Jacob Burkart Lesson Plan La 1 2024

Lesson Plan Template
Date: ______________
Grade: 4th Subject: Language Arts

Materials: Amplify CKLA Poetry Journals Technology Needed: Active Panel/Computer
Instructional Strategies: Guided Practices and Concrete Application:
 Direct instruction  Peer teaching/collaboration/  Large group activity  Hands-on
 Guided practice cooperative learning
 Independent activity  Technology integration
 Socratic Seminar  Visuals/Graphic organizers
 Pairing/collaboration  Imitation/Repeat/Mimic
 Learning Centers  PBL
 Simulations/Scenarios
 Lecture  Discussion/Debate
 Other (list)
 Other (list)  Modeling Explain:
Standard Universal Design for Learning

4.C.7 Engage in a range of discussions by using active listening skills,
posing, and responding to specific questions. Below Proficiency:
4.r.8 Analyze a variety of fiction and poetry texts.
a. Describe characters’ feelings, traits, motivations, actions, and points Above Proficiency:
of view after reading a literary story.
4.w.7 Write with intentional word choice that integrates emotion or Modalities/Learning Preferences:
figurative language to develop visual imagery for the reader. • Visual:
Objective • Auditory:
Students will be able to implement tone into their poetry to express • Kinesthetic:
how their memory makes them feel. • Tactile:
Bloom’s Taxonomy Cognitive Level: Understanding and Applying
Classroom Management- (grouping(s), movement/transitions, etc.) Behavior Expectations- (procedures/expectations specific to the
Students will be given direct instruction during this lesson. They will lesson, rules and expectations, etc.)
also be asked to brainstorm with their partners for some parts of their Students will be attentive and when given the opportunity to
lessons. work together with a partner, will keep the conversation appropriate
For movement, incorporate throwing a ball around for students to and related to the lesson. Students will keep the poems they are
answer questions. working on related to the lesson and conveying tone.
Minutes Procedures
Set-up/Prep before lesson:
For this lesson, we are using the Amplify CKLA curriculum for Unit 3 Lesson 6. This is their poetry unit for which we will be using
both readers provided and the Teacher version of the book.
1-2 Engage: (opening activity/ anticipatory Set – access prior learning / stimulate interest /generate questions, etc.)
minutes; To start the lesson, I will be introducing Tone to the students.
no more Tone: Attitude of a piece. Usually, tone is expressed through the words an author selects and the style of writing the author
than 5 creates. One sentence can usually have different tones.
Sarcasm: Is used when what one says is not what one means?
Emphasis: Refers to a weight, importance, or value placed on a word, symbol, or idea. Adding emphasis to a word adds more
importance and wight to it. This can change what the meaning is.
For this lesson, I will be using “Projection 1” on the Amplify website.
For these slides, you will be reading them in a neutral tone.
1. Have students imagine a scenario where they just found out that the school is serving their favorite lunch today. -
Excited tone
2. Next, the students would picture what it would be like to find out that the school is serving food that they do not like
today. - Sarcastic Tone
3. The students will picture that they are meeting one of their buddies when the school day is over. Then the friend
would say “I told you to bring the ice cream.”
Break down the sentence into two parts
I told you
To bring the ice cream
1. Stress the word you. This identifies that there was some confusion about who was bringing it.
2. Stress saying Ice Cream. This identifies that there was confusion on what they should bring
Have students complete Poet’s Journal 6.1
5-10 Explain: (teacher-led)
minutes We will be reading “Why We Play Basketball” by Sherman Alexie.
Brief overview of the story from the teacher's edition.

Date: ______________
- Alexie is a Native American – a member of the Spokane Indian tribe. He lives in the state of Washington. Like Nikki
Giovanni’s poem from Lesson 3, “My First Memory (of Librarians), “Alexie’s poem has a speaker who describes his own
experiences. However, this speaker has a different tone, or attitude, from Giovanni’s narrator.”
This poem talks about someone who is very frustrated and angry about his circumstances.
Ask the students if they are related to the story.
- Have they felt that angry before
- They carried anger from one thing to another. This anger has caused their behavior to be affected.
Analyze the word from that appears in the title.
- This is only a small part of a larger collection
As we read the story, have the students be on the lookout for words that convey what the speakers' tone is or if any words are
emphasized.
After the reading, look at all the words that are repeated throughout the story. Use “Projection 2” to show a word cloud.
Discuss with the students what a word cloud is and why some words are bigger than others.
Line break - A place where a line stops
1. Have students circle the word hate in their books.

2. How many times does the word hate appear on a line break.
3. Students will complete questions 2 and 3 in their workbooks for lesson 6.2. After reviewing together, have them
complete the rest.
1. Reread the poem and write what the poet hates in the chart given on page 6.2.
2. Identify the word that says what basketball is for the players?
3. What is the Definition of war
4. Why would we describe a sport as a war?
5. What are the reasons they list why they play basketball?
6. What's another way we can use the phrase “Keeping Score”.
Age-level Elaborate: (concreate practice/application with relevant learning task -connections from content to real-life experiences)
appropriate Go to page 6.3 for this part of the lesson. They will be writing a draft of the poem they have been working on.
The steps they will take next will be as listed.
1. Write the topic of the memory you chose in one sentence.
2. Copy the simile of how you felt
3. One important word that you could use that conveys the tone of your poem
4. How will the word be emphasized using what we have learned today
5. Narrow down the details you have written down to three and write why you chose these three and then list the
order they have occurred.
6. Using the steps listed, it is now time to write the poem.
1-2 minutes Closure (wrap up and transition to next activity):
Ask students where we see tone used every day? Is it something that matters in our everyday conversations? Is it something
that could help us when telling stories?
Formative Assessment: (linked to objective, during learning) Summative Assessment (linked back to standard, END of learning)
• Progress monitoring throughout lesson (document of student
learning, data collection)
Teacher Reflection (What went well? What did the students learn? How do you know? What changes would you make?):
Date: ______________

Jacob Burkart Lesson Plan La 1 2024

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Lesson Plan Template

Grade: 4th Subject: Language Arts

Standard Universal Design for Learning

Brief overview of the story from the teacher's edition.

Ask the students if they are related to the story.

- Have they felt that angry before

Analyze the word from that appears in the title.

- This is only a small part of a larger collection

Line break - A place where a line stops

1. Have students circle the word hate in their books.

1-2 minutes Closure (wrap up and transition to next activity):

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