is the writer saying
that ants are like soldiers? Is it because of
the way they move?
17. Discuss the elements of the read aloud 17. Name elements of haiku from the read
that let them know it is haiku poetry.
aloud.

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18. Ask them to think about other texts that 18. Recall texts they may have read that
theyve read or theyve read independently were haiku.
that were haiku.
19. Discuss how haiku poems are different 19. Explain the differences between haiku
than other poems or narratives students
and other poems or narratives.
have read.
20. Introduce students to the vocabulary on 20. Give examples of the vocabulary
page 148. Discuss the definitions of each questions listed on page 148.
word.
21. Introduce each poetry term. Present
21. Interpret the definitions and poetry
the definitions below. Explain that students terms. Give examples of the poetry terms
will find examples of these elements in this listed on page 149.
weeks poems.
22. Explain that the poems Dog, The
22. Pick students to read the poems aloud.
Eagle, Chimpanzee, and Rat are about
animals. Read the poems with students.
23. Tell students were going to take a
closer look at the first stanza of The
Eagle on page 151.

23. Associate the task of close reading on

the first stanza of The Eagle.

24. Reread the first stanza of The Eagle 24. Reread The Eagle and explain what
together. Ask: What does the poet
the poet is describing.
describe? Model how to cite evidence to
answer the question.
25. Reread the second stanza of The
Eagle. Model how to paraphrase the
description. Remind students that
paraphrasing, or restating the text in your
own words, help to ensure that you
understand what you are reading.

25. Paraphrase the second stanza by

looking for details in the text.

26. Encourage students to go back into the 26. Explain how poets describe the
text for evidence as they talk about the
different animals and their traits in the
creative ways that the poet portray animals. poems.
27. Explain key characteristics of lyric
poetry. Share with students the key
characteristics of haiku.

27. Compare the differences between lyric

poetry and haiku.

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28. Model identifying features of lyric
28. Analyze the poems by identifying the
poetry in The Eagle on page 151. Then different features of each poem.
Model identifying features of haiku in Dog
on page 150.
29. Discuss with students the similarities
and differences between the two poetic
forms.

29. Associate the differences and

similarities between the two poetic poems .

30. Have students reread the poem Rat 30. Ask volunteers to share their answers
on page 153. Work with partners to identify with the class.
the form of the poem and give text
evidence that illustrates the key
characteristics of that form of poetry.
31. Explain to students that point of view is 31. Look for descriptive words and
how the speaker of a poem thinks or feels. important details in the poem that show
To determine the speaker students can
how the speaker feels about the topic.
look at the pronouns the author uses.
32. Identify the pronouns in Chimpanzee 32. Have students describe the point of
on page 152 that give clues about the
view of Chimpanzee and cite evidence for
speaker. Then model writing details on the their claim.
graphic organizer that are clues to the
speakers point of view.
33. Have students complete a graphic
organizer for The Eagle on page 151,
going back into the text to find clues and
using the clues to determine the poems
point of view.

Meets w/ Excellence
Students are able to
determine the authors point
of view and support their
findings with text details.

33. Complete the graphic organizer for

The Eagle.

Assessment
Meets Proficiency
Students are able to
determine the
authors/speakers point of
view by looking for text
evidence.

Developing Proficiency
Students are unable to
determine the speaker and
the speakers point of view.

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Differentiation and Accommodations

List the type of accommodation or differentiation (learning

TYPE OF LEARNER environment, content, process, or performance task) and
describe how you will differentiate.
ELL/MLL

Ask students essential questions that can elicit details to develop

their responses. Encourage students to use their concept words.
Help students describe the picture, and pronounce the word.

Struggling

Students may work with a partner to determine authors point of

view by examining pronouns and text details. Struggling students
may also limited amount of prompting.

Accelerated

504/IEP

Others (describe)

Accelerated students may close read another poem and

determine authors point of view. Students may also write a lyric
or haiku poem and classmates can determine the authors point
of view (student).
Prompting and assistance. May work with a partner who can help
the student write their thoughts down after a discussion of what
the authors point of view is.

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Materials (Optional)
Wonders Teachers Edition, Wonders, graphic organizer.
Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for
teaching.
What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.
Some changes I would and did make from this lesson plan was to focus on one area
and work my way towards the other concepts. Everything seemed rushed and the
students needed more time for each section. Looking at the students graphic organizer
showed me that the students werent understanding the main idea. Next time I would
focus on determining the authors point of view by first looking at the text details and
checking if its told in a first or third person. The next day work on haiku poems in one
day, and move on from where I left off last.

Ideas for Assessment Tasks

Students can complete many kinds of individual and group projects to demonstrate their
understanding of the Hawaii Content and Performance Standards.

August 18, 2014

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