4_1_1LA


 * Grade: 4 Unit: 1 Week: 1 Content: ELA Dates: 8/20-8/24 **


 * 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.
 * ** 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.
 * ** L.4.1(f): ** Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
 * ** L.4.2: ** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * ** L.4.2(a): ** Use correct capitalization.


 * 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.
 * Write a variety of responses to stories and poems.


 * Assessment **
 * Product **
 * Read a poem, such as “Dreams” by Langston Hughes, and have students work in pairs/groups to write a similarly themed poem for a younger grade level.


 * Key Questions **
 * What is a poem?
 * What are the different reasons for writing poetry?
 * What is the theme of the selected poem?

**Observable Student Behaviors** (Performance)
 * Students are able to create and read their poem to a targeted audience.

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)

Odyssey Lesson: Capitalization (Located in Assignment Archive under District) 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, IC, S)
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * LITERARY GRAPHIC ORGANIZER **
 * Title and author
 * Type of literature (story or poem)
 * Main character(s)
 * Problem
 * Solution
 * Summary (using the “Somebody-Wanted-But-So” strategy)

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)
 * CLASS DISCUSSION **

Choose one of the poems from this unit, such as “They Were My People” (Grace Nichols),to read and discuss with a partner. Perform the poem as a duet with a classmate. (RF.4.3a) (HYS: CL, CQO MCO: EC, IC, S)
 * DRAMATIZATION/FLUENCY **

Words that share roots are related in their meanings. As an individual and as a class, keep an index card file of new words learned in this unit (i.e., cardiovascular, cardiac, cardiology; pulminology, pulminologist, etc). 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.) You may also be asked to work in groups to create semantic maps of the body systems in order to explore your understanding of the interconnectedness of the body systems. (RF.4.3a) (HYS: SD,SN, RR, CQO MCO: IC, EC, S)
 * WORD STUDY **

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, NL, CQO MCO: EC, IC, IM, S, RD)
 * GRAMMAR AND USAGE: **

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, CQO MCO: EC, IC, IM, RD, S)
 * MECHANICS/GRAMMAR WALL: **

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, CQO, RR MCO: EC, IM, RD, S, IC)
 * MECHANICS **

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, HP, CQO, MCO: EC, IC, IM, RD, S)
 * VOCABULARY WORD WALL: **

Students read and discuss a teacher selected poem to a family member and take notes about the topics discussed.
 * Homework **


 * 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
 * Poetic Terms **
 * ** 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

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 **
 * // 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 **
 * __Honey, I Love__(week 1)
 * __Red Ridin’ in the Hood(__week 1)
 * “They Were My People” (Grace Nichols) poetry (week 1)
 * "Dreams" (Langston Hughes) (week 1)
 * __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 **
 * __Charles Drew__ (week 1)
 * __The Heart, Our Circulatory System__ (week 1)
 * __100 African-Americans Who Shaped American History__ (week 1)

@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=1AA72206-86B8-4305-A272-F09EB54B7D03&blnFromSearch=1&productcode=US
 * Videos **
 * Following rules, playground safety (week 1)

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 @http://exchange.smarttech.com/details.html?id=c52a38d6-dc1d-4488-bd48-b85df9ccfb53 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)
 * Heart and Circulatory System (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.


 * 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)


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