4_1_4LA


 * Grade: 4 Unit: 1 Week: 4 Content: ELA Dates: 9/10-9/14 **


 * Theme Essential Question: How do stories reveal what we have in common? **
 * Essential Questions: **
 * How does summarizing the text help you understand the theme of a story, drama, or poem?
 * How can I draw (make) inferences by referring to explicit details and/or examples?
 * How does my knowledge of letter sound correspondences, syllabication patterns, and morphology help me read accurately?
 * How does examining a topic allow a writer to clearly convey ideas and information in informative and explanatory text?
 * How does including related facts, definitions concrete details, quotations, or other information and/or examples help in developing a topic?
 * How does engaging in collaborative discussion with diverse partners allow me to clearly express my ideas and build on others’ ideas?
 * How does clearly introducing topics, grouping related information in paragraphs and sections, formatting illustrations and using multimedia aid comprehension?
 * How does understanding and choosing from a range of strategies clarify or determine the meaning of unknown and multiple-meaning words and phrases?


 * Standards **
 * ** RL.4.2: ** Determine a theme of a story, drama, or poem from details in the text; summarize the text.
 * ** RF.4.3: ** Know and apply grade-level phonics and word analysis skills in decoding words.
 * ** RF.4.3(a): ** Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
 * ** RI.4.1 ** Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 * ** W.4.2: ** Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * ** W.4.2(a): ** Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension.
 * ** W.4.2(b): ** Develop the topic with facts, definitions, concrete dtails, quotations, or other information and examples related to topics.
 * ** SL.4.1: ** Engage effectively in a range of collaborative disccuions (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(a): ** Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * ** SL.4.1(b): ** Follow agreed-upon rules for discussions and carry out assigned roles.
 * **L.4.4:** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexible from a range of strategies.
 * ** L.4.4(a): ** Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.


 * Objectives **
 * Write a variety of responses to stories and poems using coherent paragraphs.
 * Begin to make connections between poetic/literary devices and the theme of a story, drama, or poem.


 * Assessment **
 * Product: **
 * Students will use class research (from week 3) in order to write an informational piece which includes facts, concrete details and examples to be included in their brochure, pamphlet, power point, etc.

**Key Questions** (match Standard)
 * What facts do I need to include in my writing?
 * What concrete details do I need to include in my writing?
 * What examples do I need to use in my writing?

**Observable Student Behaviors** (Performance)
 * Product may be brochure, pamphlet, paragraph, power point, etc. to be shared with others.

Bio-poem Characters Dramatization Fluency Graphic organizer Metaphor Poetic Devices: Poetic Terms Problem & Solution Semantic Map Simile
 * Vocabulary **
 * Rhyme scheme
 * Meter
 * Alliteration
 * Stanza
 * Line
 * Verse


 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes) Harriet the Spy (Week 1-4)
 * 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 below 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 Post-It note, on a white board, or in your journal and share it with a partner before each section of the class chart is filled in. (RF.4.3a, RL.4.2) (HYS: SD, SN, NL, CL,CQO MCO: EC, S, IC) Let’s compare and contrast what is the same and what is different about characters, problems, and solutions in literature. Does any of this remind you of experiences you’ve had? Turn and talk about your ideas with a partner. Then, look back for specific lines or paragraphs from the stories and poems read that describe what you mean. (RL.4.2) (HYS: SD, SN, OF, CQO, GTH MCO: EC, IM, RD, S) As a class, keep a chart of information about the respirator, circulator, and endocrine systems. As the chart is filled in, use open-ended research questions to select the most useful and relevant information to include in a discussion about related information in nonfiction books. 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.4.3a, RI.4.1, RL.4.4, RL.4.9, L.4.4a) (HYS: SD, SN, NL, CL, CQO MCO: EC, IC, S) As a follow-up to completing the Informational text Graphic Organizer on the respiratory, circulatory, and endocrine systems as a class, choose a system about which to write a well-developed essay that includes at least two supporting details and a summary of how these systems are interrelated. Before turning in your essay,e dit your work for correct capitalization,use of relative pronouns and adverbs, and homophones (see Standards for more details) (W.4.9a, W.4.4, W.4.10, L.4.1a,g, L.4.2a) (HYS: SD, SN, CL, RR, CQO, GTH MCO: E/C, IC, IM, S, RD) Read informational text about body systems, famous doctors and scientists. Generate several open-ended research questions to guide yoru research. Write about the body system/person that includes important facts you think your classmates should know. Include audio-or visual displays in your presentation, as appropriate. Share your writing with your class. Before turning in your writing, edit your work for correct capitalization, use of relative pronouns and adverbs, and homophones (see Standards for more details). Your teacher may ask you to type your poem and insert a picture of the personfrom the Internet for publication on the class web pages. (RI.4.2, RL.4.6, RI.4.8, RI.4.9, W,4.2d, W.4.7, SL.4.4, SL.4.5, L.4.1a,g, L.4.2a) (HYS: SD, SN, CL, CQO, GTH MCO: EC, IC, IM, R, SD) As a class, create a Mechanics/Grammar bulletin board where, throughout the year,you will add to a checklist of editing topics as they are taught through targeted mini-lessons (e.g., proper use of punctuation and capitalization). Once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for the elements before publication. (L.4.1, L.4.2, L.4.3)(HYS: SN, HP, CL, CQO MCO: EC, IC, IM, S, RD) Your teacher will teach mini-lessons on the individual language standards. For example, as a class you will make alist of times when capitalization is used (i.e., first work of a sentence, proper nouns, important words in a title of a book or article,and abbreviations). Then, you will choose a piece of your own writing and underline words that should be capitalized in your own rough draft (using appropriate editing marks). Check your work with a partner. (L.4.2a) (HYS: SN, HP, CL, CQO MCO: EC, IC, IM, S, RD) Your teacher will teach mini-lessons on the individual language standards. For example, he/she will explain fragments and run-ons to the class, and then you will practice as a class. Select a piece of your own writing, circle the fragments and run-ons, and ensure they are corrected. (L.4.1f) (HYS: SD, SN, RR, HP, OF, CQO MCO: EC, IC, IM, S, RD) As a class, create a 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, SN, RR, HP, OF, CQO MCO: EC, IC, IM, RD, S) View each of the images and try to identify the emotion that the artist wanted to impart to the viewer. Compare the //Dying Gaul// with the //Lamentation//. What did the artists want you to feel? Next, look at //The Swing//. How is this different? What elements of the artists’ painting styles, color palettes, or details did they include that help to convey these emotions? Is it the subject matter that mostly conveys the emotions, or is it the artists/ way of presenting it? (SL.4.1)(HYS: SD, SN, RR, NL, OF, CQO MCO: EC, IC, IM, S, RD) Review the elements of form in art (e.g., line, color, texture, form). Identify and describe these in Picasso’s //Guernica// and van Gogh’s //Portrait of Dr. Gachet//. How did these artists use formal elements to convey emotion in these works? (SL.4.1) (HYS: SD, SN, RR, NL, OF, CQO MCO: EC, IC, IM, S, RD) As a class, summarize what was learned in this unit as it relates to the essential question: How do stories reveal what we have in common? Following the class discussion, write your response in your jounal. Edit your work for correct capitalization, fragments and run-ons, and homophones 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.4.4, W.4.9a,b, L.4.1a,g, L.4.2a) (HYS: SD, SN, OF, CQO, GTH MCO: EC, IM, RD, S)
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Odyssey Lesson: Finish all lessons in this Unit.
 * ** LITERARY GRAPHIC ORGANIZER **
 * Title and author
 * Type of literature
 * Concrete details
 * Factual information
 * ** CLASS DISCUSSION **
 * ** INFORMATIONAL TEXT/GRAPHIC ORGANIZER **
 * The body system
 * What does it do?
 * What are its parts?
 * What are some interesting facts?
 * What are words we should know? (cardiology, pulmonology, etc.)
 * ** INFORMATIVE/EXPLANATORY WRITING **
 * ** RESEARCH PROJECT/PROJECT/BIO-POEM **
 * ** MECHANICS/GRAMMAR WALL **
 * ** MECHANICS **
 * ** GRAMMAR AND USAGE: **
 * ** VOCABULARY/WORD WALL: **
 * ** ART/CLASS DISCUSSION: **
 * ** ART/CLASS DISCUSSION: **
 * ** CLASS DISCUSSION/REFLECTIVE ESSAY: **

Students will use research material from Week 3 in order to create an informational piece to share with others.
 * Homework **

Poetic Terms
 * Terminology for Teachers **
 * Bio-poem: ** poem about a person that is biographical in nature
 * Characters ** : one of the people portrayed in a book, play, or movie
 * Dramatization ** : to turn a literary work or a real event into a drama for presentation on the stage, television, or radio
 * Fluency ** : smoothness of reading text
 * Graphic organizer: ** representing something in the form of pictures or images
 * Metaphor ** : the use to describe somebody or something of a word or phrase that is not meant literally but by means of a vivid comparison expresses something about him, her, or it, e.g. saying that somebody is a snake
 * Poetic Devices ** :
 * ** Rhyme scheme ** : the pattern of rhyming lines in a poem or in a verse of a poem
 * ** Meter ** : the pattern of beats that combines to form musical rhythm
 * ** Alliteration: ** a poetic or literary effect achieved by using several words that begin with the same or similar consonants
 * ** Stanza ** : a number of lines of verse forming a separate unit within a poem. In many poems, each stanza has the same number of lines and the same rhythm and rhyme scheme.
 * ** Line ** : words that relate to a particular topic or idea that are grouped together in a phrase or sentence
 * ** Verse: ** a section of a poem or song consisting of a number of lines arranged together to form a single unit
 * Problem & Solution ** : a difficult situation, matter, or person and the method of successfully dealing with a problem or difficulty within text
 * Semantic Map ** : a form of organizer that is relating to meaning or the differences between meanings of words or symbols
 * Simile ** : a figure of speech that draws a comparison between two different things, especially a phrase containing the word "like" or "as,"

Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ** Multicultural Concepts **  ** 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   ||


 * Resources **
 * Professional Texts **
 * Effective Literacy for Grades 2- 4 **
 * // 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 **
 * __ Tales of a Fourth Grade Nothing __ (weeks 1-4)
 * __ Love That Dog __ (weeks 1-4)
 * __ Fourth Grade Rats __ (weeks 1-4)
 * __ Harriet the Spy __ (read-aloud) (weeks 1-4)
 * __ Just Juice __ (weeks 1-4)
 * __ Clarice Bean Spells Trouble __ (weeks 1-4)


 * Informational Texts **
 * __ Elizabeth Blackwell __ by Joanne Landers Henry (week 4)
 * __ I Wonder Why I Blink and Other Questions about My Body __, by Brigid Avison (week 4)
 * __ What Makes You Cough, Sneeze, Burp, Hiccup, Blink, Yawn, Sweat, and Shiver __ by Jean Stangl (week 4)
 * __ Grossology and You __ by Sylvia Branzei (week 4)


 * Art, Music, and Media **
 * Sir Luke Fildes, // The Doctor // (1891)
 * Frederick Daniel, // Playing at Doctors // (1863)
 * Jan Steen, // Doctor’s Visit // (1663-1665)
 * Vincent van Gogh, //Portrait of Dr. Gachet// (1890)
 * Norman Rockwell, // Doctor and Boy Looking at the Thermometer // (1954)


 * Manipulatives **


 * Games **

@http://player.discoveryeducation.com/index.cfm?guidAssetId=89DED333-BE02-422F-9C42-BB76C6F01F9C&blnFromSearch=1&productcode=US
 * Videos **
 * Students learn that a poem can contain a character, setting, and plot and is one way to tell a story. They listen to "Ollie the Octopus," and identify the main character, details, setting, and rhyming words given in the poem. (week 4)
 * Using a catchy, original song, young children are encouraged to take care of their bodies by practicing healthy habits: cleanliness, getting enough rest, dental care, exercising, following safety rules and eating right. This video is a naturally positive way to help six to eight year olds get off to a healthy start in life. @http://player.discoveryeducation.com/index.cfm?guidAssetId=B869E630-91AD-4F9C-9599-59C2733EE79D&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

@http://exchange.smarttech.com/details.html?id=0ab699cf-cd45-484c-b33d-b4353e6e4fb9 Defining the Word "Culture" Applying it to research of your selected state (United States). Helps students understand what to look for when studying the culture of people in their state. http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/73/73e381d7-20b3-46cb-bbb8-8c4a502ed63d/Culture%20SMARTBOARD.notebook# http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/97/97cdc990-19a5-47ff-bf54-1707352bb634/Character%20Education%20Diversity.notebook#
 * SMART Board Lessons, Promethean Lessons **
 * Main Idea and details using Non-Fiction (informational and explanatory) (week1)
 * @http://exchange.smarttech.com/details.html?id=5d5e311e-b396-47b8-b230-dda9fb57dc42 **
 * Explanatory Writing (week 1)
 * Human Body Systems(weeks 1-4) @http://exchange.smarttech.com/details.html?id=e12499f8-7801-43ac-b11e-c5b65d9276eb
 * Treasure Hunt Science Process Skills Game (weeks 1-4) @http://exchange.smarttech.com/details.html?id=b0ef9c2b-e9db-4c2b-bd02-c88c202f9c24
 * Culture & Diversity Define ‘Culture’
 * Character Education Diversity: This is a 3 slide activity that would be a great springboard for discussion on how we affect others.

Additional Resources:
 * Other Activities, etc. **
 * // Today is Native American Writer Leslie Marmon Silko’s Birthday // (ReadWriteThink) (RL.4.6)
 * // Judy Blume Author Study // (Scholastic) (RL.4.9)
 * // Dr. Christian Barnard Performed the First Human Heart Transplant // (ReadWriteThink) (W.4.2)
 * // Question and Answer Books-From Genre Study to Report Writing // (ReadWriteThink) (W.4.2)
 * // Poems About Family and Childhood // (Inquiry Unlimited)
 * // Circulatory System Lesson // (Instructor Web)
 * // Lessons for Grade 4 // (Texas Heart Institute)
 * // The Human Heart // (The Franklin Institute)
 * // Guide to Cardiovascular Health // (The Nemours Foundation) (PDF)
 * “Somebody-Wanted-But-So” Strategy (West Virginia Department of Education)


 * ===English ===

Arts
||  ||   ||  Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  ||   || Week 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 4 ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
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 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd3/PCSSDlogo.JPG link="@commoncorepcssd/home"]]