:

Campus: Elementary

Author(s):  M. Brown, K. Carker, O. Gowan, and C. Shoemaker

Date Created / Revised: September 24, 2008

Six Weeks Period:  2nd Six Weeks (Part 2)

Grade Level & Course:  4th Grade Language Arts

Timeline:  15 Days

Lesson Unit Title: Class President

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?

READING

  • 4.10B Establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8).
  • 4.10H Draw inferences such as conclusions or generalizations and support them with evidence and experience (4-8).
  • 4.12B Recognize that authors organize information in specific ways (4-8)
  • 4.12C Identify the purpose of different types of texts such as to inform, influence, express, or entertain.
  • 4.12 H Analyze characters including traits, motivations, conflicts, points of view, relationships, and changes they undergo.
  • 4.12I Describe how the author’s perspective or point of view affects the text.

REVIEW (Reading)

  • 4.9B Draw on experiences to bring meaning to words in cont4ext 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).

WRITING

  • 4.15C Write to inform such as to explain, describe, report, and narrate.
  • 4.17B Write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as –able or –less, and prefixes such as re- or un- (4-6).
  • 4.18A Use regular and irregular plurals correctly (4-6) (M/C)
  • 4.18C Employ standard English usage in Writing for audiences, including subject-verb agreement, pronoun, referents and parts of speech (4-8).
  • 4.18E Use prepositional phrases to elaborate written ideas (4-8)
  • 4.18F Use conjunctions to connect ideas meaningfully (4-5) (M/C)

Review (Writing)

4.18D Use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid and precise.

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 (1E) Access remote equipment on a network such as printer or peripherals

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 within a story to paraphrase or summarize

·         Read and create graphic organizers such as Venn diagram, outline, timeline, story map, ice cream sundae, etc.

·         Compare, connect, and contrast ideas within a story

·         Generate plans and ideas with the writing process; Brainstorm, Pre-write, Rough Draft

·         Revise and edit personal composition

·         Write narratives

·         Apply correct capitalization and punctuation within narrative

·         Use adjectives, descriptive language within sentences

·         Determine summary of a story using the summary song and movie reel organizer.

 

 

Vocabulary Addressed

What unfamiliar terms will be introduced to the students that will enhance their understanding of the concept?

High frequency words, story elements, characterization, summarization using movie clip and song, reflection

Class President chapter 1 (monitor, roomful, arthritis, stationed)

Class President chapter 2 (President as a proper pronoun), gestured, chambermaid, elegant, fractions, digesting, campaigning)

Class President chapter 3 (groaned, leadership, potential, unbreakable, allowance, concentrate, haze)

Class President chapter 4 (shifted, exaggerating, imaginary, fair, spoil, Spanish – as a proper noun)

Class President chapter 5 (shrugged, ingredients, doubted, eagerly, cellophane, chided, anxiously, promptly)

Class President chapter 6 (melodies, folk-singing, moaned, strumming, washbasin, exhausted)

Class President chapter 7 (nomination, miniature, election, appointment, bore, gestured, alarmed, arranged, pale)

Class President chapter 8 (PTO – Parent Teacher Organization/Association, convinced, seconded, embarrassed, withdraw, Humane Society, beamed)

 TAKS Vocabulary:

Story Elements (Characters, setting, problem, Conclusion/resolution)

Plot (series of events that occur in the story)

Analyze Characters

Purpose

Entertain

Inform

Persuade, convince, influence

Express

Point of view, author’s perspective

Conjunctions

Affects

Multiple meaning words

Context clues

Root words

Prefix

Suffix

Regular/irregular plurals

Audience

Pronoun (subject/object)

Prepositional phrase

Elaborate

Adjective

Adverb

 

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? 

Present the idea of running for Class/Student Council President at the elementary level.  Talk about students in the past that became president.  Brainstorm what jobs those kids had, things they helped get accomplished for the schools, and qualities it takes to become president.  Discuss the election process in our school and how it relates to the novel (popularity, responsibility, campaigning, and persuasion). Teacher may also discuss President of the United States and connect qualities beginning at the elementary level and how they extend into the future.  Teacher may also read a trade book like Duck for President (check library or personal collection).

Technology Integration: N/A 

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 aloud, decoding, storytelling, choral reading, predicting, building background knowledge, summarizing (movie film strip), guided reading, main idea bubble, Ice cream sundae graphic organizer.
  • Six Traits of Writing, journal writing, model, author’s chair, cooperative learning, student-teacher conferences, brainstorming

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, vocabulary in story and multiple meaning words
  • Model how to read and create various graphic organizers such as Venn diagram, story map, outline, timeline, T-chart, ice cream sundae, main idea bubble, and summary movie reel.
  • 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
  • Model the use of 5 senses for writing

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

 

Class President – Class Novel

 

Day 1 - Class President

READ: Introduce vocabulary for chapter 1 (monitor, roomful, arthritis, stationed) having students use context clues during guided reading, create vocabulary sentences, discuss multiple meaning words.  Stress that these words will appear in the story.   Ask students to share their own knowledge and experiences about student council class president from previous years. Then, have students flip through the story pages and talk with partner to predict what the story will be about.  Explain the importance of making predictions before reading. Model how to make predictions by thinking aloud. Example: By reading the title of the book, I think someone in the story might run for class president. What do you think? Do you think it might be the boy on the cover? Why do you think he wants to run for class president? Do you think he will win the election? Remind students that our predictions aren’t always correct, and that’s okay. If our predictions are incorrect, we can change them or make new predictions, but we should always be using the information we read to think ahead in the story.

 

Begin guided reading of chapter 1 in novel Class President (pages 1 – 12 -Who is Who-Lio?).  Follow reading with student predictions. Were they correct or incorrect predictions? Review main idea of chapter 1.  Review summary: Create a filmstrip summary for chapter 1(Setting, Main Characters, Problem, and Resolution/Conclusion).

 

WRITE: Review effective leads and have students, in groups, copy a lead from a book and write what type of lead it is on butcher paper.  Then hang these around the room so when students don’t know how they can begin a composition, they can look at the examples hanging around the room.

 

SPELLING:  Introduce spelling words Lesson 4 page 26; (-ed, and -ing).  Have students verbally repeat spelling words after the teacher models correct pronunciation.  Students will write the words correctly in cursive using page 26.

 

GRAMMAR:  Review nouns orally using McGraw-Hill Language Arts book p. 88-89.  Discuss how to make nouns plural.  Review s/es endings.  Teacher will have a large S written on one board, and ES written on the other.  Teacher will pass out an index card with a singular noun written on it.  Students will then group themselves at the correct board to determine whether the noun on their card should have an s/es ending.  Any mistakes can be addressed at this time.  Teacher may choose to play match game again, making sure to give kids different words.

 

Day 2 – Class President

*The following activity has been adapted from a Write Traits lessons from Region 10.  It provides students with a great way to remember the parts of a narrative, but please note that in compliance with the Texas Public School Nutrition Policy for Elementary Schools, students may not be given gum during the school day. You may substitute the real gum originally used in this activity with “bubble gum” created from construction paper and a paper wrapper to cover it. A real piece of bubble gum (preferably one with a bright wrapper) will be used for the teacher to use as a model. As an alternative, you can substitute the gum in this lesson with a nutritious snack that comes individually wrapped.

 

WRITE:  Display a real piece of bubble gum to the class. Explain that this piece of gum can help them remember the parts of a good narrative when they write.

1)       Have students examine the gum wrapper under the document camera. Encourage them to describe how the bright colors catch your attention like a good beginning of a story catches the reader’s attention. Students will then create their own “gum wrappers” from a tri-folded sheet of construction paper. Then have students write LEAD on the front side of the wrapper. Students will write the five types of effective leads on the front of the wrapper as well (question, dialogue, action, sound effects/onomatopoeia, and description).

2)       Unwrap the real piece of gum (keeping the wrapper handy) and describe how the gum might taste using your senses. Have students choose adjectives to describe the flavor of the gum (delicious, sweet, or flavorful). Explain that the inside of the gum, just like the middle part of the story, is the best part. The events in the middle of the story make the story interesting. Have students cut out a piece of gum using pink/white construction paper. Have them write EVENTS on the piece of “gum” they just created. Students can brainstorm events from their lives that would make an interesting story and write them on the back of the gum.

3)       Have students pretend to blow a bubble with the gum. Explain that the bubble reminds the writer to expand or elaborate their events with details.

4)       Have students wrap up their paper “bubble gum” in the tri-fold wrapper they created in step one. Explain that the writer wraps up a story with a good ending, just like we have to wrap up the gum when we are finished chewing it. Students will write CONCLUSION on the back side if the wrapper. They can also write the five types of effective conclusions on the back (thoughts and feelings, twist ending, tell what the subject of the story means to the writer, tie everything together, and moral of the story).

5)       Finally, have students imagine the stickiness of the gum. Explain that this will remind them to STICK to the prompt when writing a composition.

 

Students will use what they just learned about the parts of a narrative to write a composition about a time they really wanted something (a special toy, a new pet, to make a team sport, to learn to play an instrument, etc.). Remind students to have a colorful opening, an exciting and flavorful middle popping with details, and a nice wrap-up at the end while always sticking to the prompt!

 

GRAMMAR:  Introduce nouns ending in y, see rule box, p. 92 in McGraw-Hill Language Arts book.  As guided practice, orally answer 1-5 in class.  Then have students partner to complete p. 93 (11-25).  When partners are finished check as whole group.

 

Day 3 – Class Presidents

Day 3-4 READ: Review previous chapter’s guided reading and make predictions for chapter 2. Start chapter 2 (Lucas For President?) Pages 13 – 21.   Review Vocabulary (President – as a proper pronoun, gestured, chambermaid, elegant, fractions, digesting, campaigning).  Assess chapters 1 and 2 using multiple-choice objective test. Characterization: Pg. 95 Overhead (Step Up To TAKS). Review main idea for chapter 2.

 

WRITE:  Discuss as a class how the author used the 5 senses in the book to help paint a picture in the reader’s mind.  Choose books from word choice collection to share examples of this concept.  Teacher may also read a short selection and have students illustrate the picture they see and then compare it with the actual picture in the book to illustrate the power of good word choice.

 

Students will continue the writing process about a time they really wanted something (a special toy, a new pet, to make a team sport, to learn to play an instrument, etc.). Teacher can conference with writers to check for a strong beginning, a detailed and interesting middle, and a catchy ending to wrap up the story. .

 

SPELLING:  Students will review words ending in ing or ed using p. 27 of spelling workbook in context.  Students will also add appropriate endings to list of words in similar groupings, and use base word to correctly spell both ed/ing words.

 

GRAMMAR: Review plural nouns.  Introduce irregulars.  Use McGraw-Hill Language Arts book p. 94-95 as guided practice, or teacher may choose to give an assignment to assess.

 

Day 4 – Class President 

WRITE: Introduce the book Miss Nelson is Missing.  Read the description of Miss Nelson’s class WITHOUT the author’s elaboration. “The kids in Room 207 were misbehaving again.  They were the worst-behaved class in the whole school.” Stop reading at this point. Aloud, wonder what the kids were doing.  How were they misbehaving?  Place the word “misbehaving” on the Show, Don’t Tell Chart under the heading, WORD. Have students brainstorm what misbehaving looks like. EXAMPLES: Yelling the answer out loud, Talking when the teacher is talking, etc. Record student responses under the heading, LOOKS LIKE.

 

                                                 Show, Don’t Tell Chart

                               WORD                                               LOOKS LIKE

                               misbehaving                                      Yelling the answers out loud

                                                                                         Talking while the teacher is talking

                                                                                         Not following directions

 

Place the words “Worst-behaved class in the whole school” under the heading WORD. Students brainstorm what worst behaved class in the whole school looks like. Record student responses.

 

                                                 Show, Don’t Tell Chart

                               WORD                                               LOOKS LIKE

                               worst-behaved class in                      throwing papers and pencils

                               the whole school                                running around the room

 

 Return to Miss Nelson Is Missing share how the author used SHOW, DON’ T TELL in his writing.  Finish reading the story.

 

Students will publish compositions about a time they really wanted something (a special toy, a new pet, to make a team sport, to learn to play an instrument, etc.).

 

GRAMMAR:  Discuss common and proper nouns.  Do p. 96 in McGraw-Hill Language Arts book orally.  Give students previously prepared index cards with common or proper nouns written on them.  Then have them group themselves into a common noun group and a proper noun group.  Then, come back as a whole class.  Look at the words in the common noun group and have students brainstorm a list of ways to make them proper.  Do the same with the proper noun group.  Have them make their words into common nouns.

 

Day 5 – Class President

READ:  Review previous chapter’s guided reading and make predictions for chapter 3. Begin guided reading for chapter 3 (A Good Leader) pages 22-32. Review vocabulary (groaned, leadership, potential, unbreakable, allowance, concentrate, haze).  Review main idea for a particular paragraph or entire chapter.   Assess chapter 3 using multiple-choice test. Characterization: Pg. 96 Overhead (Step Up To TAKS).

 

WRITE: Review Show, Don’t Tell writing strategy. Model the strategy by using the following sentence: My grandmother is nice. As you write the example on the board, ask students to think of the things that show the ways my grandmother is nice. What does a nice grandmother do?  Fill in the chart with student responses.
 
EXAMPLE: My grandmother is nice.
                            WORD                                    LOOKS LIKE
                            nice                                        bakes chocolate cookies for me
                                                                           I lick the spoon
                                                                           gives me hugs and kisses
                                                                           buys me surprises like Snickers bar

 

Now, model how to make sentences from the chart to SHOW that my grandmother is nice.

SHOW, DON’T TELL SENTENCES: My grandmother is nice.  Every Saturday she bakes delicious chocolate cookies for me. I get to lick the spoon. They are so good when they come out of the oven!  When she sees me, she grabs me and smothers me with gooey kisses and hugs.  Sometimes she buys me a surprise like a delicious snickers bar.

 

Students will get with a partner and model the Show, Don’t Tell strategy using a sentence strip (located in P:Share:/Lacy/ 4th Grade/Writing Lessons/Show Don’t Tell Sentence Strips). Students will use the underlined word in their sentence strip to complete SHOW, DON’T TELL handout (located in P:Share:/Lacy/ 4th Grade/Writing Lessons/Show Don’t Tell Handout) as previously modeled on the board. Partners will use their handout chart to write Show, Don’t Tell sentences on butcher or construction paper. Illustrate and share. As pairs share their sentences, have the class decide if they were able to make an interesting and detailed description from their sentence strip. Remind students that this activity is a great way to revise short and/or vague paragraphs.

 

Five-minute Quick Write: Students will explain why it is better to show than to tell in writing. A few students can share their Quick Writes with the entire class or all students can take turns sharing their Quick Writes with a partner.

 

SPELLING: Students will take posttest on spelling words Lesson 4 page 26; (-ed, and -ing). 

 

GRAMMAR:  Partner students and have them complete McGraw-Hill Language Arts book p. 97 together to review common and proper nouns and then check together as whole class.

 

Day 6 - Class President

Day 6-7 READ: Review previous chapter’s guided reading and make predictions for chapter 4. Begin guided reading for chapter 4 (Seeing Eye Boy) pages 33 – 41. Review vocabulary (shifted, exaggerating, imaginary, fair, spoil, Spanish – as a proper pronoun).  Review main idea for entire chapter or a particular paragraph.  Characterization: Pg. 97 Overhead (Step Up To TAKS)

 

SPELLING:  Introduce spelling words Lesson 5 page 30; (-er, -est, and y to i).  Have students verbally repeat spelling words after the teacher models correct pronunciation. Students will write er/est words correctly in cursive using p. 30 in spelling workbook.  Students will also take spelling pretest.

 

GRAMMAR:  Review rules of capitalization.  Use McGraw-Hill Language Arts book p. 98-99 (1-10) as guided practice.  Teacher may choose to play a game like Sentence Doctor for further review on the board.

 

Day 7 – Class President

WRITE:   Pose the question: How good do you think a hamburger would be without the beef? Explain that writing a story is like a making a hamburger. For a great burger, you need the beef! (details, elaboration) Place the following sentence on the board: The student took the paper from the desk. Ask what is wrong with this sentence from my story? (It’s missing the BEEF!) I need to SHOW not just tell what happened! Model what happens when you SHOW, don’t just tell.

 

EXAMPLE: The student took the paper from the desk

 

Instead, write: I sat speechless when Keneshia stormed into the room, and ripped my math homework out of my hands!  I knew she was mad at me!  I yelled, “Keneshia, that’s my homework!”  She simply turned and walked away taking my homework with her.

 

Discuss which event is liked best and why. Pair students and give each pair an event strip (located in P:Share:/Lacy/ 4th Grade/Writing Lessons/Where’s the Beef Event Strips). Students will add the “BEEF” by using the “Show, Don’t just Tell” strategy on the butcher paper/manila paper.

 

You can make a class hamburger poster or students can make individual hamburgers on construction paper to remind students to include the “beef” (important details) in their stories.

 

GRAMMAR:  Introduce singular and possessive nouns.  Use McGraw-Hill Language Arts book p. 102 as guided practice.  Students will complete p. 103 (11-20) as independent practice.

 

Day 8 – Class President

Day 8-9 READ: Review previous chapter’s guided reading and make predictions for chapter 5. Begin guided reading for chapter 5 (A Gooey Mess!) pages 42- 52. Review vocabulary (shrugged, ingredients, doubted, eagerly, cellophane, chided, anxiously, promptly).  Briefly review main idea.  Sequence of Events activity worksheet (students work in pairs) putting events in order using the novel Class President. Characterization: Pg 98 Overhead (Step Up To TAKS)

 

WRITE:   Review the way the author created imagery in chapter 5.  Discuss similes and metaphors. Students will work in partners to find a sentence in chapter 5 that they can rewrite using a simile or metaphor. Have students share their original sentence first and then share the way they revised it with a simile or metaphor. Have class decide which sentence is more descriptive and why.

 

Example: “He gave Julio two dollars more, and Julio rushed off to the supermarket.” pg.47

 

Revised with a simile: He gave Julio two dollars more, and fast as lightening, Julio rushed to the supermarket.

 

5-Minute Quick Write: What makes similes and metaphors effective writing tools? Why should you use similes and metaphors in your own writing?

  

SPELLING:  Students will review antonyms, adding er/est as appropriate using spelling workbook p. 31.

 

GRAMMAR:  Review singular and possessive nouns.  Introduce plural possessive nouns.  Use p. 104 in McGraw-Hill Language Arts book as guided practice and p. 105 (11-20) as independent practice.

 

Day 9 – Class President

 WRITE:   Inflate four balloons, each with a strip of paper inside that will reveal a secret to exploding the moment (Description, Action, Dialogue, and Feelings). Display blown-up balloons with strips inside and explain that within the balloon are the secrets to “exploding” a moment/idea. Ask for a volunteer to hold the balloon. Ask for a second volunteer to take the pin to “explode” the balloon. Explain that when the balloon “explodes”, the secrets will be revealed and you will call on students to pick up the secrets and be ready to share. Pop balloon.  (Be prepared for excitement!) Call on students to read the secret on their strip of paper. Record each on the board in a 4-column chart. Then write an example sentence on the board and model how to use the 4 secrets to “Explode the Moment/idea” on the chart.

 

Example:  I woke up, and my hair was standing straight up on my head!