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Campus: Elementary |
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Author(s): |
Date Created / Revised: August 5, 2008
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Six Weeks Period: Third
Six Weeks |
Grade Level & Course:
4th Grade Language Arts |
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Timeline: 22 days |
Lesson Unit Title: Just Curious |
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Stated Objectives: TEKS Addressed in the Lesson Unit (Include TEK number and (SE) student expectation description |
a. Which subject-specific TEKS are going to be addressed in the
lesson unit?
a. 4.2C Distinguish between the speaker’s opinion and verifiable
fact (4-8) b. 4.10E Use the text’s structure or progression of ideas such as
cause and effect or chronology to locate and recall information (4-8) c.
4.10H Draw inferences such as
conclusions or generalizations and support them with text evidence and
experience (4-8) d. 4.10I Find similarities and differences across texts such as in
treatment, scope, or organization (4-8) e. 4.10J Distinguish fact and opinion in various texts (4-8) f.
4.12E Compare communication in
different forms such as contrasting a dramatic performance with a print
version of the same story or comparing story variants (2-8) REVIEW (Reading)
WRITING
Review (Writing)
a.
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 (1A) Use technology terminology
appropriate to the task. ·
3-5 (2E) Use language skills including
capitalization, punctuation, spelling, word division, and use of numbers and
symbols as grade-level appropriate. |
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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? ·
Determining a fantastic lead (dialogue,
description, sound effects, and action) ·
Distinguish between fact and
opinion. Facts/can be proven; opinions cannot be proven ·
Recognize similarities and differences
among books that were made into movies
(Cinderella stories, “The Grinch” book and movie ·
Compare, connect, and contrast ideas
within a story ·
Relate cause and effect to everyday
experiences ·
Sequencing (chronological order); use
of transitions for sequencing ex.(First, next, timeline) daily events ·
Distinguish between use of apostrophes
in contractions and possessives |
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Vocabulary Addressed |
What unfamiliar terms will be introduced to
the students that will enhance their understanding of the concept?
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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? Scruffy – Compare and
contrast wolves’ behaviors with pet dogs and humans’ behavior. Students will respond with their own
struggles to “fit in” at times. Sarah, Plain, and Tall – Ask students if they have ever seen a movie made from a book
they have read. Give opportunities for
students to share/reflect. Explain to
students that they will be comparing and contrasting a movie about “Sarah,
Plain, and Tall” with the book. Yeh-Shen – Compare and
contrast settings and characters for the regular “Cinderella” story and “Yeh-Shen”
by looking at pictures. Other choices may include Mufaro’s Daughters
(write traits collections), Rough Face Girl (school library), Rhodopis and Her Golden Sandals pg.
568E (Teacher’s edition). Compare to “Cinderella” story. 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?
Explain difference
between opinion large vs. 100 feet tall (which can you prove?) Also, examples of what’s someone’s favorite
ice cream? Fact or opinion (use of
class graph on favorite ice cream (What does the chart say?) ·
Six Traits of Writing, five senses,
journal writing, model, author’s chair, cooperative learning, student-teacher
conferences, brainstorming ·
Cause and effect – Teacher will
demonstrate several causes and effects (ex. Pop balloon using a pin, drop an
eraser, drink a glass of water) ·
Possessives – visually demonstrate the
difference between possessives and contractions. Write a contraction on the board and the
two words it stands for right under it.
Mark out the letters that have been taken out of the contraction. Then write a word on the board and
underneath it write it as a singular possessive and as a plural
possessive. Compare how they’re
different and alike. Then discuss the
differences between the use of the apostrophe in possessives and
contractions. |
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Modeling |
What modeling will take place to demonstrate
what the students will do?
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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 “Scruffy” (All Write Trait
Lessons can be found in P:/Lacy/4th grade/Writing Lessons from
Region 10) Day 1 – McGraw Hill
Teacher Ed. 4; pg. 376 READ: Introduce
vocabulary pg. 376D (affection, climate, clinging, methods, injury, threat),
having students look up words in glossary and create voc. sentences. 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. Read Aloud and Motivate: Teacher will read
the poem “The Wolf” on page 374E. Use
of poem will motivate students to use the skill of comparing and contrasting
about why wolves howl. Have them
picture the lonely nighttime setting as teacher reads. Ask students “How is a lone wolf like a
lonely person? How is a lone wolf’s view
of himself different from the way the other forest animals see him?” Introduce Fact and Opinion Step Up
To TAKS pgs. 114 –115. WRITE: Use Write
Trait Lesson-T.H.I.S Lesson: Important Details vs. Unimportant Details. MATERIALS: A copy of a selected nursery rhyme (attached) Other examples of nursery rhymes for use in
small groups Individual students’ compositions Elmo FOCUS: ·
Use a simple nursery rhyme such as
Little Miss Muffet, and read it to the class. ·
Pose question: Were there some things in the story that
weren’t real important details to the story?
(DO NOT discuss at this point in the lesson.) GUIDED PRACTICE: ·
Display Little Miss Muffet story on the
Elmo. ·
Explain that the students are going to
use the acronym T.H.I.S. to make the Little Miss Muffet story better by
getting rid of the unimportant details. ·
Write on the board in large letters
T.H.I.S. ·
Explain the meaning of T.H.I.S. (The
Hugely Important Stuff.) ·
Read as a class, Little Miss Muffet
story, and after each sentence ask, “Is this the hugely important stuff” to
the story? Why or why not? (If it is, it stays, if it isn’t, its got
to go!) ·
Cross out the details that are not
important as the story is read. Now have students work in groups using the
other nursery rhymes provided by the teacher.
Have them decide continue the process of this activity and then share
their findings with the whole class.
Discuss whether other groups agree or disagree, and if there may be
other possibilities. INDEPENDENT PRACTICE: Students choose a composition they have
written, and use T.H.I. S. to get rid of unimportant details that are NOT
important to the story. CLOSURE: In learning/writing journal, students explain SPELLING: Introduce Spelling Lesson 34 page 156; (Possessives). Have
students verbally repeat spelling words after the teacher models correct
pronunciation. Take a pretest over the lessons words. GRAMMAR: Introduce Singular and
Possessive Nouns on page 102-103 T.E. Guided Practice worksheets (Overhead)
pgs. 51-52. Day 2 – McGraw Hill
Teacher Ed. 4; pages 376-389 READ: Read and
discuss author pg. 376. Guided reading
of story, “Scruffy” pg. 377-389. Identify similarities and differences
between “teenager” wolves and humans. Identify and discuss the similarities
between various animals demonstrating feelings. Example: Cats squint at
people they like, and dogs lick faces. How does the Author’s Point of View
affect the text? (Cause and Effect) Step Up To TAKS fact and
opinion pgs. 115 –116. WRITE: Continue
T.H.I.S. lesson. Teacher may also
choose a book from the Write Traits collection for Ideas or Organization and
use THIS strategy on selected parts. GRAMMAR: Review possessive nouns. Guided Practice Grammar
worksheet 53. Independent practice
worksheet 54. Day 3 – McGraw Hill
Teacher Ed. 4 READ: Discuss
previous day’s reading. Guided WRITE: Review Main Idea and Supporting Details-Main
Stuff/Fluff from Write Traits..
Students will create a T-chart with the words “main idea” on the left
and “supporting details” on the right.
Students will reread a previous composition and highlight a main idea
sentence within the composition. Students will write the sentence under the
main idea heading on the T-chart. On the right side of the T-chart under the
heading, supporting details, the student will generate details to develop the
main idea sentence. Students may use
compositions previously written, or the teacher may choose a main idea as a
prompt for their writing. Students may
work individually or in small groups. GRAMMAR: Briefly review possessive nouns Guided practice (OVERHEAD)
Grammar worksheet 56. Assess with Grammar worksheet 55. Day 4 – McGraw Hill
Teacher Ed. 4 READ: Pair reading of the Story “Scruffy”
for full comprehension. Assessment of
story vocabulary, worksheet 31–32.
Brief assessment over Fact and Opinion Step Up To TAKS
pgs. 117-118. WRITE: Continue
Main Stuff/Fluff Stuff lesson for main ideas/details. Students will revise the sections of their
composition using their added details. SPELLING: Spelling test over lesson 34
(Possessives). “Sarah, Plain
and Tall” Day 5 - McGraw Hill Teacher Ed. 1 READ: Students
will work in groups of 4 to complete the Triple Crown Connections chart on
setting, characters, problem, and solution. They will cut out a list of words
and categorize them where they think they should go on the chart. Students
will watch one half of the movie “Sarah, Plain and Tall.” Students will identify setting, characters,
and problem in movie. Also, students
will as a group identify 5 facts and 5 opinions in movie. WRITE:
Use the book If you’re not from the
prairie… from the Write Traits collection. Prepare students for this story to focus on
the way the author organizes this story and stays focused on her idea. Also compare to how this might be something
like what Sarah, from the reading story might have experienced when she came
to live with her new family. Guided practice: Discuss the sentence fluency
in the book and how the author used the pattern in the story to develop her
idea, and help the reader anticipate its parts. Use student writing from Write Traits
workshop called If You’re Not from Bosnia, section 4, page 26c, and discuss
what works in this story and how it looks (Presentation) compared to the
original story. Brainstorm with
students other ideas they might use in order to clone the organization of
this story. Examples: If you’re not from SPELLING: Introduce Lesson 17 page 82 (Contractions). GRAMMAR: (Similarities and
Differences) What’s the difference between a contraction and a
possessive? How are they alike?
Students will brainstorm and create a Venn diagram on the board as a whole
class. Guided practice: Reteach
worksheet 46. (Contractions with Not) Independent practice: Practice worksheet
46 (Mechanics and usage). Day 6 – McGraw Hill
Teacher Ed. 1 READ: Students
will watch second half of the movie “Sarah, Plain and Tall.” Students will
read the story after viewing the video and compare and contrast the movie and
book. Students will
identify main problem and solution in story as well as minor problems and
solutions. WRITE: Students will write a summary on the movie Sarah
Plain and Tall by using the tri-fold summary organizer. Once students are finished reading the
story, they will write another brief story summary over the book, and compare
and contrast how the book and movie differed.
Independent Practice: If you’re not from the prairie…
continued. Students will create a
clone version of their choice. It
should contain at least three stanzas to fit the organization. Students may then type their story or write
it out in strips to make a booklet that they can illustrate. GRAMMAR: Brief review on contractions from the previous day. Guided practice worksheet 80. Independent
practice worksheet 85. Day 7 – McGraw Hill
Teacher Ed. 1, pg. 68D-90 READ: Introduce
vocabulary for story, “Sarah, Plain and Tall.” (eerie, huddled, overalls, pesky, reins,
squall). Using glossary, students will
locate vocabulary and write the definitions to each. Also, students will predict how the
vocabulary for the story relates to the movie of “Sarah, Plain and
Tall.” Students will briefly look at
pictures in the story pg. 68-89. Step
Up to TAKS OH(bright orange book) pg. 77 (compare and
contrast) WRITE: Journal
entry on “Why Anna is thinking, “Do not miss the hills. Do not miss the
sea”? ( See Making Inferences TM pg. 71)
Continue clone story. SPELLING: Complete Think and Practice page 83
(1-20). Day 8 – McGraw Hill
Teacher Ed.1, pg. 68-90 READ: Guided
reading of story, “Sarah, Plain and Tall” pg. 68-78. Students will identify various similarities
and differences between the movie and the book. Individually, students will begin to fill
in Venn diagram of similarities and differences after class discussion. Step Up to TAKS OH(bright orange
book) pg. 78 (compare and contrast) GRAMMAR: Brief review on Contractions. Grade, as a class, worksheet 85
from day six. Contraction Assessment: worksheet 88. WRITE: Use the book When Jessie Came Across the
Sea, from the Write Traits collection.
Discuss how like Sarah, Jessie is a character that must move from a
place she knows well to a brand new place.
Read to the page that looks like the cover, where the last sentence
says, “If only you could see what I see now.”
Have students close their eyes to try to visualize what it might be
like. Use their senses. Students will illustrate in their journal
what they imagine Jessie is seeing and/or what they imagine Jessie hopes for
in the new land. Share illustrations
and discuss. Day 9 – McGraw Hill
Teacher Ed. 1, pg. 68-90 READ: Guided reading of story, “Sarah, Plain and
Tall” pg. 79-89. Students will
continue to identify various similarities and differences between the movie
and the book. Complete Venn diagram on
similarities and differences. Step
Up to TAKS OH(bright orange book) pg. 79.
(compare and contrast) WRITE: Continue the
lesson. Students will now write a
journal entry to Jessie’s grandmother telling her all about what she sees in
her new place. Finish reading the
story and discuss. What would have
been different if the author had chosen a different place, a different
character, or a different format.
Teacher may choose to share Sector 7 from Write
Traits collection to show how an author presents the story can really make a
huge difference in a reader’s understanding. SPELLING: Spelling test for lesson 17 (Contractions). GRAMMAR: Introduce prepositions pgs. 434-435. Guided practice: pg.
434-435 (1-10). Independent practice: Extend worksheet 89. Students grade
their work in class. Day 10 – McGraw Hill
Teacher Ed. 1, pg. 68-90 READ: Paired
reading of story, “Sarah, Plain and Tall” pg. 68-89. Review compare and contrast (Step Up
to TAKS OH pg. 80-81) WRITE: Where’s Waldo Lesson. Where’s the Story with Where’s Waldo? Using the Where’s Waldo book students will
locate suggested items. Explain to the
students that like the book, as writers, we must be able to find the story,
the IMPORTANT IMFORMATION that tells the story. GP – Display and read An Exciting Ride to
the class. Discuss that a good story,
the story action includes details that are important to the story
action. Reread An Exciting Ride with
the students and cross out non-relevant information to the story action with
pen. (Students cross out on their desk copy.)
Discuss what is left is the story!
Reread the “real” story. GRAMMAR: Introduce Prepositional Phrases pgs. 436-437 (1-10) as a
class. Independent practice: In groups, have students create a chart divided
into 4 sections. (Possessives, Contractions, Prepositional Phrases, and
Subject/Object Pronouns). Students will search for at least 5 examples of
each from the story and record their findings on their chart (include page
numbers). Share as a whole class when complete. Day 11 – McGraw Hill
Teacher Ed. 1, pg. 68-90 READ: Assessment of story vocabulary, “Sarah,
Plain and Tall” worksheet 5-6.
Assessment of Compare and Contrast TAKS Practice Sheet pg. 157-160
Grade 4 WRITE: Continue
Where’s Waldo lesson. Students read
Shark Attack. Using colored pens,
student “finds” the story. Rewrite the
“real” story. Share. “Yeh-Shen” Day 12– McGraw Hill Teacher Ed. 5, 570D-596 READ: Introduce
vocabulary for story, “Yeh-Shen, A Cinderella Story” pg. 570-595 (beloved, desire, permit, heaved, marveled,
bid) using glossary, students will locate vocabulary words and identify definitions. Students will read pg.595 about the author
and illustrator. Students will look
through pages 570-594 and predict what the story will be about. Teacher will read a “Cinderella”
story. Students will review cause and
effect using Step Up to TAKS OH(bright orange book) pg. 64 guided
practice. Students will identify
clue words for cause and effect (cause: because, if, since, and effect: as a result, so, then, therefore, thus) WRITE: Students then choose a composition of their
own. Students “find” the real story in
their own work by getting rid of details that are not important to the
story. Students share their work with
a partner or small group. SPELLING | |
