4_1_3LA


 * Grade: 4 Unit: 1 Week: 3 Content: ELA Dates: 9/4-9/7 **
 * 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 **
 * Find similarities and differences in story characters, and how they change over the course of a story.
 * Read and discuss a variety of fiction and nonfiction about matters of the heart: family, transitions to fourth grade, and the body systems.
 * Research a famous doctor or scientist and write a bio-poem (i.e., a biography in poem form) about him/her.


 * Assessment **
 * Product **
 * Using a text such as, __The Exciting Endocrine System__, students will create a model of the endocrine system and make inferences about how your body is affected by this system.

**Key Questions** (match Standard)
 * What is an inference?
 * What is a detail/example from the text?

**Observable Student Behaviors** (Performance)
 * Students are able to use the text and their model to explain the function/properties of the endocrine system (can be a verbal or written presentation).

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__ by Louise Fitzhugh
 * 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 of information learned about the respiratory, circulatory, and endocrine systems. As the chart is filled in, we will use the information to talk about what we learned from nonfiction books. 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, RI.4.1, RL.4.2) (HYS: SD, SN, CL, CQO MCO: EC, S, IC) Following a class discussion of each body system and the similarities and differences between them, be ready to write in your journal about each system and how they work together. (W4.2.b) (HYS: SD, SN, RR, CQO MCO: EC, IC, RD) Read a biography and other informational text about famous doctors and scientists. What can you learn about yourself from reading these biographies? Write a bio-poem about the person you read about that includes important facts you think your classmates should know. Include audio or visual displays in your presentation, as appropriate. Share your poem with your class. (RI.4.1) (HYS: SD, SN, CL, CQO, GTH MCO: EC, IC, IM, R, SD) 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: SN, HP, CL, CQO MCO: EC, IC, IM, RD, S) 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: SD, SN, HP, RR, 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: SD, SN, HP, RR, 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, NL, OF MCO: EC, IC, IM, S, RD) 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 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 MCO: EC, IC, IM, S, RD)
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Odyssey Lesson: Context Clues (Located in Assignment Archive under District)
 * ** INFORMATIONAL TEXT/GRAPHIC ORGANIZER **
 * The body system
 * What does it do?
 * What are its parts?
 * What are some interesting facts?
 * What are the words we should know? (e.g., cardiology, pulminology, etc.)
 * ** JOURNAL RESPONSE **
 * ** RESEARCH PROJECT/BIO-POEM: **
 * ** GRAMMAR AND USAGE: **
 * ** MECHANICS/GRAMMAR WALL: **
 * ** MECHANICS: **
 * **VOCABULARY/WORD WALL:**
 * ** ART/CLASS DISCUSSION: **
 * ** Art/Class Discussion: **

Using the body systems chart, students will write facts, details, and information about the endocrine system.
 * 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 Text **
 * 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 **
 * __ The Exciting Endocrine System __ (week 3)
 * __ Charles Drew __ (week 3)
 * __ 100 African-Americans Who Shaped American History __ (week 3)

@http://questgarden.com/82/39/9/100119021750/ This website will provide children in or around the fourth grade insight into the book Tales of a Fourth Grade Nothing by Judy Blume. It will contain activities that will analyze the students understanding of the book, how the author was inspired to write the book and be able to give some insight on each of the main characters that Judy Blume has focused on. @http://questgarden.com/89/86/2/091105094550/ Working individually, students will write a chapter of their own book. Similiar to "Tales of a Fourth Grade Nothing", students will think of their personal experiences they want to share in a story. Everyone will write a chapter of their own book and post it as a blog entry to our classroom blog. You will all be published authors! I can't wait to read each of your individual stories! http://questgarden.com/107/20/0/100721164338/ Scholars will study the circulatory system of the human body; particularly how the blood flows to and from the heart. @http://questgarden.com/78/60/7/090321055203/ Heart Mania is focused on the students gaining knowledge about the heart. The students will learn how the heart works, what activities have an impact on the heart, and the benefits of these activities.
 * WebQuests **
 * ** Tales of a Fourth Grade Nothing **
 * = Tales of a Fourth Grade Nothing: A Perspectives Webquest =
 * = Heart to Heart =
 * = Heart Mania =


 * 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=00ACC44C-B2BE-4EAE-87E1-61991F66ECCD&blnFromSearch=1&productcode=US
 * Videos **
 * United Streaming Endocrine System (week 3)

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=915a3af3-fea3-4e21-940b-38883d56781a 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 **
 * Rules of Conversation (Week 3)
 * 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
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