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Campus: Elementary |
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Author(s): |
Date Created / Revised: July 29, 2008
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Six Weeks Period: 1st Six Weeks |
Grade Level & Course: 4TH Grade
Language Arts |
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Timeline: 27 Days |
Lesson Unit Title: Reflections |
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Stated Objectives: TEKS Addressed in the Lesson Unit (Include TEK number and (SE) student expectation description |
Which subject-specific TEKS are going to be
addressed in the lesson unit?
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4.6A Apply knowledge of letter-sound
correspondences, language structure, and context to recognize words (4-8). ·
4.6B Use structural analysis to
identify root words with prefixes such as dis-,
non-, in-; and suffixes such as –ness, -tion, -able
(4-6). ·
4.9B Draw on experiences to bring
meaning to words in context such as interpreting figurative language and
multiple=meaning words(4-5). ·
4.9D Determine
meanings of derivatives by applying knowledge of the meanings of root words
such as like, pay, or happy and affixes such as dis-,
pre-, un- (4-8). ·
4.10F Determine a text’s main (or
major) ideas and how those ideas are supported with details (4-8). ·
4.10G Paraphrase and summarize text to
recall, inform, and organize ideas (4-8). ·
4.10L Represent text
information in different ways such as in outline, timeline, or graphic organizer. ·
4.11C Support responses by referring to
relevant aspects of text and his/her own experiences. ·
4.11D Connect, compare, and contrast
ideas, themes , and issues across text. ·
4.12D Recognize genres including
biography, historical fiction, informational text, and poetry. ·
4.12F Understand and identify literary
terms such as title, author, illustrator, play write etc. ·
4.12G Understand literary forms by
recognizing and distinguishing among different texts. Writing
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4.15A Write to express, discover,
record, develop, reflect on ideas, and to problem solve. ·
4.15D Write to
entertain such as to compose humorous poems or short stories. ·
4.15E Exhibit an identifiable voice in
personal narratives and in stories. ·
4.16A Write legibly by selecting
cursive or manuscript as appropriate. ·
4.16B Capitalize and punctuate
correctly to clarify and enhance meaning such as capitalizing titles, using
possessives, commas in a series, commas in direct assess, and sentence
punctuation. ·
4.17A Write with accurate spelling of
syllable constructions, including closed, open, consonant before –le, and
syllable boundary patterns. ·
4.17C Use resources to find correct
spellings. ·
4.18B Write in complete sentences,
varying the types such as compound and complex to match meanings and
purposes. ·
4.18D Use adjectives (comparative and
superlative forms) and adverbs appropriately to make writing vivid and
precise. ·
4.19A Generate ideas and plans for
writing by using such prewriting strategies as brainstorming, graphic
organizers, notes, and logs. ·
4.19B Develop drafts by categorizing
ideas, organizing them into paragraphs, and blending paragraphs within larger
units of text. ·
4.19C Revise selected drafts by adding,
elaborating, deleting, combining, and rearranging text. ·
4.19D Revise drafts for coherence,
progression, and logical support of ideas. ·
4.19E Edit drafts for specific purposes
such as to ensure standard usage, varied sentence structure, and appropriate
word choice. ·
4.19H Proofread
his/her own writing and that of others. Which specific (TA) Technology Application
TEKS are going to be addressed in the lesson unit? ·
3-5 (1B) Save and delete files, use menu options and commands,
and work with more than one software application ·
3-5 (1C) Identify and describe the
characteristics of digital input, processing and output ·
3-5 (1E) Access remote equipment on a
network such as printer or peripherals |
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Clarifiers: (Specific concepts to be included to address the TEKS) |
·
What specific concepts will be included
that clarify the content and satisfy the goal of the TEKS addressed in this
lesson unit? ·
Building vocabulary by Interpreting
figurative language within a story and relying on personal experience to draw
meaning to unfamiliar/multiple meaning words ·
Apply root words to prefixes and
suffixes ·
Determine main idea and supporting
details ·
Recall, Inform and organize ideas with
in a story to paraphrase or summarize ·
Read and create graphic organizers such
as Venn-diagram, outline, timeline, story map, etc. ·
Compare, connect, and contrast ideas
within a story Writing ·
Generate plans and ideas with the
writing process; Brainstorm, Pre-write, Rough Draft ·
Revise and Edit personal composition ·
Write personal narrative ·
Apply correct capitalization and
punctuation within personal narrative ·
Use adjectives, descriptive language
within sentences Technology ·
Practice keyboarding skills by typing
weekly spelling/vocabulary lists ·
Utilize keyboard to create final draft
with word processing program ·
Access menu bar to save and or print
final draft |
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Vocabulary Addressed |
What unfamiliar terms will be introduced to the students that
will enhance their understanding of the concept? ·
High frequency words, story element,
predict, context clue, summarization, root word, reflection ·
“ The ·
“Amelia’s Road” - Shanties, cabin, footpath ·
“Seal Journey” – Colony, helicopter, moonscape, blubber,
encounter ·
“Open Wide, Don’t Bite!”- tusks, dentist, molars ·
Six
Traits of Writing: ·
Ideas (Focus) – staying on one main idea) ·
Organization – Is there a beginning, middle
and end? Transitions following sequence. ·
Voice – Is the
Writer’s point of view clear? ·
Word Choice –
Do the words create pictures in the reader’s mind? ·
Sentence Fluency – Varying sentence and transitions ·
Convention – Capitalization, punctuation, usage, spelling ·
Usage – Is every word USED correctly (not the same as spelled
correctly) ·
Presentation – Is the writing legible? TAKS Vocabulary:
·
identify, find ·
complete sentences (capitalization,
usage, punctuation and spelling) ·
determine ·
main idea, mostly about, mainly about ·
supporting detail, support ·
summarize, paraphrase, recall ·
organize, entertain ·
connect, compare, contrast, distinguish ·
recognize, understand ·
express, discover, record, generate
ideas, reflect, develop drafts ·
blending paragraphs (transitions) ·
voice ·
narrative, narrate ·
vary (sentence structure) ·
adding, elaborating, deleting,
combining, and rearranging
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Anticipatory Set or Introduction to Lesson Unit |
What activity will focus attention on the subject matter of the
upcoming lesson unit, establishing a mental set to pique the students'
interest? The student will be shown a mirror and asked to describe what
they see. Class will discuss the vocabulary word “reflection”
and share what each student thinks it means. Then ask the students what they not see
about themselves from the reflection in the mirror. Class will
brainstorm other places a reflection can be seen. Technology
Integration: N/A |
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Teaching Strategies |
What specific teaching strategies are going to be used to teach
this lesson unit? What approach will be used to provide information (explain)
the lesson unit to the students? ·
Read alouds,
decoding, storytelling, choral reading, acting out, predicting, building
background knowledge, KWL Chart, summarizing, guided reading. ·
Six Traits of Writing, Journal writing,
model, author’s chair, cooperative learning, student-teacher conferences,
brainstorming |
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Modeling |
What modeling will take place to demonstrate what the students
will do? ·
Model summarization and identifying
main idea and supportive details ·
Model using context clues such as
prefixes, suffixes and multiple meaning words ·
Model how read and create various
graphic organizers such as Venn diagram, story map, outline, timeline,
T-chart ·
Model the writing process;
brainstorming, pre-write, rough draft, revise, edit and final draft ·
Model Six Traits of Writing; ideas,
sentence fluency, organization, word choice, voice, conventions |
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Activities
(Guided Practice and Independent Practice) (Include: Day 1, Day 2, etc…) |
What initial practice of lesson skill will be used under direct
supervision of the teacher? What practice of the skill concept of the lesson,
without direct (step-by-step) adult supervision will take place? (List
for each day of the unit: Example: Day 1, Day 2, Day
3). *Sponge
Activity/Warm-Up Per Day: Daily Oral Language Question or AR Time First Day of
School Activities: Teachers will keep
their own homeroom. Use Getting to
Know You activities. Teach classroom
rules and expectations. Teach procedures. Distribute books. Be sure you know how everyone is getting
home. “The Lost Day 1 READ: Introduce vocabulary pg. 20D. Have students look up words in
glossary and create sentences using vocabulary words. Discuss multiple
meaning words. Stress that these words will appear in the
story. Have students flip through the story pages and talk with
partner to predict what the story will be about. Students can share
their own knowledge and experiences about camping. Guided WRITE: Introduce Six Traits of Writing: Focusing on “Ideas” by
reading a book from the Traits of Writing Collection that gives examples of
ideas (Example: Weslandia or The Three Questions).
Discuss the good ideas in the book. Journal write
about a memorable experience, concentrating on ideas (15 minutes).
Choose a few students for “author’s chair” to share journal. SPELLING: Introduce spelling words
Lesson 1 page 14; (thr, scr,
str, and squ) by giving
students a pretest. Orally grade pretests with class. Teacher will use the challenge words from
the spelling list from The Lost Lake found on p. 41-O in the Reading TE1 as
bonus words worth one point each.
(brand-new, compass, darted, muttered, talked) GRAMMAR: Introduce a complete/incomplete sentence. (Use McGraw Hill Lang.
Arts pages 2-3 Guided Practice: Page 2 (1-5) orally as class; Independent
Practice: page 3 (6-15). Day 2 READ: Review previous days guided reading. Finish reading the
story pages 28-37. Class discussion of whether student’s predictions
were correct. Students will answer story questions page 38, 1-4. WRITE: Review “Ideas”. Students reflect and journal about the
first day of school. GRAMMAR: Teacher reviews with class complete/incomplete sentences by
orally giving examples of incomplete/complete sentences that apply to
students in classroom environment. Students will determine if the sentence is
complete or not and explain why. In partners, students will create
and develop 5 complete and 5 incomplete sentences on dry erase boards.
Teacher will randomly ask for student examples. Day 3 READ: As a class, teacher will model how to create a story map for
the “The Lost Lake”, leaving some unfinished
so that students can add to their own work. (whole
class grading). Show students various examples of graphic organizers and discuss
with students why it would be important to use these organizers and their
different purposes. Show students an example of another “Story Map”.
Model the map using a well-known fairy tale, movie, etc. WRITE: Introduce and discuss “Organization” by reading a book
from traits collection (example: Late for School). GRAMMAR: Connect the terms subject/predicate with complete/incomplete
sentences. Students will locate 5 sentences from the “The Day 4 READ: Introduce supporting details using items from a kitchen (i.e.
measuring cup, spoon, spatula, etc.) in a bag or on a tray. Students will be
given about 30 seconds to view the items. Then, the teacher puts away
the items and asks the students to list all items they remember seeing.
Teacher asks “What do all of these items have in common?” List ideas on
board and develop the main idea as a class. Connect the activity with
how you determine the main idea of text.
This lesson also works as a review of multiple meaning words/context
clues. Use WS 2(T) from SPELLING: Review spelling/vocabulary words using games such as sparkle,
round robin, spelling bee, etc. GRAMMAR: Teacher will need to prepare activity before class time. Review subject/predicate by having students
draw a slip of paper from a bag. In
the bag should be half of a sentence that contains either the subject part or
the predicate part that the students can match together. Students must figure
out whether they have a subject or predicate. Next they find their
partner with the other half of their sentence. In pairs, they present
their sentences to the class identifying the subject and predicate. Students
complete individually an assessment over subject/predicate Practice
WS 7 in Day 5 READ: Assess “The Lost Lake” using McGraw Hill Reading
Practice WS 1. Next, teacher will guide whole class reviewing
assessment questions. Discuss Main Idea: Have students, in
partners, put a group of sentences in order to create a paragraph and then
come up with the main idea. Last, they present their sentences and main
ideas to the class. WRITE: Students will reflect and journal write, or quick-write, about a time they
spent with a relative or friend where they thought it was going to turn out
bad, but just as in The Lost Lake, they were surprised at how well it went. Students
will review and discuss ideas and organization. Teacher will use Write Traits Lesson
Bare Bones/Muscle Story. MATERIALS: A familiar story to students such as: ·
Goldilocks and the Three Bears ·
Cinderella ·
The Three Little Pigs Chart or transparency FOCUS: Share a familiar story
with the students using only the “bare facts of the story”. EXAMPLE: Once upon a time a
little girl with blond hair went out into the forest. She came upon a house. She went inside and she saw some
porridge. She ate the porridge. Then she sat in three chairs and broke
one. She went upstairs and fell asleep
in one of the beds. Three bears came
home and chased the little girl off. Pose question, “How do you like my story?” (Students should respond in some way that
the story is missing the details.) GUIDED PRACTICE: Have students
share details of the story. Record
their responses on a chart, chalkboard, or transparency. Retell the story using the details from the
chart. Pose question, “Which story do you like best?”
Why? Explain to students that the first story is a skeleton with no
flesh or MUSCLE. It’s just bare
bones! The second story with all the
details is a “muscle story”. We want
to write “muscle stories”. Have
students think of an event they have experienced. Record student’s responses. Choose one of the experiences and model for
the class writing a “bare bones” story. EXAMPLE: Over the weekend I went to visit my grandmother. We baked cookies. It was fun. Pose questions, “What do you think of my story? What questions do you have? How can we make this “bare bones” story into a “muscle story”?” Using the example, model turning the “bare bones” story into a “muscle
story” letting students add the details. INDEPENDENT PRACTICE: Students
choose one of the events on the list and turn it into a “muscle story”. CLOSURE: In writing
journal/learning journal, explain why a “muscle story” is better than a “bare
bone” story. Be sure students
understand that bare bones writing is so focused
because it has no details. It does have
organization- a beginning, middle and end, but the lack of details make it
just a 1 or 2 on TAKS writing. They
have a muscle story so that it’s beefed up and interesting, which means
you’ll see good word choices and strong voice, and also more likely to get a
3 or 4. *This lesson may take more than one day. *Use attached Bare Bone Story Ideas for practicing writing “Muscle”
stories Idea adapted from Trait-Based
Mini-Lessons for Teaching Writing SPELLING: Teacher will give spelling test (unit 1 pg. 14 and Reading TE1
p. 41-O/Challenge Words) orally to students. Students turn in test to be
graded. “Amelia’s Road”:
McGraw Hill Teacher Ed. 1; pg. 44 Day 6 READ: Introduce vocabulary pg. 44D, having students look up words in
glossary. Stress that these words will
appear in the story. Have students flip through the story pages
and talk with partner to predict what the story will be about. Students
can share their own knowledge and experiences about moving homes, schools,
relocating, etc. Guided WRITE: Journal write about how you would feel if you were just told you
had to move (15 minutes). Choose a few students for “author’s chair” to
share journal. Introduce the
WTL for Teaching Organization in a Composition. MATERIALS: Chart-Planning a Composition | |
