:		Campus: Godwin/Lacy Elementary
Author(s): Shannon Bell, Marlena Brown, Kasey Carker, Olivia Gowan, Cindy Shoemaker		Date Created / Revised: August 5, 2008
Six Weeks Period: 4th Six Weeks		Grade Level & Course: 4^TH Language Arts
Timeline:  27 days		Lesson Unit Title: The Borrowers
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? READING · 4.10D Describe mental images that text description evoke (4-8). REVIEW (Reading) · 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) · 4.10F Determine a text’s main or (major) ideas and how those ideas are supported with details (4-8) · 4.10H Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8). · 4.10J Distinguish fact and opinion in various texts (4-8). · 4.12B Recognize that authors organize information in specific ways (4-5). · 4.12C Identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8). · 4.12J Describe how the author’s perspective or point of view affects the text (4-8). REVIEW (Writing) · 4.15A Write to express, discover, record, develop, reflect on ideas, and to problem solve. (4-8). · 4.15C Write to inform such as to explain, describe, report, and narrate. · 4.15D Write to entertain such as to compose humorous poems or short stories (4-8). · 4.15E Exhibit an identifiable voice in personal narratives and in stories. (4-5). · 4.16A Write legibly by selecting cursive or manuscript as appropriate (4-8). · 4.16B Capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation (4-5). · 4.17A Write with accurate spelling of syllable constructions, including closed, open, consonant before –le, and syllable boundary patterns (3-6). · 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). · 4.17D Spell accurately in final drafts (4-8). · 4.18A Use regular and irregular plurals correctly (4-6) (M/C) · 4.18B Write in complete sentences, varying the types of such as compound and complex to match meanings and purposes (4-5). · 4.18C Employ standard English usage in Writing for audiences, including subject-verb agreement, pronoun, referents and parts of speech (4-8). · 4.18D Use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (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) · 4.18G Write with an accuracy when using apostrophes in contractions such as it’s and possessives (4-8). · 4.19C Revise selected drafts by adding, elaborating, deleting, combining, and rearranging (4-8). · 4.19 D Revise drafts for coherence, progression, and logical support of ideas (4-8). · 4.19E Edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8). · 4.19H Proofread his/her own writing and that of others (4-8). 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 (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 fact and opinion within text · Draw inferences within a story and support them with evidence and experience. · Read and create graphic organizers such as Venn diagram, outline, timeline, story map, etc. · Identify author’s purpose and point of view within text. · Generate plans and ideas with the writing process; Brainstorm, Pre-write, Rough Draft · Revise and edit personal composition · Write to influence, inform, express and entertain. · Apply correct capitalization and punctuation within narrative · Use adjectives, descriptive language within sentences · Elaborate writing with prepositional phrases and adjectives
Vocabulary Addressed	What unfamiliar terms will be introduced to the students that will enhance their understanding of the concept? · High frequency words, characterization, problem/issue, resolution, setting, plot, drawing inferences, predict, context clue, summarization, root word, author’s organization, author’s purpose, author’s point of view · Write to inform, entertain, and express, pronoun reference, prepositional phrases and conjunctions. · Borrowers chapter 1 (marmalade, crochet, conceited, intervals, wainscot) · Borrowers chapter 2 (lacquer, statuary,) · Borrowers chapter 3 (foraged, bit-bucket, vibration) · Borrowers chapter 4 (mechanically, groping, emigrate, badger, draughts) · Borrowers chapter 5 (crouched, faltered, crumpets, syllabub, parquet) · Borrowers chapter 6 (ventured, cooped up, ecstatic, hankering, conviction) · Borrowers chapter 7 (essentials, singed, inferno, retorted) · Borrowers chapter 8 (embedded, antennae, gnarled) · Borrowers chapter 9 (appease, exaggerated) · Borrowers chapter10 (exploits, decanter) · Borrowers chapter 11 (sarcastic) · Borrowers chapter 12 (pilaster, lissom, trice, javelin, ferret, scullery) · Borrowers chapter 13 (barrier, shrouded, obscured, plateau) · Borrowers chapter 14 (imperative, soberly) · Borrowers chapter 15 (golliwog, turmoil, gingerly, placatingly, presumably, vigorously) · Borrowers chapter 16 (phase, disheveled, endeavor, whorls, eddies, staid, irked, depleted, calculated, cackle) · Borrowers chapter 17 (uneasy, menace, vaguely, delicately, ungreedily, hunched, wardrobe, eiderdown, symmetrically) · Borrowers chapter 18 (assent, tremulous, appeased, malicious, noxious, dribbet, crafty) · Borrowers chapter 19 (rendered, neutral, rapt) · Borrowers chapter 20 (stoats, haws)
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?  Students will work on “Triple Crown Connection” to get the students “thinking” about what is to be read. They may also complete Controversial Statements and a Word Sort as part of Conquering Comprehension. Technology Integration: http://www.readwritethink.org/materials/diamante/ Research author Mary Norton on the internet.
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, guided reading, main idea bubble, story element grid, audio tape, acting out scenes, drawing and illustrating self characterization, project building and constructing of Borrowers home, transportation, clothing, etc. · 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 reading fluency; stopping at periods, pausing at commas · Model questioning and comprehension · 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, story element grid, main idea ladder, and summary illustrations. · 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 “The Borrowers” – Class Novel Day 1-2 READ: Introduce the story by using elements from Conquering Comprehension. (Teacher may refer to any of these elements at any time during this book to aid student comprehension of any chapter.) See also P/:Lacy/4^th grade/Language Arts/Conquering Comprehension. Teacher may try Word Sort, Controversial Statement, or possibly Picture Perfect. Teacher may also choose to use Triple Crown Connection. Teacher may bring actual objects/real pictures to be used as realia to help students understand unfamiliar vocabulary such as marmalade, darn (socks), and wainscoting, as well as grandfather clock, among many others, particularly because the setting of the story is from many years ago. See Word Sort for vocab list. Teacher may also have students brainstorm ways they think items might have been used before real use is shared. Students may share their own knowledge and experiences about losing small items around the house. Use embedded text activity (where post-its are placed by students on stopping points of discussion in chapter one, determined by the teacher). Discuss whose point of view the story is written from. Follow reading with student predictions. Look back at Triple Crown Connection or Word Sort activity. Were they correct or incorrect predictions? Allow students to adjust their activity sheets if they made incorrect predictions. Review main idea of chapter 1. Review summary: Create a Story Map/Flow Chart mapping out the setting, main characters, problem, and resolution/conclusion. WRITING: (From Region 10 & Write Traits) Review FOCUS AND COHERENCE LESSON 1-MATERIALS: Arthur Writes a Story by Marc Brown, Pair of binoculars, Copy of Arthur’s first draft. FOCUS: Explain, that as writers, our stories have to be focused and make sense. Pose question, “What does that mean?” Display binoculars and discuss their relationship to a writer being focused. GUIDED PRACTICE: Today I’m going to share a book about one of our favorite characters in literature-Arthur. Listen carefully, and let’s see what Arthur learns about the importance of being focused when we write a story and making sure that our story makes sense. Read Arthur Writes a Story. After reading, pose questions: What were Arthur’s problems as an author/writer? (too many ideas that don’t make sense) Why was Arthur’s first draft better than his final draft? At the beginning of the story Mr. Ratburn gave some important advice, what was his advice? (Turn to beginning page so students can see picture.) INDEPENDENT PRACTICE: Display Arthur’s first draft. Read together. Pose question, Can we help Arthur make his story into a level 4 story? Discuss paying attention to: Lead, Explode the Moment/idea, Show, don’t just tell, and Conclusion. Ms. Brown’s Optional Extension: Discuss with students the Leaping the River chart. What would Arthur’s story rate so far? Teacher may have students break off into groups with one copy of Arthur’s final draft from the story.  Assign each group to revise and edit a section of the story. Consider groups for work on Leads, using the Explode the Moment learned previously in the year as a strategy, so that they can try different types of Leads. Another group should take the first event and rework that. They should consider word choice and sentence fluency within their event and also how it links to the rest of the story. Never lose sight of the focus and organization of the story. Another group should work on the next event and so on. A group should also work on different options for the conclusion. Students should have their Write Trait rubrics handy to help guide their work. After groups have completed their portion of the assignment, come together once again as a whole class and have the Lead group share their options. Have students decide as a whole which Lead they feel is most effective and why. There needs to be discussion as to why some work or “flow” better than others so that kids can process this aspect of writing and apply it to their own. Continue this activity with the changes to each event. Look at the conclusion that group came up with. See if the story flows and makes sense all the way to the end. Compare it to Arthur’s original version. How does it rate on Leaping the River? Look at the Write Traits Rubric and allow discussion for a score on each trait. What TAKS score might it earn? CLOSURE: In learning/writing journals, students explain the importance of staying focused and making sense. SPELLING: Introduce spelling words lesson 10, p.52 in spelling book, short vowels spelled with one letter or with letter teams. Have students verbally repeat spelling words after the teacher models correct pronunciation. Give pretest. GRAMMAR: Review Conventions and basic editing. Use QUEUE p. 12-13, 28-29, and 60-61. Day 3-4 – Borrowers READ: Review previous days guided reading. Introduce vocabulary (lacquer and statuary) by using realia. Teacher should bring in a real object or picture that shows students what these objects are. Read chapter 2. Again use embedded text activity where students have specific stopping points to discuss text. Review fact and opinion and have the students write one or two facts and one or two opinions from chapter 2 on sticky notes. Then create a fact and opinion t-chart using butcher paper. Have students place their facts on the fact side and opinions on the opinion side and then discuss as a class whether they agree or disagree with the placement of each statement. EXTENSION ACTIVITY: Have students turn fact statements into opinions and/or opinions into facts and then have students focus on the signal words that let them know when they are dealing with opinions. PROJECT INTRODUCTION: After reading and discussion, have students focus on the picture of the Borrower’s house from the book and use The Borrowers Journal 1 Topic to have students begin thinking about applicable concepts related to the Borrowers and their way of living: If there were Borrowers living in the school, where do you think they would live and why do you think they would live there? Be specific and give lots of details. Allow writing time and then have volunteers share their writing and concepts of the Borrowers. Use this discussion to present and explain the project of constructing their own Borrower home, transportation, school, etc. Also explain the composition that will accompany the project. Teacher should also provide a rubric and/or explanation on how the students will be graded. WRITING: Have students look at the Write Traits Rubric for Ideas and note what a 4 says prior to introducing this lesson. Use EXPLODING the MOMENT/IDEA LESSON 3 from Write Traits. MATERIALS: Student composition, “Powder” with starred sentences to “explode” (see P:/fourth grade/writing lessons under Exploding the Moment/Idea Lesson 3 Elmo Exploding Moment/Idea chart Post-It notes GUIDED PRACTICE: · Place student composition, Powder” on Elmo. · Read the composition together. · Pose questions such as what does hate look like in words? What does jealous look like? What do you think the baby looked like with powder all over her? · Direct students to the first starred sentence, “It was the day my sister came home from the hospital.” Using chart, suggest that students use one or more of the “Tools/Secrets” for Exploding a Moment/Idea such as description, feelings, dialogue, and action and explode this idea. EXAMPLE: She was born two days before in the hospital. Everyone in my family was so excited talking about her, saying how cute she was, tickling her under her chin, and saying silly words like “Goo-Goo” trying to make her laugh, EXCEPT ME! · Pair students, and on Post-It notes, have them come up with their own explosion of the first 2 starred sentences. · Share explosions. INDEPENDENT PRACTICE: · Students choose one of the remaining starred sentences to explode on notebook paper. · Share explosions. CLOSURE: In learning/writing journal, students explain how Exploding the Moment helps writing when used as a strategy. Have a few volunteers share their ideas.