1. Topic-
2. Content-
 Reading-Listening and Reading Comprehension, Speaking and Writing Vocabulary Terms: plains- large, flat areas of land without trees ponds- small bodies of still water lakes- large bodies of still water rivers-large streams of flowing water Math- Grouping Vocabulary terms: divide- to separate into equal groups
3. Goals: Aims/Outcomes-
 1. Reading: The activities in today's lesson will increase students' comprehension of the selection by using text features, building background information about the topic, and expanding vocabulary knowledge. 2. Reading: TSW be able to answer a variety of comprehension questions in complete sentences. 3. Math: TSW use counters to understand the division of groups of items.
4. Objectives-
 1. Reading: TSW read a passage to identify factual information and develop strategies to understand vocabulary in context. 2. Reading: TSW use the Answer It process to formulate answers to comprehension questions. 3. Math: TSW learn how to divide a group of items into equal parts.
5. Materials and Aids-
 promethean board, textbook, workbook, pencil
6. Procedures/Methods-

A. Introduction-

 1. Reading: Teacher will introduce new vocabulary terms to students from the passage The Hardest Maps to Make. The vocabulary terms are: plains, ponds, lakes, and rivers. (Textbook pages 48-50) 2. Math: TSW review over previous lesson relating multiplication and addition. They will work on problems together with the teacher as a review. (Workbook page 35)

B. Development-

 1. Reading: Teacher will demonstrate how students can refer to the glossary in their textbook and look under Visual Vocabulary to better understand vocabulary terms and definitions. Here students are able to read the definition, see the word used in a sentence and be able to look at a picture to better understand the words meaning. (Textbook page 171) 2. Math: Teacher will introduce new lesson on dividing into equal groups. Students will review over the vocabulary term divide and discuss the meaning. TSW apply the vocabulary term into lesson while taking notes.

C. Practice-

 1. Reading: TSW begin to read the passage The Hardest Maps to Make. Students will begin reading through choral reading. Then students will have an opportunity to read individually. Teacher will stop students periodically to discuss what is going on in the reading to check for understanding before proceeding to the next part in the passage. 2. Math: TSW work on practice problems with teacher while applying their new vocabulary term to their practice problems. Students will practice work using counters.

D. Independent Practice-

 1. Reading: TSW answer comprehension questions independently to show understanding of reading passage. (Workbook page 72) 2. Math: TSW work independently on problems involving dividing to show understanding of lesson content. (Workbook page 38)

E. Accommodations (Differentiated Instruction)-

 1. small group 2. read, simplify and clarify instructions 3. minimal distractions 4. preferential seating

F. Checking for understanding-

 1. Reading: TSW receive immediate feedback on independent work of comprehension questions from the passage. 2. Math: TSW receive immediate feedback on independent work on dividing groups.

G. Closure-

 1. Reading: TSW review over orally phonemic awareness drills through the following activities: Blending, Listening for Sounds in Words, and Letter-Name Fluency. 2. Math: TSW work with partners on the activity People Grouping. This activity will give students more practice on dividing groups.
7. Evaluation-
 1. Reading: Upcoming Reading Content Mastery Assessment 2. Math: Upcoming Voyager Module Assessment.

This Lesson Plan is available at (www.teacherjet.com)