4.3.8LA


 * Grade 4 Unit 3: **


 * Grade: 4 Unit: 3 Week: 8 Content: ELA Dates: 12/17-12/21 **


 * Theme: Animals are Characters, Too: Characters who Gallop, Bark, and Squeak **


 * This eight-week unit invites students to compare how horses, dogs, and mice, are portrayed in fiction and nonfiction. **


 * Theme Essential Question: How do we portray animals in writing? **


 * Essential Questions: **


 * 1) How does explaining differences between poems, drama and prose assist us when writing and speaking about text?
 * 2) How does determining the main idea and key details assist us when summarizing the text?
 * 3) How does using context confirm or self direct our word recognition and understanding?
 * 4) How does using effective techniques, descriptive details and clear event sequences assist us in writing narratives?
 * 5) How do audio recordings and visual displays enhance main ideas or themes in presentations?
 * 6) How does using word definitions and real life connections assist our understanding of figurative language, word relationships, and nuances?


 * Standards **

** 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.

** RI.4.2: ** Determine the main idea of a text and explain how it is supported by key details; summarize the text.

** RF.4.4: ** Read with sufficient accuracy and fluency to support comprehension.

** RF.4.4(c): ** Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

** W.4.3: ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

** SL.4.5: ** Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

** L.4.5: ** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

** L.4.5(b): ** Define words by category and by one or more key attributes (e.g., a //duck// is a bird that swims; a //tiger// is a large cat with stripes).

** L.4.5(c): ** Identify real-life connections between words and their use (e.g., note places at home that are //cozy//).

Objectives


 * Discuss and interpret poetic techniques and forms, such as rhyme scheme and limericks.
 * Compare the structures of poems and their use of poetic devices.
 * Find similarities and differences in how animal characters are personified in fiction.
 * Collaborate with classmates in order to publish a story.
 * Read informational texts about a topic (e.g., animals) and compare the factual information with fictional portrayals.
 * Compare print and film versions of stories (e.g., //The Black Stallion).//
 * Explain major differences among poetry, drama, and prose.
 * Shape a journal response into an informative/explanatory essay; use several well-constructed paragraphs.


 * Assessment **

1.Product

2.Key Questions (match Standard)

3.Observable Student Behaviors (Performance)


 * Vocabulary **

Nuances First Person Character traits Narration Personification Third person Limerick Poetic devices Rhyme scheme Meter Simile Metaphor ||
 * ** ELA ** ||
 * Figurative language


 * Literacy Block **


 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes) __Tale of Despereaux__ (weeks 1-4), __Paint the Wind__ (weeks 5-8)


 * Reading Workshop **


 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)


 * Writing Workshop **


 * Writer’s talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)


 * Suggested Activities ** [see Legend to highlight MCO and HYS]

** Poetry/Literature Response **

Read selections from //The Book of Nonsense// by Edward Lear aloud with a partner. Not only should you discuss what the poems mean, but also talk about how the poetic devices, structures, and vocabulary used are similar and different. As a class, we will define a limerick and its elements, and then talk about how Lear’s poems exemplify these characteristics. We will continue the T-chart started in the first unit (name of the technique and examples). At a later time, you will read selections from //Scranimals by// Jack Prelutsky aloud with the same partner.Partners will again find examples of poetic techniques and mark them with a sticky note. Last, but not least, you will work with a partner to write your own animal limerick of a single animal (i.e., a lion) or an imaginary animal (i.e., such as the broccoli + lion = broccolion). (RL.4.4, RL.4.5, W.4.4, L.4.5a, L.4.5c)(HYS: SD, RR, CQO, CL; MCO: EC, IC, S)

** Vocabulary/Word Wall **

As a class, continue adding to the Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn them in each unit of study. (L.4.4)(HYS: SD, RR, CL, CQO; MCO: EC, IC, S)

** Word Study **

As an individual and as a class, keep an index card file of new words learned in this unit. You may also have a nonsense word section where you make up words for animals (based on //Scranimals//) using new prefixes and suffixes learned until this point in the year. Each index card should include the word, a definition, the word in a sentence, and, for the nonsense words, an illustration. Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features. (Note: This will be an ongoing activity all year long.) (L4.4a, L4.4b) (HYS: SD, RR, CL, CQO; MCO: EC, IC, S)

** Mechanics/Grammar Wall **

As a class, continue adding to the Mechanics/Grammar bulletin board started in Unit One. Remember, once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. (L.4.1, L.4.2, L.4.3) (HYS: SD, RR, CL, CQO; MCO: EC, IC, S)

** Dramatization/Fluency **

Choose one of the poems from this unit, such as “A Bird Came Down the Walk” by Emily Dickinson or “The Rhinoceros” by Ogden Nash, to read and discuss with a partner. Recite the poem for your classmates. (RF.4.4c, SL.4.5) (HYS: SD, SN, RR, OF, CL, CQO; MCO: EC, IC, S, RD)

** Class Discussion/Create a Class Book **

As a class, read and discuss //It’s Raining Cats and Dogs: Making Sense of Animal Phrases// by Jackie Franza and Steve Gray. Illustrate the literal and figurative meaning of an animal idiom. Compile these illustrations into a class book to share with younger students, and try to incorporate phrases learned into your daily writing and speaking. (RL.4.1, SL.4.1, L.4.5b) (HYS: SD, SN, NL, RR, OF, CL, CQO; MCO: EC, IC, S, RD)

** Class Discussion **

Let’s compare and contrast how animals are personified. How is this personification portrayed in literature? If animals could talk and act like humans, which of the actions are most similar to generalizations about the animal (i.e., the “sly” fox, the “lazy” pig, etc.). Look back for specific lines or paragraphs in order to find explicit details from the stories and poems read. (SL.4.1, RL.4.3) (HYS: SD, SN, NL, RR, OF, CL, CQO; MCO: EC, IC, S, RD)

** Informational Text Graphic Organizer **

As a class, keep a chart of information (using the categories here) to track what is learned about animals such as horses, dogs, mice, or other animals of interest. Use the chart to generate research questions to help select the most useful and relevant information (for a research project later).


 * Title and author
 * Type of narration (first-person, third-person)
 * Animal character(s)
 * Character traits, and how they developed over time in the story
 * Examples of personification (i.e., thoughts, words, and actions)
 * Synonyms for the character
 * Antonyms for the character
 * Summary (using the “Somebody-Wanted-But-So” strategy)

Write your response on a sticky note, on a whiteboard, or in your journal and share it with a partner before each section of the class chart is complete. (RF.4.4c, RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6, L.4.5c) (HYS: SD, SN, NL, RR, OF, CL, CQO; MCO: EC, IC, S, RD)


 * Homework **

Using graphic organizer created in week 7, students will write a compare and contrast writing piece.


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers || ||
 * ||  ** Multicultural Concepts **

Resources

************************************************************************************************************


 * Resources **

Professional Texts

** Effective Literacy for Grades 2-5 **

** Professional Texts for 2011-2013 **

(ISBN#)

// Bringing Words to Life // by Beck et al (9781572307537)

// Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108)

// Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317)

// Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816)

// Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) //

// Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038)

// Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457)

// The Fluent Reader // by Rasinski (9780439332088)

// The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray

(0-8141-1317-6)

// Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)


 * Poems **


 * “A Bird Came Down the Walk” (Emily Dickinson) (E)
 * // Poetry for Young People: Animal Poems // (John Hollander and Simona Mulazzani)
 * // Scranimals // (Jack Prelutsky and Peter Sis)
 * // The Complete Nonsense of Edward Lear // (Edward Lear)
 * “The Erratic Rat“ (traditional limerick)
 * “The Rhinoceros“ (Ogden Nash)

** Stories **


 * // Because of Winn-Dixie // (Kate DiCamillo)
 * // Every Living Thing // (Cynthia Rylant and S.D. Schindler)
 * // It's Raining Cats And Dogs: Making Sense of Animal Phrase // (Jackie Franza and Steve Gray)
 * // James Herriot's Treasury for Children: Warm and Joyful Tales by the Author of All Creatures Great and Small // (James Herriot)
 * // Marley: A Dog Like No Other, A Special Adaptation for Young Readers // (John Grogan)
 * // Poppy // (The Poppy Stories) (Avi and Brian Floca)
 * // Ragweed // (The Poppy Stories) (Avi and Brian Floca)
 * // Shelter Dogs: Amazing Stories of Adopted Strays // (Peg Kehret and Greg Farrar)
 * // Tacky the Penguin // (Helen Lester and Lynn Munsinger) (easier)
 * // Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool of Thread // (Kate DiCamillo and Timothy Basil Ering) (READ ALOUD – WEEKS 1-4)
 * // The Black Stallion // (Walter Farley) (E)
 * // The Bookstore Mouse // (Peggy Christian and Gary A. Lippincott)
 * // Three Names // (Patricia Maclachlan and Alexander Pertzoff)

Informational Texts


 * // Dogs // (Seymour Simon) (EA)
 * // H Is for Horse: An Equestrian Alphabet // (Michael Ulmer and Gijsbert van Frankenhuyzen)
 * // Horse Heroes: True Stories Of Amazing Horses // (DK Readers Proficient Readers, Level 4) (Kate Petty)
 * // National Geographic Encyclopedia of Animals // (Karen McGhee and George McKay)
 * // W Is for Woof: A Dog Alphabet // (Ruth Strother and Gijsbert van Frankenhuyzen)

Art, Music, and Media

Manipulatives


 * none

Games


 * none

Videos

Sight Words

FRY LIST [] The expectation for fourth grade is for students to learn the fifth 100 words by the end of the year.

Smartboard Lessons, Promethean Lessons


 * Arkansas – SmartResponse question set about the state of Arkansas

[|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/02/025c48eb-6d5e-4325-a33c-706edc6cae0b/ArkansasSenteoUS.notebook#]
 * Great Seal of Arkansas Lesson

[|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/0e/0e66f90f-ac0c-4e89-8386-6e0c6e30cc6c/Great%20Seal%20of%20Arkansas.notebook#]
 * Motto of Arkansas Lesson

[|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/1a/1ab408c0-5693-4c66-9c70-6bc54c769c4f/Arkansas%20State%20Motto.notebook#]
 * Transportation and Communication Links in Arkansas

[|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/79/79f5d087-f3d9-40b2-80b8-df3f48663c44/Transportation%20and%20Communication%20Links%20Between%20Communities%20in%20Arkansas.notebook#] Events that lead up the Civil War in Arkansas [|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/1d/1de8d769-8887-430e-9f56-3d5aad4fce66/Events%20the%20Lead%20Arkansas%20into%20Civil%20War.notebook#] Other Activities, etc.

[|//On Stage: Theater Games and Activities for Kids//](Lisa Bany-Winters) (RL.4.5)

This book is a compilation of varied and interesting theater games will stimulate the imagination and get young thespians ready to perform on stage.

[|Webcams in the Classroom: Animal Inquiry and Observation] (ReadWriteThink) (SL.4.1)

Observe animal habits and habitats using one of the many webcams broadcasting from zoos and aquariums around the United States and the world in this inquiry-based activity that focuses on observation logs, class discussion, questioning, and research.

//__Black Beauty__// __author Anna Sewell was born in 1820__ (ReadWriteThink) (W.4.7)

__Animal Inquiry__ (ReadWriteThink) (W.4.7)

The Animal Inquiry interactive is a versatile tool that can enhance student inquiry in research at the elementary level. The graphic organizer invites students to explore four facets of animals (basic facts, animal babies, interaction with others, and habitats) the possibilities for extensions or adaptations. Moreover, this makes a nice complement to inquiry-based projects.

__Celebrate Kate DiCamillo's birthday today__ (ReadWriteThink) (RL.4.3)

DiCamillo often writes about animals, such as the title characters in //Mercy Watson to the Rescue//, //Because of Winn-Dixie//,//The Tale of Despereaux//, and //The Tiger Rising.// Have your students examine the characters in these stories, looking for character traits, examples of personification, and similarities and differences.

__Alaska Native Stories: Using Narrative to Introduce Expository Text__ (ReadWriteThink) (RI.4.9)

This lesson uses traditional stories of the Native peoples (i.e., narrative text) to introduce students to the study of animals in Alaska (i.e., expository text).

//__How the Fourth Grade and I Wrote a Play__// (Matt Buchanan)(W.4.6)

What follows is a description of the process by which drama students, classroom teachers, and drama teacher created a play that was both informative and entertaining for its audience and enriching and personal for its creators.

__Author of the Month: Jack Prelutsky__ (McGraw-Hill, Child Lit)

__Writing with Writers: Poetry Writing with Jack Prelutsky__ (Scholastic)

__Limericks__ (Old-Fashioned-American-Humor.Com)

__Creative Drama Lesson Plans__ (Creative Drama Classroom)

Click [|here] for word document of template.


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