4.3.5LA


 * Grade 4 Unit 3: **
 * Grade: 4 Unit: 3 Week: 5 Content: ELA Dates: 11/26-11/30 **


 * 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?

** 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
 * Standards **
 * 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.

1.Product Students will create a graphic organizer identifying the cultural importance of the horse in texts such as __Gift Horse__ and __The Girl Who Loved Wild Horses__. 2.Key Questions (match Standard) How does explaining differences between poems, drama, and prose assist us when writing and speaking about text? 3.Observable Student Behaviors (Performance) Students will share their ideas from the graphic organizer in a cooperative group noting any changes between their organizer and the others’ organizer in their group.
 * Assessment **

Character traits Narration Personification Third person Limerick __ Poetic Devices: __ Rhyme Scheme Meter Simile Metaphor ||
 * Vocabulary **
 * ** ELA ** ||
 * First Person


 * 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)

As a class, we will keep a chart with the categories listed below of the animal stories and poems we’ve read. As the chart is filled in, we will use the information to talk about what we learned from literature. Write your 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.4.4c, RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6, L.4.5c) (HYS: SD, SN, RR, NL, CL, OF, CQO; MCO: EC, IC, S, RD) Write a journal entry from an animal's perspective, being sure to give the animal human characteristics. Trade your journal entry with a partner to see if they can figure out your animal from your effort to “personify” it while still maintaining its unique animal characteristics. (W.4.9a, W.4.9b, W.4.4, RL.4.3) (HYS: SD, SN, RR, NL, CL, OF, CQO; MCO: EC, IC, S, RD) 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 (basedon //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) As a class, continue adding to the Machanics/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)
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * ** Literary Graphic Organizer **
 * Title and author
 * Type of narration (first-person, third-person)
 * Animal character(s)
 * Character traits
 * 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__)
 * ** Literature Response **
 * ** Word Study **
 * ** Mechanics/Grammar 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) As a class, we will keep a chart of information using the categories below we’ve learned about animals such as horses, dogs, mice, or other animals of interest. As the chart is filled in, we will use the information to talk about what we learned from nonfiction books. Write your 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.4.4c, RI.4.1, RI.4.2, RI.4.4, RI.4.5, RI.4.7, RI.4.9) (HYS: SD, SN, RR, NL, CL, OF, CQO; MCO: EC, IC, S, RD) Following a class discussion of animals studied, write a journal response (or make a graphic representation such as a Venn diagram) that compares facts learned with how the animal is portrayed in literature. (W.4.2a, W.4.2b, W.4.2c, W.4.4, W.4.7, L.4.1a, L.4.1b, L.4.1c, L.4.1d, L.4.1g, L.4.2a, L.4.2b, L.4.2c) (HYS: SD, SN, RR, NL, CL, OF, CQO; MCO: EC, IC, S, RD) Your teacher will teach mini-lessons on the individual language standards. For example, he/she will teach the class about the form and use of the progressive tense, and then you will practice some cloze activities as a class: (i.e., I walking my dog down the street when my dad came home from work.) Next, your teacher will give you the start of a sentence (I was…..I am…..I will be…..), and you will have the opportunity to finish the sentence with a partner. Select a piece of your own writing, find examples of the progressive tense, and ensure the correct forms were used. (L.4.1c) (HYS: SD, RR, CL, CQO; MCO: EC, IC, S)
 * ** Vocabulary/Word Wall **
 * ** Informational Text Graphic Organizer **
 * Name of animal
 * Habitat
 * Diet
 * Protection/body facts
 * Enemies
 * Life expectancy
 * Interesting facts
 * ** Journal Response **
 * ** Grammar and Usage **

Make predictions and record them for the book __Paint the Wind.__
 * Homework **


 * Terminology for Teachers **
 * First Person- the form of a verb or pronoun used to refer to the speaker or writer. In English, the first-person singular pronoun is "I," and the plural is "we."
 * Character traits-typical or untypical of the behavior of a particular person or thing
 * Narration- the act of telling a story or giving an account of something
 * Personification- the attribution of human qualities to objects or abstract notions
 * Third person- the form of a verb or a pronoun used to refer to somebody or something being spoken about, a style of writing using forms that are in the third-person, more objective than writing in the first person
 * Limerick- a five-line humorous poem with a characteristic rhythm, often dealing with a risqué subject and typically opening with a line such as "There was a young lady called Jenny." Lines one, two, and five rhyme with each other and have three metrical feet, and lines three and four rhyme with each other and have two metrical feet.

__ Poetic Devices: __
 * Rhyme scheme- the pattern of rhymes used in a poem, usually marked by letters to symbolize correspondences, as rhyme royal, //ababbcc.//
 * Meter- an arranged pattern of rhythm in a line of verse
 * Simile- a figure of speech that draws a comparison between two different things, especially a phrase containing the word "like" or "as," e.g. "as white as a sheet"
 * 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

||  ||
 * ||  ** 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 2-5 ** ** Professional Texts for 2011-2013 ** (ISBN#)
 * Resources **

// 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 __ Horses __ __ Dogs __ __ Mice __
 * // Paint The Wind // (Pam Munoz Ryan) Read Aloud weeks 5-8
 * // Gift Horse: A Lakota Story // (S.D. Nelson)
 * // The Girl Who Loved Wild Horses // (Paul Goble)
 * // Misty of Chincoteague // (Marguerite Henry and Wesley Dennis) (advanced)
 * // The Trouble with Tuck: The Inspiring Story of a Dog Who Triumphs Against All Odds // (Theodore Taylor)
 * // A Dog's Life: Autobiography of a Stray // (Ann M. Martin)
 * // Lassie Come-Home: Eric Knight's Original 1938 Classic // (Rosemary Wells and Susan Jeffers)
 * // Ralph S. Mouse // (Beverly Cleary and Tracy Dockray)
 * // The Mouse and the Motorcycle // (Beverly Cleary)
 * // The Story of Jumping Mouse: A Native American Legend // (John Steptoe)

Informational Texts __ Horses __ __ Dogs __
 * // Your Pet Pony // (Scholastic, A True Book) (Elaine Landau)
 * // Horse Heroes: True Stories Of Amazing Horses // (DK Readers Proficient Readers, Level 4) (Kate Petty)
 * // The Kids' Horse Book // (Sylvia Funston)
 * // Your Pet Dog // (Scholastic, A True Book) (Elaine Landau)

Art, Music, and Media

Manipulatives
 * none

Games
 * none

Videos This intriguing video lesson, replete with music and colorful animation, presents four tales from four different Native-American groups.
 * United Streaming ** : []

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 [|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/02/025c48eb-6d5e-4325-a33c-706edc6cae0b/ArkansasSenteoUS.notebook#] [|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/0e/0e66f90f-ac0c-4e89-8386-6e0c6e30cc6c/Great%20Seal%20of%20Arkansas.notebook#] [|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/1a/1ab408c0-5693-4c66-9c70-6bc54c769c4f/Arkansas%20State%20Motto.notebook#] [|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)
 * Arkansas – SmartResponse question set about the state of Arkansas
 * Great Seal of Arkansas Lesson
 * Motto of Arkansas Lesson
 * Transportation and Communication Links in Arkansas

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) __Reader’s Theater K-3 Scripts__ (Grandview Library, East Ramapo School District, NJ)

Click [|here] for word document of template.


 * = ===English===

Arts
||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Matrix ||=  ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Home K-2 ||= Home 3-5 ||= Home 6-8 ||=
 * = ===Math=== ||= [[image:commoncorepcssd3/Actions-insert-table-icon.png link="commoncorepcssd3/4_1MMatrix"]]
 * = [[image:commoncorepcssd3/PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]

Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||  ||   ||