4.2.6LA


 * Grade: 4 Unit: 2 Week: 6 Content: ELA Dates: 10/22-10/26**


 * Theme Essential Question: How does the author's use of setting affect the plot of a story?**


 * Essential Questions:**
 * How does referring to details and examples help me explain the meaning of the text and draw inferences?
 * How does reading grade-level text accurately and fluently provide understanding and support comprehension?
 * How can working collaboratively with diverse groups/partners help me express a clearer understanding of the text?
 * How can others’ remarks in order to gain a deeper understanding of the text?
 * How does posing and responding to specific questions about the text allow us to clarify information?
 * How does specific information in the text assist me in explaining events, procedures, ideas, or concepts in a historical, scientific, or technical text?
 * How do I build knowledge by conducting short research projects?
 * How does drawing on specific details in the text assist me in describing in depth a character, setting, or event?
 * How do sorting words into categories using figurative language, word relationships, and nuances in word meanings assist me in demonstrating understanding?


 * Standards**
 * **RL.4.1:** Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 * **RL.4.3:** Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
 * **RI.4.3:** Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 * **RF.4.4:** Read with sufficient accuracy and fluency to support comprehension.
 * **RF.4.4(a):** Read on-level text with purpose and understanding.
 * **RF.4.4(b):** Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
 * **W.4.7:** Conduct short research projects that build knowledge through investigation of different aspects of a topic.
 * **SL.4.1:** Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led) with diverse partners on //grade 4 topics and texts//, building on others’ ideas and expressing their own clearly.
 * **SL.4.1(c):** Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
 * **SL.4.1(d):** Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
 * **L.4.5:** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * **L.4.5(a):** Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.


 * Objectives**
 * Find similarities and differences in story settings, and note how the author’s use of setting affects a story.
 * Explain how having a factual knowledge of a topic (e.g., weather) can increase your appreciation of literature about the topic.
 * Track information and take notes on a topic studied over time (e.g., weather).
 * Write a question-and-answer report that includes audio and/or visual aids to communicate research findings and different aspects of a topic (e.g., a particular weather phenomenon).
 * Identify similes and metaphors in texts read.
 * Recite poetry written in different styles about the same topic.


 * Assessment**
 * Product**
 * Students will write an essay about the positive and negative effects of weather on real life and life in literature.


 * Key Questions** (match Standard)
 * How does referring to details help me explain the meaning of the text and draw inferences?
 * How does referring to examples help me explain the meaning of the text and draw inferences?
 * How can working collaboratively with diverse groups/partners help me express a clearer understanding of the text?


 * Observable Student Behaviors** (Performance)
 * Students will participate in collaborative discussions (one-on-one, group, and teacher-led) about effects of weather with diverse partners while they build on each others’ ideas and express their own ideas clearly while effectively engaged.

Explicit information Inference Poetic devices: Poetic terms: Prediction Setting ||
 * Vocabulary:**
 * **ELA** ||
 * Context
 * •rhyme scheme
 * •meter
 * •simile
 * •metaphor
 * •stanza
 * •line
 * •verse


 * Literacy Block**
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes) __The Long Winter__ (alternate: __Strawberry Girl__)
 * 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)

As a class, we will keep a chart (with the categories listed here) of the stories and poems we read. As the chart is filled in, we will use the information to talk about what we learned from literature. Write your own response on a sticky note, whiteboard, or in your journal and share it with a partner before each section of the class chart is filled in. (RF.4.4a, RF.4.4b, RL.4.1, RL.4.2, RL.4.3, RL.4.5, L.4.5a)(HYS: CQO, SN, SD, CL; MCO: IM, S) 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: CQO, RR, CL; MCO: EC, IM, IC) What impact does weather have on stories such as //The Long Winter// (Laura Ingalls Wilder), //Time to Wonder// (Robert McCloskey), or //Hurricane Book// (David Wiesner)? What if the setting were changed (ie: from winter to summer, from the sea to the desert, or from a hurricane to a snowy day)? How would that change the story? Turn and talk about your ideas with a partner, then write a first draft of a scene for a modified story of choice. (RL.4.3, W.4.3) (HYS: RR, CL, OF; MCO: EC, IM, IC) Following a class discussion of weather and climate, be prepared to write in your journal about the positive and negative effects of this weather on real life and life in literature. (SL.4.1, W.4.2a, W.4.2b, W.4.4, W.4.7, L.4.1a,c,d,g; L.4.2a, L.4.2b) (HYS: SD, OF, RR, CQO; MCO: IC, S) Following a class discussion of weather and climate, be prepared to write about the positive and negative effects of weather on real life and life in literature. Your response should be a well-developed essay that includes at least two supporting details. Before turning in your essay, edit your work for modal auxiliaries, order of adjectives, and commas and quotation marks (see Standards for more details). (W.4.2, L.4.1a,c,d,g; L.4.1g, L.4.2a, L .4.2b) (HYS: SD, OF, RR, CQO; MCO: IC, S) Your teacher will teach mini-lessons on the individual language standards. For example, he/she will explain modal auxiliaries (form of helping verbs) to the class, and then you will practice some cloze activities as a class: (i.e., The clouds seem to be getting lighter, so I think the rain _____ [can, may, must] stop soon.) Select a piece of your own writing, circle //can, may//, and //must//, and ensure the correct one was used. (L.4.1c) (HYS: CL, CQO, SD) As a class, summarize what was learned in this unit as it relates to the essential question (“Hw does the author’s use of setting affect the plot of a story?”). Write your own response on a sticky note, on a whiteboard, or in your journal and share it with a partner before discussing as a class. Following the class discussion, write your response in your journal. Be sure to edit your work for modal auxiliaries, order of adjectives, and commas and quotation marks (See standards for more details) before sharing it with your teacher. Your teacher may ask you to type your essay and respond to a poll about the unit on the classroom blog. (W.4.9a, W.4.9b, w.4.4, L4.1a,c,d,g; L.4.2a, L.4.2b) (HYS: SD, SN, RR, NL, CL; MCO: EC, IC,S) Look at how weather is portrayed in the various art selections. What adjectives would you use to describe the weather? Are there any similes, metaphors, or figurative language that you think work best? Write down your own response and compare your answer with others in the class. Choose your favorite artwork and find and find a partner who chose the same piece. Together, write an opening scene from a story that would have the weather as its setting, using at least one metaphor simile. (RL.4.7, W.4.3b, L.4.5a) (HSY: SD, SN, CL, NL; MCO: IC, EC, S) As a class, keep a chart of information with the categories listed below learned about seasons and weather, at home and far away. As the chart is filled in, use the information to talk about related information in nonfiction books and/or online, either explicitly read or inferred. Write your own 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 filled in. (RF.4.4a, RF.4.4b, RI.4.1, RL.4.2, RL.4.4, RI.4.9, L.4.4a) (HYS: SD, CQO, CL, RR, NL, SN; MCO: EC, IC, S)
 * Suggested Activities** [see Legend to highlight MCO and HYS]
 * Odyssey Lesson: Inferencing** (Located in Assignment Archive under District)
 * **LITERARY GRAPHIC ORGANIZER**
 * Title and author
 * Type of literature (story or poem)
 * Main character(s)
 * Setting (geography, season, and/or weather)
 * Summary (using the “Somebody-Wanted-But-So” strategy)
 * **MECHANICS/GRAMMAR WALL**
 * **LITERATURE RESPONSE**
 * **JOURNAL RESPONSE**
 * **INFORMATIVE/EXPLANATORY WRITING**
 * **GRAMMAR AND USAGE**
 * **CLASS DISCUSSION AND INFORMATIVE/EXPLANATORY WRITING**
 * **ART/NARRATIVE WRITING**
 * **INFORMATIONAL TEXT GRAPHIC ORGANIZER**
 * Type of weather
 * How is it caused?
 * What positive effects does this weather have?
 * What negative effects can this weather have?
 * What do we need to do to prepare for this kind of weather?
 * What parts of the world experience this weather?
 * What are the weather words we should know? (e.g., meteorology, prediction, forecast, etc.)

Create a journal entry for __The Long Summer__ based on details/events from __The Long Winter__.
 * Homework**


 * Terminology for Teachers**
 * Context**-text surrounding a word or passage
 * Explicit information**-clear and obvious
 * Inference**-to derive a conclusion from facts and text
 * Poetic devices**- a language feature used in a poem:
 * rhyme scheme**-pattern of rhymes
 * meter**-pattern in verse
 * simile**-figurative language that draws a comparison using “like” or “as”
 * metaphor**-figurative language that vividly compares but is not meant literally
 * Poetic terms**-a language word or phrase used in a poem:
 * stanza**-division of a poem
 * line**-words that relate to a particular topic or idea that are grouped together
 * verse**-group of lines in a poem
 * Prediction**-statement about the future
 * Setting**- time, place, physical details, and circumstances in which a story occurs
 * Modal auxiliaries**-form of helping verbs

Lesson Plan in Word Format (Click Cancel if asked to Log In)


 * Resources**
 * Professional Texts**
 * //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)


 * Literary Texts**
 * Poems**
 * “Clouds” (Christina Rossetti) (weeks 1-6)
 * "Dust of Snow" (Robert Frost) (E) (weeks 1-6)


 * Stories**
 * //One Day in the Prairie// (Trophy Chapter Book) (Jean Craighead George) (weeks 5-6)
 * //Owen and Mzee: The True Story of a Remarkable Friendship// (Isabella Hatkoff, Craig Hatkoff, Paula Kahumbu and Peter Greste) (weeks 5-6)
 * //Strawberry Girl// (Lois Lenski) (alternate read aloud/novel study) (weeks 5-6)
 * //The Long Winter (Little House)// (Laura Ingalls Wilder) (EA) (read aloud/novel study) (weeks 5-6)
 * //Time of Wonder// (Robert McCloskey) (weeks 5-6)


 * Informational Texts**
 * Nonfiction Books**
 * //Storms// (Seymour Simon) (EA) (weeks 5-6)
 * References**
 * //National Geographic World Atlas for Young Explorers// (weeks 5-6)

__@http://questgarden.com/56/78/6/071030062202/__ This webquest will investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds, and fog). __@http://questgarden.com/52/97/3/070628115138/__ Weather is constantly changing. The meterologists that predict the weather are often incorrect in their predictions. This lesson will help us look at weather and why it is so difficult to predict. __@http://questgarden.com/41/54/2/061120060803/__ This webquest describes the causes and workings of tornadoes. It discusses the environments this type of weather occurs in, including personal stories __@http://questgarden.com/132/29/1/110928152130/__ This WebQuest is an introduction to tornadoes, covering how they are formed and the basic characteristics of these deadly natural phenomenons. __@http://questgarden.com/17/05/5/060315145549/__ This is a WebQuest designed to teach 3rd grade children about tornados: how the tornado affects them and the people around them, their classification system, and why they happen __@http://questgarden.com/27/76/4/060618205430/__ Students will learn about Hurricanes and their physical destruction and human impact. Students will create a Hurricane story by "writing in role". For Grade 4 students
 * WebQuests**
 * **Weather**
 * **The Weather Around Us**
 * **The Wonder of a Tornado**
 * **What is in a Tornado?**
 * **What is a TORNADO?**
 * **The Adventures of a Hurricane and a Hurricane Survivor!**


 * Art, Music, and Media**
 * Claude Monet, Bridge over a Pond of Water Lilies (1899)
 * Claude Monet, Rouen Cathedral: The Portal (Sunlight) (1893)
 * Édouard Manet, Boating (1874)
 * Gustave Caillebotte, Paris Street, Rainy Day (1877)
 * John Constable, Seascape Study with Rain Cloud (1827)
 * Kazimir Malevich, Morning in the Village after Snowstorm (1912)
 * Thomas Hart Benton, July Hay (1943)
 * Wassily Kandinsky, Cemetery and Vicarage in Kochel (1909)


 * Manipulatives**


 * Games**

__@http://player.discoveryeducation.com/index.cfm?guidAssetId=E1BF7654-1495-4133-A016-A91390FDC173&blnFromSearch=1&productcode=US__ __@http://player.discoveryeducation.com/index.cfm?guidAssetId=B3C0DBEE-FB31-4DBE-94CC-F5381BE77817&blnFromSearch=1&productcode=US__ __http://player.discoveryeducation.com/index.cfm?guidAssetId=57889EF0-8B43-4850-8A4A 14A27B497E50&blnFromSearch=1&productcode=US__
 * Videos**
 * Why do hurricanes have names? Where do they happen? Do they really have eyes? What causes them? These are just some of the questions answered as we explore these huge storms that are born over water.
 * Awesome video footage reveals the many sizes, shapes, and colors of tornadoes, as well as the damage they can cause. Tornadoes are examined in detail, while special attention is given to safety and some dangerous myths about tornadoes.
 * Thunderstorms and lightning thrill and captivate young people as storms happen around the world. Through dynamic time-lapse videography, students learn about the process of convection and how it turns cumulus clouds into cumulonimbus clouds.
 * Students learn that the combination of air, water, and heat from the sun can generate gentle clouds, ferocious storms, beautiful sunsets, frost, dew, sweltering heat, and everything else in between. @http://player.discoveryeducation.com/index.cfm?guidAssetId=29EE9CCE-96AE-4E80-9C35-8A4E4281C364&blnFromSearch=1&productcode=US

The expectation for fourth grade is for students to learn the fifth 100 words by the end of the year.
 * Sight Words**
 * **FRY LIST** @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html

Literary Elements of Fiction Students will be able to identify and to describe the key literary elements of fiction: setting, characters, plot, and resolution. Main Idea Students will use a number of strategies to help them to identify the main idea of a passage or a paragraph. Features of Non-Fiction Text Use this lesson to help students understand how nonfiction texts are organized and how to locate information quickly and efficiently. Writing an Informational Paragraph Students will understand how to construct well-written information paragraphs. Imagery Students will create imagery in poetry by using strong language that appeals to the five senses. Similes and Metaphors Students will be able to identify and distinguish between similes and metaphors. Students will also be introduced to idioms and understand them as irregular metaphors. __@http://exchange.smarttech.com/details.html?id=b8d2685f-c1c3-4417-ba07-31dfba164edb__ Fifth grade lesson plan. Objective - Students will understand characters by paying attention to thoughts, emotions, actions, and words. __@http://exchange.smarttech.com/details.html?id=d3fb741c-1f0a-4051-8c90-0eb027501392__ Given a reading passage, students will be abe to identify whether a concluding statement is valid or invalid __@http://exchange.smarttech.com/details.html?id=5a56784f-9ebd-4397-bc4b-dc14533ced40__ This activity draws examples from Sophie's Masterpiece (which can be found at storylineonline.net) to teach inferencing; after several practice examples, the students are asked to make inferences from a CRCT reading example. Used in speech-language therapy __@http://exchange.smarttech.com/details.html?id=09eafe88-e699-4615-8c2d-112f0507d68a__ Use for teaching story elements within fictional writing __@http://exchange.smarttech.com/details.html?id=f2487880-7068-483a-ab0d-45737ff8b095__ This lesson is designed to help students distinguish between positive and negative character traits This lesson will help students understand the difference between physical and behavioral traits. __@http://exchange.smarttech.com/details.html?id=c63d0858-6987-4025-90df-b84b4eef1cd0__ Lessons and activities about figurative language fore reading and writing including metaphor, simile, alliteration, onomatopoeia, hyperbole, and personification. __@http://exchange.smarttech.com/details.html?id=a37432e3-72ae-46af-8cd7-4999eab4e752__ 21st Century, Poetry and figurative language __@http://exchange.smarttech.com/details.html?id=be757919-ac64-41c2-b4f0-d320037a5a73__ Through various activities, the student will be able to differentiate the different between a simile and a metaphor __@http://exchange.smarttech.com/details.html?id=0219d2c1-269d-40b8-8b33-2ebc06ca872d__ Use the Senteo interactive response system to pick the words that are being compared in a sentence __@http://exchange.smarttech.com/details.html?id=53eb870f-0d9c-41f5-a206-7875e49248c0__ to understand what a simile is and become familiar with different similes __@http://exchange.smarttech.com/details.html?id=189a6fd8-2b8f-47a1-939e-a57dd9fb9e86__ identifying types of literary language including similes, metaphors, alliteration, hyperboles and personification
 * SMART Board Lessons, Promethean Lessons**
 * **AEGOM Lesson: EG4-017**
 * **AEGOM Quiz: EG4-017**
 * **AEGOM Lesson: EG4-012**
 * **AEGOM Quiz: EG4-012**
 * **AEGOM Lesson: EG4-015**
 * **AEGOM Quiz: EG4-015**
 * **AEGOM Lesson: EG4-024**
 * **AEGOM Quiz: EG4-024**
 * **AEGOM Lesson: EG4-019**
 * **AEGOM Quiz: EG4-019**
 * **AEGOM Lesson: EG4-018**
 * **AEGOM Quiz: EG4-018**
 * **Inferences**
 * **Drawing Conclusions - Valid or Invalid**
 * **Inferencing**
 * **Story Elements**
 * **Character Traits**
 * **Character Traits**
 * @http://exchange.smarttech.com/details.html?id=212409b9-c2a7-4ffa-8705-eea8e255abf2**
 * **Figurative Language**
 * **Poetry**
 * **Simile or Metaphor**
 * **Similes (Question set)**
 * **Similes**
 * **figurative language**


 * Other Activities, etc.**
 * __“Somebody-Wanted-But-So” (West Virgina Department of Education)__
 * __Using Snowflake Bentley as a Framing Text for Multigenre Writing (ReadWriteThink) (RI.4.9)__
 * __Photographs of Storms__
 * __Music Meteorology (Weather Dude)__
 * __Idioms Category: Weather (UsingEnglish.com)__
 * __Weather Metaphors (Knowgramming.com)__
 * __Weather Channel for Kids__
 * __Strawberry Girl Lesson Plan (Lesson plan for Strawberry Girl by Lois Lenski) (Scholastic)__
 * __How To Read Weather Maps (Discovery Channel, Discovery Education)__
 * __Using Picture Books to Teach Setting Development in Writing Workshop (ReadWriteThink) (W4.3)__
 * __Exploring Cause and Effect Using Expository Texts About Natural Disasters (ReadWriteThink) (RI.4.5)__
 * __The Tropical Storm that Became Katrina Formed Over the Bahamas in 2005 (ReadWriteThink) (RI.4.3)__
 * __Literature as a Jumping Off Point for Nonfiction Inquiry (ReadWriteThink) (RL.4.2)__
 * __Weather Detectives: Questioning the Fact and Folklore of Weather Sayings (ReadWriteThink) (W.4.7)__
 * __Animated interpretation of Robert Frost’s "Dust of Snow”__


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