Kud Lesson Plan Fly Traps Plants That Bite Back-1

School District of the City of Pontiac
Lesson Planning Template
Teachers Name: Kim Quarles Grade 4 Day/Dates May 8-12

Unit/Lesson Title: Fly Traps! Plants That Bite Back
Blooms Alignment to PSD Curriculum Framework
Taxonomy
Evaluation, Lesson is in alignment with Atlas Rubicon
Synthesis, RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly
Analysis,
and when drawing inferences from the text.
Application,
Comprehension, RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on
& Knowledge specific details in the text (e.g., a character's thoughts, words, or actions).
RL.4.4. Determine the meaning of words and phrases as they are used in a text, including
those that allude to significant characters found in mythology (e.g., Herculean).
RL.4.5. Explain major differences between poems, drama, and prose, and refer to the
structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters,
settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text.
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases
in a text relevant to a grade 4 topic or subject area.
RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears.
RI.4.10. By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4-5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in
context and out of context.
KUD
Know: Students will read and understand an informational narrative selection.
Understand: Students will understand :
- How to use word relationships to determine meaning
- How to read and understand an informational narrative selection
- How to use prepositions correctly
- How to use he writing process n writing a descriptive essay
Do: Day 1: Students will listen to the Read Aloud p.690G and discuss comprehension questions p. 690H,
practice spelling activities. They will read and discuss Vocabulary Power pg. 690-691. They will do Practice
Book page 127. Listen to the story on tape. Introduce adverbs that compare: Language Handbook pg. 177.
Writing: Use the writing process in writing a descriptive paragraph pg. 713C-713D Day 2: Teacher will guide
students through the Vocabulary Power pages and through the reading selection Fly Traps! Plants That Bite
Back. pg. 692-713 with discussion.
Day 3: Students will use prepositions correctly. Language Handbook pg. 178-179 Day 4: Students will reread
this weeks story with a partner for fluency, pages 692-713. They will read and understand an informational
narrative selection. Day 5: Students will take this weeks End of Selection Test for the story Fly Traps! Plants
That Bite Back.
Essential Questions Students should consider these questions:
Reading
What constitutes a community?
Why are community ties so important?
What is the benefit of diversity within a community?
Why do people explore?
How has exploration influenced life today?
What do we learn from studying other leads and people?
Listening and Viewing
What does appropriate audience behavior look like?
How is language used differently in formal and informal situations?
How do we clarify for meaning when listening and viewing?
Assessment
Students will complete practice book page with 80 percent or higher accuracy. Vocabulary words will be practiced all week
and assessed formatively daily using recall, sentences and pictures. Students will be able to distinguish between facts and
opinions in a literary text during discussion of this weeks reading the selection Fly Traps! Plants That Bite Back pg.
692-713. Students will read and understand a n informational narrative selection. Students will use prepositions
correctly. Students will complete end of the selection test with 80 percent or higher accuracy.
Summative and Formative Assessments, Performances Task(s) & Other Evidence i.e. Pre-assessments, Unit Test Pre-
test on spelling words and vocabulary words (using Active Expression Clickers and the End of Selection Test flipchart). End
of Selection Test, Spelling Test, and workbook pages.
Instructional Learning Plan
Students will be able to recognize and understand vocabulary during reading of this weeks story. Students will review this
weeks vocabulary words whole group. Students will read and discuss the story whole group Fly Traps! Plants That Bite
Back pg. 692-713. Students will be able to recognize and understand vocabulary words during reading of this weeks
story. Students will be able recognize and use prepositions correctly. Students will listen to the reading selection on tape
and complete the end of the selection test. Students will write a summary of this weeks reading selection.
Learning Activities:
Day 1: Vocabulary words will be printed on cards/sentence strips with the meaning available for students needing
additional help. Students will be allowed to use the computer/dictionary.com to find a synonym/antonym for each
vocabulary word. Students will work in cooperative groups to review this weeks reading skills. Students will use the Text
Coding symbol ! from the Active Reading Initiative to identify interesting, surprising, or humorous details while
reading.
Day 2: Students will review this weeks vocabulary words (690-691) Students will read and discuss whole group story Fly
Traps! Plants That Bite Back. Students will complete Think and Respond orally with a partner before meeting to
discuss the questions whole group. Day 3: Students will practice writing a descriptive essay. They will learn how to use
prepositions correctly. Day 4: Students will reread this weeks selection with a partner to build fluency and
comprehension. Teacher will meet in small groups for a book discussion and students will use the Text Coding symbol T-
W from the Active Reading Initiative to make a Text-to-world connection.
Day 5: Students will take their end of the selection test.
Instructional Resources/ Materials/Technology (Elmo, United Streaming; Lap Tops; etc.) Harcourt Reading
text and level books, Teaching transparencies (Questions of the Day, Vocabulary in Context) and Decoding
words with roots, Vocabulary cards with meanings, Promethean Board, ELMO, Flip Chart, cassette player and
theme 5 cassette tapes. Quizlet.com to practice vocabulary definitions
Extended Learning (Homework) Monday: Read 20 minutes, Spelling Words and Sentences; Tuesday: Read 20
minutes, Scrambled Spelling Words; Wednesday: Read 20 minutes, Define spelling words; Thursday: Read 20
minutes, Practice spelling words; Friday: Read 20 minutes
Lesson Accommodations (Special needs and gifted) Thinking Maps, Peer coaching, Partner reading discussing
predictions, different decoding/phonics strategies to use to read unfamiliar words in text and word
relationships. Teacher assistance- use new vocabulary words to write a story. Read the questions and answer
choices. Guided Reading : Teacher will read with small groups using Harcourt level books: Below Level: The
Mean Green Carnivore and The Food on Your Plate, On-Level: Hiding to Survive, Advanced Level: Plants of the
Rain Forest
What will you do if students do not understand? Review vocabulary daily, listen and reread story daily, practice
decoding/phonics skills and show students other ways words can be related. Listen to the story on tape and
discuss. Small group discussions. Teacher will observe and assist each group, supporting them during the
selection of vocabulary words. Review vocabulary before the test and read test questions orally.

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School District of the City of Pontiac

Lesson Planning Template

Teachers Name: Kim Quarles Grade 4 Day/Dates May 8-12

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