Lesson Plan Format
Name: Anna Merz
Virginia SOL: SOL 4.4 c);
d); 4.5 e); i); k)
Grade: Fourth grade
Subject: Literature
Lesson Title: Matilda Chapters 4-5
Start time: 1:15
Stop time: 2:45
Date: Tuesday
Objectives (What do you want students to know, do, or feel as a result of your instruction?)
1.
TSW check predictions and identify new characters with book board activity.
2.
TSW read, write down, and demonstrate understanding of new vocabulary words with Matilda Dictionary.
3.
TSW assess the qualities of characters in the novel through journaling and discussion.
Adoration, devouring, astound, ignorant, resented, satisfactory, skulking, irritable, absorbed, sensible,
Critical vocabulary:
Bearable, obliged, appalling, various, horrendous, clever
Copies of “Matilda,” book board, construction paper booklets (premade) with paper inside, markers,
Materials/resources:
pencils
Pre-assessment: Pre-assessment will occur when we check our book board’s predictions from the day before and make changes to
the character and setting lists. This will show me which students understood the reading and are prepared for today’s class and how
much review I will need to do before we can begin our lesson. At the beginning of the lesson, therefore, I will call on individual
students to tell me if there is a character we need to add to the list, or if we can cross of a prediction, or if another prediction came
true.
Intro: After the pre-assessment I will explain that I think Matilda is so smart that we need to make a dictionary of some of the words
are in the book. I will pass out the vocabulary lists and pass out construction paper booklets. Students will make their dictionaries on
their own “dictionaries” in which they will write down the vocabulary and define it in the dictionary. Four advanced students will be
asked to look up the definitions in the dictionary then re-word the definition in their booklet; Three ESL students will be given the
words in Spanish and English and be allowed to use a Spanish-English Dictionary to translate; 2 ADHD students will be given the
opportunity to use a thesaurus instead of a dictionary to make the assignment faster; 2 special needs students will have
accommodations appropriate for their needs; 5 below average students will also be provided with the words already defined,
instead of having to look them up, and they will simply need to copy them into their dictionary; the rest of the students will be asked
to just look up the words and copy them into the book.
Body: After students have finished their dictionaries, students will make a list in their literature notebooks of the characteristics they
like best about Matilda. Then we will have a discussion, as a class, about what we like most about Matilda the character so far. This
should take about 20 mins. Each student will share one characteristic from their list.
Afterwards, I will read chapters 4-5 out loud, pausing when appropriate to emphasize points (during the Arithmetic chapter, we will
pause to do the math on the board together and talk about the implications of Mr. Wormwood’s actions).
Closure: For closure, we will add anything new to the book board (new characters, settings, predictions) and revise old predictions.
Homework: Read Chapter 6; finish dictionaries if they were not done during class. My four advanced students will be asked to record
thoughts about their reading in their notebooks as they read; my three ESL students will be provided with both the English version
and the Spanish version of the book and they will be allowed to refer to the translation when they need to; my two ADHD students
will be asked to read half the chapter, draw a picture of Mr. Wormwood’s hat, then do the rest of the chapter in order to refocus
their attention; my two special needs students will have tailored assignments for them; my five below norm students will be given a
personal thesaurus that they can take home to refer to synonyms for challenging words in the book; every other student will simply
be asked to read chapter 3.
Assessment: This lesson also mostly includes examples of informal assessment. I will be assessing understanding of the novel based
on our pre-assessment activity with checking the book board. I will formally assess the dictionaries that the students create and give
them a grade on these dictionaries, which they will continue to use throughout the class to see if they meet my second goal for the
lesson. I will look at their journals to see if students can identify key characteristics of Matilda and listen to their discussion.
Are you differentiating lesson content, process, or product by readiness, interest, or learning profile? Explain below.
This lesson is differentiated in the dictionary activity by lesson process, product, and readiness. Homework is differentiated based on
process and readiness.