|
|
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 1) |
Grade Level & Course:
4TH Grade Language Arts |
|
|
Timeline: 10 Days |
Lesson Unit Title: Story Elements |
|
|
Stated Objectives: TEKS Addressed in the Lesson Unit (Include TEK number and (SE) student expectation description |
REVIEW (Reading)
WRITING
Review (Writing)
Which specific (TA)
Technology Application TEKS are going to be addressed in the lesson unit?
|
|
|
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, 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. VOICE….Very Often I Cleverly melt Entirely into my writing |
|
|
Vocabulary Addressed |
What unfamiliar terms will be introduced to the students that
will enhance their understanding of the concept?
TAKS Vocabulary:
|
|
|
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? (Baseball Saved Us): Relate to league
baseball that the students play now. (Leah’s Pony): Relate the
Pony to a favorite pet and how they would feel if they were not able to keep
it. 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?
Six Traits of Writing, Five Senses, 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?
|
|
|
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 “Leah’s Pony” Day 1 - McGraw Hill Teacher Ed. 2; pg. 192 – 211
(190A) READ: Introduce vocabulary pg. 192D, having students look up
words in glossary, create voc. sentences, and discuss suffixes. 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. The characters in Leah’s Pony help
each other during time of hardship. Have students share experiences or knowledge
they have of neighbors working together to help a family or individual facing
hardship, such as hurricane Katrina. Step
Up To TAKS (OH) pg. 103-104
(plot, problem, setting, solution) WRITE: Discuss narratives. Explain that there are two types of
narratives: expressive and personal. An expressive narrative/story has
setting, characters, plot, and resolution. Have student relate story elements
to a familiar story such as Goldilocks and the Three Bears. The other
type of narrative is a personal narrative/story that tells about oneself with
a lead, events, and conclusion. Have students relate to something that has
happened to them that would make a good story such as a terrible, horrible
day. Explain that a famous author, Judith Voirst
took this prompt and wrote a story that became a book. Read the book Alexander
and the Terrible, Horrible, No Good Day. Remind students that that a
personal narrative begins with a lead. Have them listen carefully to the lead
Judith Voirst uses as you read. After reading, ask
a volunteer to define what a lead means. Explain that a lead is a “hook” that
makes the reader want to read your story. Discuss
what a lead is and why it is important to a story. Reread Ms. Voirst’s lead and discuss how she used the important
words from the prompt in her lead. SPELLING: Unit 23 –Students will complete p. 108, writing
spelling words in cursive. Teacher
will present homophones. Students will
create their own example sentences of each pair of homophones. Students will take pretest of spelling
words and challenge words from Leah’s Pony, found in Reading TE2, p. 215-O
(clustered, county, glistened, over-flowing, sturdy). GRAMMAR: Introduce irregular plural nouns page 215M (Reading
TE2) (feet, teeth, geese, children, mice).
Mini-lesson: Using 3-4
teacher-constructed sentences, students will identify and correct various
capitalization, punctuation, spelling, usage, and irregular plural
errors. Day 2 – McGraw Hill
Teacher Ed. 2; pg. 192 – 211 (190A) READ: Begin Reading Leah’s Pony. Guided reading pages 192 – 201.
Discuss Class discussion of whether
student’s predictions were correct.
Discuss Meet The Author and Illustrator on page 192. Identify the setting,
main characters, and problem. Predict what the resolution or solution will be
for the story. Discuss cause and
effect, p. 194, 196, 198, 199, 201 in TE.
Also discuss forming generalizations, p. 195, 197, 200,
in TE. Step Up to TAKS (OH) pg.
105-106 (plot, problem, solution, setting) WRITE: Think back to the lead from Alexander and the
Terrible, Horrible, No Good Day from the previous day. Ask the students
to explain why it was an effective lead.
Introduce the 5 types of LEADS one at a time: Question, Dialogue,
Action, Sound Effects (onomatopoeia), and Description. Have students identify
what type of lead Ms. Voirst used in the story. Use
the following prompt to generate examples of each lead together as a class.
Examples are shown below. PROMPT: Write a
composition about a very, horrible day you have experienced. Question lead example: Have you ever had
a day when everything went wrong? Dialogue lead example: “Mother!” I
screamed, “This can’t be happening to me! Where is my homework?” With those
words, the worst day of my life began. Action lead example: This can’t be
happening to me! I tore into my backpack, flinging pencils, erasers, and
homework folder into the air. Where is my homework? I know I put it in my
backpack. This is going to be a horrible day! Sound Effects
(onomatopoeia) lead example: Ring! Went the school bell and my day
began. I walked to my locker and began to unpack my backpack. To my surprise
and horror, there was nothing in my backpack! This is not going to be a very
good day! Description lead
example:
I stood at my locker outside my classroom. I opened my backpack, ready for
a wonderful day at school. There was nothing in my backpack! My homework,
where is it? This is going to be a horrible day! Students will choose a
lead of their choice and begin a personal narrative on their own personal
terrible, horrible day. At the end of the
lesson, students will see if they can recall all five leads. Use this time to address non-effective leads such as: Once upon a time…, Hi! My name is _____and I am in fourth grade…, I’m
going to tell you about…, and Here’s
my story… GRAMMAR: Continue review
of Irregular Plurals: Teach that some words do not change when they go from
singular to plural (sheep, deer, moose, trout, bison, swine). Mini- lesson: OH Using sentences from the story Leah’s
Pony (with teacher made errors in capitalization, spelling, usage,
punctuation, irregular plurals), students will
identify corrections that need to be made.
Alternate activity-on board, play Sentence Doctor, where teacher will
write sentences with intended errors to review key concepts. When a student is called on, he/she will go
to the board to perform surgery and correct one thing in the sentence, as the
doctor. However, if the doctor is
stumped, a nurse of the child’s choosing may be called upon to assist the
doctor in the surgery. Day 3 – McGraw Hill
Teacher Ed. 2; page 192 – 211 (190A). READ: Finish guided reading for Leah’s Pony pages 202- 211.
Identify the resolution or solution in the story. Identify how the sequence
of events is linked together to form the plot. What is the purpose of the
text? (TE p. 211) Students will as a
whole group fill out graphic organizer with characters, setting, problem,
solution, and 3 main events of story, “Leah’s Pony”. Discuss cause and effect in TE p. 203-208,
210 Discuss forming generalizations
in TE p. 209. Step Up to TAKS
pg. 107-108 (plot,
problem, solution, setting) WRITE: Ask students
to explain why a strong lead is so important in a story or composition. You
can compare a lead in a story to a handshake when you meet someone for the
first time. How do you want to introduce yourself? Do you want to give a
weak, lifeless handshake or do you want to give a strong, memorable
handshake? An effective lead also needs to be strong and memorable. A great
way to remember the five leads is to create a class poster and/or individual
student posters to represent each lead. Students can trace their hands (in a
handshake position) on a sheet of manila paper and write a lead on each
finger. After the lesson, have students put away their “handshake” posters
and see if they can remember all five effective leads. You can also display a
class poster as a reminder of the five leads. Students will
continue drafting their compositions about their terrible, horrible days. SPELLING: Teacher
will review homophones, using Spelling Workbook p. 109 (1-6) as guided practice. Students
will complete p. 109, (7-18) as independent practice. GRAMMAR: Continue reviewing irregular plurals: Teach
changing “f” to “v” if it’s on the end of the word (thief and
thieves, loaf and loaves, yourself to yourselves,
themselves, leaf to leaves). Teach adding “es”
instead of “s” to form the plural of words that end in sibilant sound
(X, S, Z, SH, CH) Example : fox to foxes, bush to
bushes, bus to buses, church to churches, buzz to buzzes). Teacher may choose to use Grammar
47 to practice irregular nouns among several different forms. Day 4 – McGraw Hill
Teacher Ed. 2; Page 192 - 211 (190A) READ: How did the author’s point of view affect the text?
Discuss Character’s Feeling/ cause and effect: Example- Look at the picture
of Leah and her pony. Why do you think Leah looks so happy (page 193)? (She
might be happy because she has a pony to ride). Review problem, solution,
plot brief assessment Step Up to TAKS pg. 109-110 WRITE: Students will
continue writing process. Ask a few volunteers to share their leads. Have the
class decide which type of lead was used. Ask the class to explain what makes
these leads effective. Teacher will conduct writer’s workshop to give
feedback on student leads. GRAMMAR: Continue to
Review irregular plurals: Teach if a word ends in “ey”
do not change the “y” to “i”
to form the plural. (donkey to donkeys, monkey to
monkeys, key to keys). Teacher may
make a transparency of Grammar 45 and/or 46 to review irregular
verbs with the whole class. Day 5 – McGraw Hill
Teacher Ed. 2; Page 192 – 211 (190A) READ: Assess “Leah’s
Pony” with page 15 of the McGraw Hill Practice workbook. Next teacher will guide whole class
reviewing assessment questions. Assess: Understanding Character: TAKS Practice Book pg. 25 WRITE: Students should be finishing their
narrative. Early finishers may choose
to type their story as their form of publishing or they may turn in a neat
hand written copy. Review the five types of leads together. Give each student
an index card. Students will copy the lead from their compositions onto the
index card and trade it with a neighbor. Can the neighbor identify the type
of lead used? Teacher can collect cards from students who like to have their
cards read aloud. Have the class identify the type of lead. Remind students
that every personal narrative/story they write should start with a strong
lead. SPELLING: Students will
be given posttest over unit 23, homophones and challenge words from Leah’s
Pony, found in Reading TE2, p. 215-O (clustered, county, glistened,
over-flowing, sturdy). GRAMMAR: Review all forms
of irregular plurals. TAKS
Practice Book p. 117 (Regular and Irregular Plurals). “Baseball Saved
Us” Day 6 - McGraw Hill
Teacher Ed. 2; pg. 218 – 237. READ: Introduce vocabulary pg. 218D, having students look up
words in glossary, create voc. sentences, and discuss multiple meaning. 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. Follow reading with students describing
characterizations from story map. WRITE: Use The Memory String from the Voice
collection. Connect to how the family
in this story has also faced hardships similar to those in Leah’s Pony and in
Baseball Saved Us. (The little girl in this story uses a string of buttons to
remember important events from the past, including that her mom has died and
dad has remarried.) After reading this
story, discuss with the students moments of good voice and word choice used
by the author. Brainstorm as a class
moments of hardship or very happy times they remember from their own
lives. Students should write their own
memories down in their journals to be used during the rest of the week for
writing. Students should refer back to their brainstormed list of
memories. Review ideas and organization
so that students will focus on one main event. Students will use a story map/ice cream
graphic organizer (introduction, 3 main ideas for paragraphs -beginning,
middle-problem, and end-solution, followed with a conclusion) to help them
place key events in order in their story.
Teacher should model the use of some very important event in her life
before expecting students to continue independently. Remind students to begin
their compositions with a strong lead. Students should begin drafting. After students have
shared their personal experiences from reading about moving, students will
write a reflection on how they felt, what changes it brought, both positive
and negative, and how things turned out. SPELLING: Introduce spelling lesson 35 (Easily
Confused Words) page 160 in spelling workbook. Students will write words in cursive on p.
160. Students will also take spelling
pretest, including challenge words from Baseball Saved Us, found in Reading
TE2, p. 241-O (crate, ditches, endless, glinting,
inning). GRAMMAR: Introduce pronouns using Language Arts
book. Use p. 344 (1-10) as guided
practice and do p. 345 as independent practice (11-20). Have students write the sentences and
underline the pronoun as well as draw an arrow back to the noun it’s in place
of. Day 7 – McGraw Hill
Teacher Ed. 2; pg. 218 – 237. READ: Guided reading pg. 218-228. Confirm and revise predictions from
previous day. See TE2 p. 220-222,
224-225, and 228. Also discuss sequence
of events in the story, p. 222, 227.
Discuss the problems found in the story so far, and possible
solutions. Students will make
predictions on how they think the story will end. WRITE: As students
continue drafting their compositions about their memories, introduce
effective conclusions. Read an example composition orally to the class, and
pose the question at the end, how should I end my story? What would leave the
reader satisfied? What needs to be added to neatly wrap-up the composition?
Use this time to address non-effective conclusions such as: the end, it
was all a dream, bye, and I hope you liked my story. Think aloud
as you make a chart or class poster for the five types of conclusions to a
personal narrative. Thoughts and feelings: Describe writer’s
thoughts or feelings about the experience. What I did was wrong, and I
really worried my mom! You can be sure that this is trouble I’ll never get
into again! Twist Ending: I just knew I would be grounded
for life, but Mom said, “How about calling Susie and let’s go to McDonald’s!” Tell what the subject of the story means to the writer: I deserve to be in trouble and I’ll take my punishment. I
hope I’m not going to be grounded for life! Tie everything together: I told my mom
how sorry I was to have worried her, that I would
never do that again, and I would prove to her that she could trust me again. Moral of the story: This experience
has taught me that it is always better to let my mom know when I change my
plans, and math tutoring is important, especially if there is a test the next
day. Remind students to use
an effective for the compositions that they are writing about their memories.
At the end of the lesson, students will see if they can recall all five
conclusions. Five-Minute Quick Write: Students will write from the perspective
of Ken, the boy in the story, Baseball Saved Us. The focus will be on what things the boy
might have taken when he had to move with his family to the camp, what things
he had to leave behind, and how he made do in the camp. Students should be reminded of voice and
word choice, although the focus this week is on sentence fluency and
conventions. GRAMMAR: Review
pronouns. Introduce subject
pronouns. Use p. 346-347 in Language
Arts book orally as whole class, or do sentences 1-5 orally on p. 346 and
have students choose 10 sentences among those remaining to write, underlining
the pronouns. Also introduce object
pronouns. Use p. 348-349 in Language
Arts book. Point out the placement of
subject pronouns compared to object pronouns.
Teacher may use these pages as guided practice or make an assignment
according to class needs. Day 8 – McGraw Hill
Teacher Ed. 2; page 218 – 237. READ: Review pg. 228-237 of “How Baseball Saved Us”. Discuss making predictions, TE2 p. 229-230,
233, 235-237 and sequence of events p. 231-232, 234. Students will complete as whole class a
graphic organizer with characters, setting, problem, solution, 3 main events. WRITE: Students will continue writing process. (Journal) You are Ken, the main character. Write a postcard to a pal, describing a
friend you’ve met in camp. Use your
friend’s name when you describe your friend’s face or belongings. An alternate writing assignment can be to
write a diary entry for a day in the life of Ken. It can focus on building the baseball
field, how the games are going, or how Ken went from having no confidence in
his hitting, to finally getting a great hit.
Teacher should direct class through discussion about how even during
hardships, good things can and do happen.
Teacher may also have students refer back to their journal when they
wrote about something difficult that happened in their lives to help students
draw a connection between this child who lived long ago, and their own lives
today. SPELLING: Review easily confused spelling words. Use spelling workbook p. 161. Also review antonyms, finding words in
context, and alpha puzzles. GRAMMAR: Assess: TAKS PRACTICE BOOK p.
95 “Pronouns” Day 9 – McGraw Hill
Teacher Ed. 2; Page 218 – 237. READ: Partner read pg. 218-237 of “How Baseball Saved Us” WRITE: As students
finish, ask a few volunteers to share their effective conclusions. Have the
class decide which type of conclusion was used. Ask the class to explain what
makes these conclusions effective. Teacher will read Salt in His Shoes, a story about
Michael Jordan (see library or personal collection) or use Dancing in the
Wings from the Word Choice Collection about Debbie Allen, or some other
similar true story. Help students make
generalizations about the story and connect these with Baseball Saved Us and
their own lives. Students may also
write a journal entry from the perspective of one of the characters in these
stories, or they may write from their own perspective. For example, ask students to think about a
time when teams were chosen and they got picked or they didn’t. Help students see/feel what it feels like
from the other perspective. GRAMMAR: Introduce
pronoun-verb agreement. Use Language
Arts book p. 354-355. Teacher may use these pages as guided practice or make
an assignment according to class needs. Day 10 – McGraw Hill
Teacher Ed. 2; Page 218 – 237. READ: Assess “How
Baseball Saved Us”. Assess: Problem and Resolution pg. 46
TAKS Practice Book WRITE: Students should be finishing their
compositions. Early finishers may
choose to type their story as their form of publishing or they may turn in a
neat hand written copy. Teacher will guide
students through a compare and contrast of Baseball Saved Us and one of the
other stories read. After the graphic
organizer has been completed, have students write about what they have
learned from the two stories. Students
should include an introduction, things that are the same, things that are
different, and a conclusion. SPELLING: Students will take posttest for spelling lesson 35 (Easily Confused
Words) page 160 in spelling workbook including challenge words from Baseball
Saved Us, found in Reading TE2, p. 241-O (crate, ditches, endless, glinting,
inning). GRAMMAR: Assess pronouns with mixed review in
Language Arts book p. 352 (1-10). Technology
Integration: Use Kidspiration to create graphic organizers for writing. |
|
|
Checking for Understanding |
What check(s) will be used to determine if learners have
understood the material and activities of the lesson? TAKS Practice workbook Step Up to TAKS Teacher observation Compositions Weekly assessments Student/Teacher conferences |
|
|
Opportunities to Relearn |
If necessary, what alternative
teaching methods will be used to teach the same information or skill?
Consider teaching methods that address different learning styles, e.g.,
auditory, visual, tactile, and kinesthetic. After school tutoring Small group tutoring Tutor using Step Up to TAKS Book, TAKS Prep Grade 4 for
reading and writing One on one modeling Peer tutoring Peer quizzing of spelling words Tap reading: a
struggling reader simultaneously reads with a strong reader and struggling
reader taps the strong reader when they are confident to continue
independently. Technology Integration: N/A |
|
|
Accommodations for Special Populations |
What alternative instructional modifications
and adaptations that address all learners' needs are necessary, if any? Accommodations for instruction will be
provided as stated on each student’s (IEP) Individual Education Plan for
special education, 504, at risk, and ESL/Bilingual. |
|
|
Strategies for English Language Learners (ELLs) |
What additional teaching strategies will be
used to accommodate the needs of English Language Learners during this lesson
unit?
|
|
|
Assessment or Evaluation (Formative and Summative to Assess Mastery) |
What formal assessment that provides learning
criteria and indicators through traditional or alternative assessment means
will be used? State what the learner will do to demonstrate understanding and
mastery of objectives (this should be directly tied to the lesson unit objectives). Various questioning and
worksheet documentation, classroom observations, six weeks tests, Six Traits
of Writing rubrics, and weekly assessments. |
|
|
Enrichment / Extension |
What challenging instructional activities can
be provided for students who demonstrate academic proficiency of curriculum
objectives? Focus on Application and Transference to the
"Real World". Make a connection between past and present. Students will make a apply knowledge of
hardships in stories read with hardships faced by people today. (group activity: students reflect on community , school,
etc. fund raisers that have been done in the past to help people in
need) Share with whole group. Technology Integration: N/A |
|
|
Closure or Ending the Lesson Unit |
What very brief activity will take place that has students state
or demonstrate the main objective(s) of the lesson. | |
