Week 9 Comprehension Lesson Plan

Candidate’s Name: Kylie Hubbard

Grade Level: 4th

Title of the lesson:

Length of the lesson: 45-55 minutes

Central focus Students will watch a video related to anti-bullying, they will listen to the lyrics of the song and reflect on how the lyrics make them feel. They will record their feelings in their writing journals. Students will be asked to share their reflections. Knowledge of Students Students will have an understanding of what it means to be bullied and how it affects everyone.

Key questions: What do we know about bullying? Why does it hurt people’s feelings? Why do you think people bully other people? How can we stop bullying? Do only children get bullied? What type of reflects might we have on bullying? Many students are familiar with the various forms of bullying, now I want them to express in writing why bullying is wrong.

Common Core State Standards: Key Ideas & Details CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Integration of Knowledge and Ideas: CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Support literacy development through language This lesson will allow students to express how they feel about bullying, while practicing their comprehension skills. Students will also be allowed to share their reflections, reading from their journals. Vocabulary ·       Anti-Bullying, Bullying, Bully, Feelings, Complete Sentences, Punctuation, Reflection, Compound Predicts, Subject, Nouns. Sentence Level ·       Sentence structure will include: a subject, verb, and object. Discourse ·       Students will write a reflection to show their understanding of the material.

Learning objectives: ·       Students will be able to reflection on the affects of bullying, their feelings and how others might feel. ·       Students will be able to write complete sentences. ·       Students will be able to demonstrate their understanding of compound predicts, nouns, and subjects.

Formal and informal assessment: ·       Were students able to identify why bully is inappropriate? ·       Were students able to write in complete sentences using appropriate comprehension? ·       For the students who shared, were they able to read their reflections fluently?

Instructional procedure: 1.     Introduce the topic to the students: Anti-Bullying 2.     Tell the students that we will be listening, watching, and reflecting on the song, “Don’t Laugh at Me.” We will repeat this process twice to allow the meaning to take its full affect. 3.     Students will have 10 minutes think about how the song made them feel, what actions can be taken, what personal connections they might have with bullying, and how we can stop bullying. Students will record their thoughts/reflections in their writing journal. 4.     When there is 2 minutes remaining the teacher will announce to the class they should be finishing up. 5.     Students will have the opportunity to share their reflections with their classmates. They can share either at their desk (seated or standing), or at the front of the class (at the podium or not). 6.     As a class we will discuss why bullying is hurtful, unhealthy, and should be stopped when it is witnessed.

Materials: ·       Don’t Laugh at Me video ·       Writing Journal ·       Smart Board ·       Computer ·       Projector ·       Pencil

Reflection: ·       Were students engaged in the video? ·       Were students able to comprehend how bullying can affect people of all ages? ·       Was there enough time allowed for all the activities? ·       Did students write in complete sentences?