4.6.4LA


 * Grade: 4 Unit: 6 Week: 4** **Content: ELA Dates: 4/29-5/3**


 * 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.

1.Product After class discussion/research about [|coat of arms], students will design a coat of arms for them/their family. Optional: students must write a description of their coat of arms, explaining the colors, symbols, etc. 2.Key Questions (match Standard) What is a coat of arms? Why do families have a coat of arms? What is the signifiacance of a coat of arms in the Middle Ages? 3.Observable Student Behaviors (Performance) Students will present their coat of arms to an audience and explain the significance of the colors, symbols, etc.
 * Assessment **

Hero/heroine Literary terms: Perspective Point of view Unsung hero Villain ||  ||   ||
 * Vocabulary **
 * ** ELA ** || || ||
 * Character development
 * 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) ** POETRY/LITERATURE RESPONSE ** (After reading //St. Goerge and the Dragon//) read and discuss the poem “Why Dragons?” by Jane Yolen. How does knowing the story of St. George from reading the book //St. George and the Dragon// increase your understanding of, and appreciation for, this poem? What are the poetic techniques used that you recognize? Does this poem remind you of //Merlin and the Dragons// (since it’s written by the same author and it’s about the same time period)? Your teacher may ask you to write your own response on a whiteboard or on sticky notes before discussing as a class. After the class discussion, divide up the stanzas and recite the poem as a class. (RL.4.4, RL.4.5, RL.4.9, W.4.8) (HYS: SD, SN, RR, CL; MCO: EC, IC, S)  ** OPINION WRITING ** If heroism demands courage and taking risks, which legendary character, King Arthur or Robin Hood, is a better hero? Support your opinion with strong evidence from the text. (W.4.1. W.4.4, W.4.7, W.4.10, L.4.1, L.4.2, L.4.3, L.4.6) (HYS: SD, SN, CQO, GTH; MCO: EC, IC, 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) ** 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 a letter to the teacher explaining why King Arthur or Robin Hood is a better hero. Students will use correct mechanics, grammar and format.
 * 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 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)

**Stories**: // Adventures of the Greek Heroes // (Anne M. Wiseman, Mollie McLean, and Witold T. Mars) (week 4) // The Library Card // (Jerry Spinelli) (weeks 4-6) // Merlin and the Dragons // (Jane Yolen and Li Ming) (week 4) // Saint George and the Dragon // (Margaret Hodges and Trina Schart Hyman) (week 4) ** Poems: ** “Why Dragons?” (Jane Yolen)
 * Literary Texts **

// William Shakespeare and the Globe // (Aliki) (week 4)
 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * 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 @http://exchange.smarttech.com/details.html?id=16f5c61e-f933-4c57-808e-dc110375dd1d

Solids, Liquids, Gases @http://exchange.smarttech.com/details.html?id=25cb23c1-3d62-42e7-8cf0-34837af112ed

Newton’s Second Law []

Making Economic Choices http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/f3/f35d90b2-9386-4168-b4f6-ac8ff5afb203/Econ%20Choice.notebook#

Economic Decisions: Saving and Investing http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/13/1373aafb-a8d5-4d67-b000-5f5b3023fcbb/4th%20grade%20economic%20decisions%20review.notebook#

Scarcity http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/d4/d41e1306-e8b0-4427-870f-0b4b96bc8483/Scarcity.notebook#

Economic Supply and Demand http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/e9/e969debd-abd0-405f-b5a3-bffa03a9780c/4th%20grade%20economic%20concepts%20review.notebook#

What is Economy? Defines basic economic terms http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/22/229f3402-f95d-45ca-9ed2-862775f20e8d/221-989920-Goods%20and%20Services.notebook#


 * Other Activities, etc. **


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