4.3.4LA


 * Grade 4 Unit 3: **


 * Grade: 4 Unit: 3 Week: 4 Content: ELA Dates: 11/19-11/20 **


 * 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?


 * Standards **

** 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


 * 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.


 * Assessment **

1.Product


 * Create a class poetry version of “You Read to Me, I’ll Read to You”. Each student should be paired with a partner and together they will create a poem about a character the squeaks, gallops, or barks. After students have completed their poems, all should be compiled into one literary work.

2.Key Questions (match Standard)


 * What is a poem?
 * What is the difference between a drama and a poem?

3.Observable Student Behaviors (Performance)


 * Students will share their poems using appropriate voice, tone, fluency, and pace


 * Vocabulary **

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


 * Literacy Block **


 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes) “Tales 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)


 * Suggested Activities ** [see Legend to highlight MCO and HYS]

Literary Graphic Organizer As a class, keep a chart of information (using the categories here) to track what is learned about animals such as horses, dogs, mice, or other animals of interest. Use the chart to generate research questions to help select the most useful and relevant information (for a research project later).
 * Title and author
 * Type of narration (first-person, third person)
 * Animal Character(s)
 * Character traits, and how they developed over time in the story
 * 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)

Write response on a sticky note, on a whiteboard, or in your journal and share it with a partner before each section of the class chart is complete. (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, NL, RR, OF, CL, CQO; MCO: EC, IC, S, RD)

Literature Response 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.4.4, W.4.9a,b, RL.4.3) (HYS: SD, RR, CQO, CL; MCO: EC, IC, S)

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, RR, CL, CQO; MCO: EC, IC, S)

Mechanics/Grammar Wall As a class, continue adding to the Mechanics/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)

Word Study

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 (based on //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)

Narrative Writing As your class discusses animal stories and poems, begin outlining your own narrative about an original animal character by starting with filling in the categories listed in the graphic organizer above. Before you begin writing, reexamine the characters in stories and poems we’ve read in this unit, recalling how characters developed over the course of the story, examples of personification, and lists of synonyms and/or figurative language you want to use. Make sure to plan a sequence of events that makes sense and think about key details to include, using five new vocabulary words. You will have the opportunity to work with a partner to revise, edit, and improve your story (for the use of the progressive and commas before coordinating conjunctions in compound sentences—see ethe story is written, you will be asked to type it and add audio recordings and visual displays to enhance it. (W.4.1, W.4.4, W.4.5, W.4.6, W.4.8, SL.4.5, L.4.5, L.4.1a,b,c,d,g; L.4.2a,b,c) (HYS: SD, RR, CL, CQO; MCO: EC, IC, S)

Class Discussion/Create A Class Book An alternate class book idea is to make an ABC book of animal characters in a style similar to //W Is for Woof// by Ruth Strother and Gijsbert Van Frankenhuyzen. Your teacher may ask you to create a slide of your section, including a scanned illustration or relevant photo from the web, before assembling into a class book (either electronic or in print). (RL.4.1, SL.4.1, L.4.5b) (HYS: SD, RR, CQO, CL; MCO: EC, IC, S)

Mechanics Select passages where animals are talking in your guided reading book. Highlight how commas and quotation marks are used to separate speaking parts from regular text. Then, choose a piece of your own writing and underline the dialogue of different characters included in your own writing. If two characters are talking, two different colors should be used. Edit your own writing, checking that you used a comma before a character speaks, and then quotation marks around each character’s words. (L.4.2b) (HYS: SD, RR, CL, CQO; MCO: EC, IC, S)

Dramatization After discussing the structural elements (e.g., casts of characters, settings, descriptions, dialogue, stage directions) that are unique to drama versus prose, add one or more of these elements to a Reader’s Theater script of a fun animal story, such as //Tacky the Penguin// by Helen Lester and Lynn Munsinger. With at least two other classmates, add at least two scenes—one before the script begins and one after the script ends—to make it a one-act, three-scene play, and present it as a class. Record the presentations and edit them to create a movie to post on the class web page. (RL.4.5, W.4.4) (HYS: SD, SN, RR, OF, CL, CQO; MCO: EC, IC, S, RD)


 * Homework: **


 * Practice reading poem from assessment to a family member to prepare for performance. **


 * 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

Resources

************************************************************************************************************


 * Resources **

Professional Texts

** Effective Literacy for Grades 2-5 **

** Professional Texts for 2011-2013 **

(ISBN#)

// 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

General
 * // Tacky the Penguin // (Helen Lester and Lynn Munsinger) (easier)

Horses
 * // The Black Stallion // (Walter Farley) (E)
 * // Paint The Wind // (Pam Munoz Ryan) Read Aloud Weeks 1-4

Dogs
 * // Because of Winn-Dixie // (Kate DiCamillo)
 * // Shelter Dogs: Amazing Stories of Adopted Strays // (Peg Kehret and Greg Farrar)
 * // Three Names // (Patricia Maclachlan and Alexander Pertzoff)

Mice
 * // Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool of Thread // (Kate DiCamillo and Timothy Basil Ering) Read Aloud weeks 1-4
 * // Ragweed // (The Poppy Stories)(Avi and Brian Floca)
 * // Poppy // (The Poppy Stories) (Avi and Brian Floca) (advanced)

Informational Texts

Art, Music, and Media Horses
 * // H is for Horse: An Equestrian Alphabet // (Michael Ulmer and Gijsbert van Frankenhuyzen)
 * // Horse Heroes: True Stories Of Amazing Horses // (DK Readers Proficient Readers, Level 4) (Kate Petty)

Dogs
 * // Dogs // (Smithsonian) (Seymour Simon) (EA)
 * // W is for Woof: A Dog Alphabet // (Ruth Strother and Gijsbert van Frankenhuyzen)

Art, Music, and Media Media
 * // Black Stallion // (1979)
 * // Black Beauty // (1994)
 * // Black Beauty // (1946)
 * // Because of Winn Dixie // (2005)
 * // Tale of Despereaux // (2008)
 * // Babe // (1995)
 * // Ratatouille // (2007)

Manipulatives


 * none

Games


 * none

Videos


 * // Black Stallion // (1979)
 * // Black Beauty // (1994)
 * // Black Beauty // (1946)
 * // Because of Winn Dixie // (2005)
 * // Tale of Despereaux // (2008)
 * // Babe // (1995)
 * // Ratatouille // (2007

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/f8/f825f935-d1f8-4135-857a-589507ec6bcb/Idioms%201.notebook#]


 * Arkansas – SmartResponse question set about the state of Arkansas

[|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/02/025c48eb-6d5e-4325-a33c-706edc6cae0b/ArkansasSenteoUS.notebook#]


 * Great Seal of Arkansas Lesson

[|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/0e/0e66f90f-ac0c-4e89-8386-6e0c6e30cc6c/Great%20Seal%20of%20Arkansas.notebook#]


 * Motto of Arkansas Lesson

[|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/1a/1ab408c0-5693-4c66-9c70-6bc54c769c4f/Arkansas%20State%20Motto.notebook#]


 * Transportation and Communication Links in Arkansas

[|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)

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)

Click [|here] for word document of template.


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