4.6.6LA


 * Grade: 4 Unit: 6 Week: 6** **Content: ELA Dates: 5/13-5/17**


 * Theme **** : ** Literary Heroes
 * This six-week unit ends the year by looking at heroes, real and imagined. **


 * Theme Essential Question **** : **** Can heroism be conveyed in words? **


 * Essential Questions: **
 * ** 1. ** ** How does determining the meanings of words and phrases assist me in understanding significant characters? **
 * ** 2. ** ** How does finding reasons and evidences in a text assist me in understanding the points an author makes in text? **
 * ** 3. ** ** How do reasons and information assist me in writing my point of view in a opinion piece? **
 * ** 4. ** ** How does paraphrasing portions of text presented in various formats and media assist me in understanding a read aloud or informational text? **
 * ** 5. ** ** How can accurately using grade-appropriate general academic and domain specific words and phrases signal precise actions, emotions, or states of being that are basic to a particular topic? **
 * ** 5. ** ** How can accurately using grade-appropriate general academic and domain specific words and phrases signal precise actions, emotions, or states of being that are basic to a particular topic? **

**RL.4.4:** Determine the meaning of words and phrases as they are used in a text, including those that allude to significant character found in mythology (e.g., Herculean). ** RI.4.8: ** Explain how an author uses reasons and evidence to support particular points in a text. ** W.4.1: ** Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ** SL.4.2: ** Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ** L.4.6: ** Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., //quizzed, whined, stammered//) and that are basic to a particular topic (e.g., //wildlife, conservation,// and //endangered// when discussing animal preservation).
 * Standards **
 * Objectives **
 * 1. Collaboratively define the word //hero.//
 * 2. Read and discuss a variety of fiction and nonfiction texts about literary and real heroes, from the Middle Ages and beyond.
 * 3. Explain how knowledge of classic stories such as //King Arthur// increases understanding of others, such as //Knights of the Kitchen Table.//
 * 4. Conduct short research projects on famous and not-so-famous heroes.
 * 5. Write acrostic poems.
 * 6. Design and share a multimedia presentation about unsung heroes.

1.Product As a class, discuss/summarize the theme essential question (“How does what we read teach us about heroism?”). Based on discussion, students will revise their written hero nomination from the journal response activity (listed in the suggested activities section) and include the information in a multimedia presentation, such as powerpoint, video, etc.
 * Assessment **

2.Key Questions (match Standard) What makes someone a hero? What is an unsung hero? How do reasons and information assist me in writing my point of view in a opinion piece?

3.Observable Student Behaviors (Performance) Students share their multimedia presentation including visual displays or audio recordings with each other about their unsung hero. You may host a ceremony by inviting the unsung heroes being celebrated.

Character development Hero/heroine Literary terms: Perspective Point of view Unsung hero Villain || * ||  ||
 * Vocabulary **
 * ** ELA ** || || ||
 * Acrostic poem
 * Novel
 * Plot
 * Setting


 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes) //The Library Card// (weeks 4-6)
 * 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)

** INTRODUCTORY ACTIVITY ** As a class, create a chart (using the Frayer Model) that outlines the definitions, characteristics, and examples of heroes as we know them. Continue to add to this chart as the literature and informational text read in this unit expand and alter the definition. (RL.4.4, RI.4.4, L.4.4a, L.4.4c) (HYS: CQO, SD, SN, CL; MCO: EC, IM, IC, S, RD) ** LITERARY RESPONSE ** As a class, let’s begin by examining our understanding of hero through one of its common definitions: “the primary character in a literary work.” Record characteristics, examples, and nonexamples of the heroes that appear in the books. You will be asked to share your notes with a partner, and together share your ideas with the class. First, focus on the Red Cross Knight in //Saint George and the Dragon// by Margaret Hodges and Trina Schart Hyman. On another day, focus on Young Arthur in //Merlin and the Dragons// by Jane Yolen and Li Ming. After summarizing and discussing insights from these books with the class, write a response about how your understanding of the word hero changed or remained the same after hearing each story. (RL.4.2, RL.4.3, RL.4.9) (HYS: SD, SN, CL, GTH, CQO; MCO: EC, IM, IC, S, RD) ** INFORMATIONAL TEXT GRAPHIC ORGANIZER ** As a class, we will keep a chart of information, using the categories and research questions below, about the heroes we have learned about from a variety of times and places. Start with the nonfiction texts from this unit, but also review all historical figures studied this year. As the chart is filled in, use the information to talk about how this changes or reinforces our understanding of a hero. Write your own responses in your journal and share them with a partner before presenting your findings to the class. (RI.4.1, RL.4.3, RL.4.4, RL.4.5, RI.4.8, RI.4.9, RI.4.10, SL.4.1, SL.4.2, SL.4.4) (HYS: SD, SN, NL, CL, CQO; MCO: EC, S, IC) ** ACROSTIC POEM ** Following a class discussion of heroes, write an acrostic poem about your favorite hero/heroine. Recall from grade 3 that an acrostic poem is one that uses each letter of a word to provide the first letter of each line. Use descriptive words to exemplify the hero’s traits, and include words of history from the time period (e.g., chivalrous and medieval). Your teacher may ask you to type your poem, and insert a relevant picture of the person from the web, for publication in a class book. (RL.4.4, RI.4.4, W.4.4, W.4.7, L.4.1, L.4.2, L.4.3, L.4.6) (HYS: SN, RR, CQO; MCO: EC, IM, IC, RD) ** JOURNAL RESPONSE ** Does heroism require overt acts of courage and bravery? Who are some everyday people who are also heroes? Read this article titled [|“Foster Parents Are the Unsung Heroes of Kids”] and then read [|descriptions of heroes from ABC Montana]. After reading these articles, write a journal entry where you nominate someone you know who you feel is an unsung hero. Be sure to explain with strong reasons why you chose that person. (RI.4.8, W.4.4, W.4.9a, W.4.9b) (HYS: SD, SN, RR, CQO; MCO: EC, IC) ** MULTIMEDIA PRESENTATIONS ** As a class, summarize what was learned in this unit as it relates to the essential question (“How does what we read teach us about heroism?”). Then, work with a classmate to revise and edit your unsung hero nomination (see Reading Informational Text, Opinion Writing activity) to include as many new vocabulary words, phrases, and figurative language descriptions as make sense. Add audio recording and visual displays to enhance the impact of the nomination. Add your presentation to a class web page. As a culmination, host a ceremony where students share their presentations with each other about unsung heroes. (W.4.2, W.4.5, W.4.6, W.4.7, W.4.8, SL.4.5, SL.4.6, L.4.1, L.4.2, L.4.3, L.4.5, L.4.6) (HYS: SD, SN, CL, CQO, GTH; MCO: EC, IC, IM, S, RD) ** 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, SN, HP, RR, CQO; MCO: EC, IM, IC, S, RD) ** 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, SN, HP, RR, CQO; MCO: EC, IM, IC, S, RD)
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Person’s name
 * When did they live?
 * Where did they live?
 * Why is he/she considered a hero/heroine?
 * Are there any fiction stories written about him/her? What are they?
 * Other memorable/interesting facts

Students will write questions to ask Mongoose, Brenda, Sonseray, and April Mendez from __The Library Card__.
 * Homework **

** Character development ** : the way a character changes over time or throughout the course of a fictional story ** Hero/heroine ** : somebody who commits an act of remarkable bravery or who has shown an admirable quality such as great courage or strength of character ** Literary terms ** : ** Perspective ** : a particular evaluation of a situation or facts, especially from one person's point of view ** Point of view ** : somebody's way of thinking about or approaching a subject, as shaped by his or her own character, experience, mindset, and history ** Unsung hero ** : not given the praise or honor that is due to someone who does a heroic act ** Villain ** : an evil character in a novel, movie, play, or other story, especially one who is the main enemy of the hero
 * Terminology for Teachers **
 * ** Novel ** : a fictional prose work with a relatively long and often complex plot, usually divided into chapters, in which the story traditionally develops through the thoughts and actions of its characters
 * ** Plot ** : the story or sequence of events in something such as a novel, play, or movie
 * ** Setting ** : the period in time or the place in which the events of a story are said to occur

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

** Effective Literacy for Grades 2- 4 ** ** Professional Texts for 2011-2013 ** (ISBN#)
 * 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)

// The Library Card // (Jerry Spinelli) (weeks 4-6) *During week six, you can revisit any of the texts from weeks one-five or include books from your own collection.
 * Literary Texts **

*During week six, you can revisit any of the texts from weeks one-five or include books from your own collection.
 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **
 * Students can create their own “Who Am I?” game about various heroes studied during the unit. This can be done individually or in small groups.


 * Videos **

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

Vocabulary and Spelling Students will understand the meaning and correct spellings for grade- appropriate vocabulary. Inferences Understand the meaning of inferences, and how to use context clues and prior knowledge to make reasonable inferences.
 * SMART Board Lessons ****, Promethean Lessons **
 * AEGOM Lesson **** EG4-013 **
 * AEGOM Lesson **** EG4-014 **

Context Clues Students will use context clues to help find the meaning of unknown words.
 * AEGOM Lesson **** EG4-020 **

Supporting Details Students will be able to identify the supporting details of a passage or text.
 * AEGOM Lesson **** EG5-014 **

Author's Purpose Students will identify and categorize the author’s purpose in various texts. Summarize and Paraphrase Students will be able to distinguish between quoting, summarizing, and paraphrasing.
 * AEGOM Lesson **** EG5-018 **
 * AEGOM Lesson **** EG5-019 **

Matter []

Solids, Liquids, Gases []

Newton’s Second Law []

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 * Other Activities, etc. **


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