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Campus: Elementary |
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Author(s): M. Brown, K. Carker,
O. Gowan, S. Hughes, C. Shoemaker |
Date
Created / Revised: May 14, 2008
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Six Weeks Period: 5th Six Weeks |
Grade Level & Course: 4TH Grade Language Arts |
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Timeline: 26 Days |
Lesson Unit Title:
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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?
4.12D Recognize the
distinguishing features of genres, including biography, historical fiction,
informational texts, and poetry (4-8) 4.12G Understand literacy
forms by recognizing and distinguishing among such types of text as stories,
poems, myths, fables, tall tales, limericks, plays, biographies, and
autobiographies (3-7) Review all tested TEKS 4.9-4.12.
Use teacher discretion for individual class. WRITING (Review) 4.15F Choose the appropriate form for his/her own purpose for writing,
including journals, letters, reviews, poems, narratives, and instructions
(4-5). 4.19A Generate ideas and plans for writing by using such prewriting
strategies as brainstorming, graphic organizers, notes, and logs (4-8) 4.19B Develop drafts by categorizing ideas,
organizing them into paragraphs, and blending paragraphs within larger units
of text (4-8) 4.19C Revise selected drafts by adding,
elaborating, deleting, combining, and rearranging text (4-8) 4.19D 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) 4.19F Use available technology to support aspects
of creating, revising, editing, and publishing texts (4-8) 4.19G Refine selected pieces frequently to
“publish” for general and specific audiences (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 (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? Build vocabulary
through the use of context clues Interpret the
meaning of figurative language and multiple meaning words in a text Recognize the
distinguishing features of genre Distinguish among
such types of texts as stories, poems, myths, fables, tall tales, limericks,
plays, biographies, and autobiographies Understand literacy
forms by recognizing and distinguishing different types of text |
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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? Genre- Ask students to
pretend that they are librarians and they have to set up a new library. Then
provide students with a sheet of manila paper and have them illustrate their
new library, making sure to label each section. Allow students to share their
methods of categorizing books. Define genre for students and explain to them
that all books have a genre and sometimes genres can overlap. Students can
look at their library books to distinguish the genre. Teacher can also take
the class on a “field trip” to the library to investigate all the different
genres of books that are available. Did their maps resemble the layout of the
school library? Shiloh- Develop background knowledge for the class novel Technology Integration: United
Streaming, Computer Applications, Document Camera, Websites |
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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?
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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 “ Day 1- Introduce
Genre/Poetry/Limericks READ: Ask students to investigate the
front covers their library books. What does their book have in common with
their neighbor’s book? What are the
differences? Explain that books are
divided into genres that help
categorize books according to their styles, themes, content, etc. We can
start off by dividing books into fiction and nonfiction. Fiction tells stories about people, things,
and places that are not true.
Nonfiction tells about people, things, and events that are based on
facts. From these two major categories
we can divide genres even further. Ask
students to a list of possible fiction genres (mysteries, folktales, myths, drama,
poetry, historical fiction, science fiction, etc.) Focus on poetry. Read a favorite poem by Shel Silverstein, Jack Prelutsky,
or others and have students brainstorm a list of characteristics that make
this genre unique like: rhythm, rhyme, imagery, figurative language,
etc. [Throughout the week, share more
of your favorite poems pointing out the way that the author tells a story
through rhythm, rhyme, and strong imagery.
Allow students to share their favorite poems as
well.] WRITE: Explain to the class that we will be
spending this unit exploring the story of a boy named Marty and a dog that
follows him home. Using the
information gathered from the discussion on poetry, students will begin to
compose their own poem (limerick) about a dog. Model organization, verse, and rhythm by
creating a limerick together as a class. Explain that a limerick is a specific form of poetry that is five lines long and
contains a couplet (two rhyming lines) and a triplet (three rhyming lines)
with the rhyme pattern A A B B
A. (For background information and
examples you can go to www.dltk-holidays.com/patrick/m-limerick.htm
or www.gigglepoetry.com/poetryclass/limerickcontesthelp.html
) Encourage students to brainstorm and
prewrite to organize their poems just as they would
a narrative composition. Students will
spend the week working on their limericks and designing covers for them. Have a poetry contest at the end of the
week and allow students to vote for their favorite limerick. SPELLING: Introduce spelling unit, lesson 14 p. 70
(consonant sounds /j/, /ks/, /kw/). Students will take a pretest over lesson
14. Day 2 – READ: Develop background
knowledge for the class novel Students will create
a Reading Response Journal to use throughout this unit by stapling 10 sheets
of notebook paper between a folded sheet of large
construction paper. Students can
respond to the question presented by the teacher or they can record their own
personal feelings/reactions to the day’s reading. Review main idea and
supporting details. Have students work with a partner to find the main idea
and three supporting details of the first chapter of [OPTIONAL: Pet Rock- Students can bring in
small, clean rocks and decorate them
to look like dogs using construction paper, paint, markers, fabric, googley eyes, etc. Students
can keep a Responsibility Log to record what they need to do to care for the dog each day.]
WRITE: Students will work on rough drafts of their limericks. GRAMMAR:
Discuss rules for
declarative and interrogative sentences on pg. 4 in McGraw-Hill Language Arts textbook.
Point out the importance of proper punctuation in these sentences. Practice
pg. 4-5 #1-10 orally, then students will complete pg. 5 #11-20 independently. Day 3 – READ: Review previous day’s
guided reading. Go over vocabulary for chapter 2 (slabs, veterinary, abandoned, reporting, mistreated, yelps,
fairgrounds, impatient). Have students
place post it notes throughout Ch. 2 (teachers discretion on placement). Have students read silently to first post
it note. Teacher will monitor to make sure everyone is reading. When students reach post it, lead class
discussion about section. Review vocabulary through discussing context clues. Student will complete TAKS Practice Book pg. 57 (Main Idea and
Supporting Details). WRITE:
Students will continue working on limericks about a dog. Assist students as needed. Struggling students can use this basic
template and fill in details: There once was a ____________, ____________ dog, He was more
_____________ and ____________ than a frog. ____________ loved to
roam, But now he’s found a good home, So he sleeps as
_______________ as a log. GRAMMAR: Discuss rules for
imperative and exclamatory sentences on pg. 6 in language arts textbook.
Point out the importance of proper punctuation in these sentences. Practice McGraw-Hill Language Arts textbook
pgs. 6-7 #1-15 orally, then students will complete Pg. 7 #16-25 independently. Day 4 – READ:
Introduce vocabulary for chapter 3 (cases, froggy, squeals, hound, nudge). Begin guided reading
for chapter 3. Have students place post it notes
throughout Ch. 3 (teachers discretion on placement). Have students read silently to first post
it note. Teacher will monitor to make sure everyone is reading. When students reach post it, lead class
discussion about section. Review vocabulary through context clues. After
reading, students will complete a story map for chapters 1-3. A printable
story map can be found at www.eduplace.com/graphicorganizer/pdf/storymap2_eng.pdf.
WRITE: Drawing from personal experience or
what you know from the book write a response to the following controversial
statement: “It is never fair or appropriate to euthanize (put to sleep) a
pet.” Encourage students to persuade the audience with their response. Allow students to discuss their responses
aloud. Students will publish their limericks (using
Microsoft Word or KidWorks if time permits) and create covers by
folding a sheet of large construction paper in half and stapling. Students will
decorate the covers to represent their poems. Those that finish can work on a
second limerick or they may with a different type of poem (cinquain, haiku, couplet, tonka,
etc.) GRAMMAR: Review
sentence punctuation using McGraw-Hill Language Arts textbook pg. 10
#1-5 together. Students will complete pg. 11 #6-15 independently. Hand each
student an index card and have students write four sentences about their
favorite activity WITHOUT any capitals or punctuation. Students
will exchange cards with their neighbors and rewrite the sentences with
correct capitals and punctuation. [OPTIONAL: Students can review
capitalization and punctuation by playing interactive game at www.eduplace.com/cgi-bin/hme-quiz-directions.cgi?
Grade=4&Unit=5&Topic=Capitalization+and+Punctuation
.] SPELLING: Students will use spelling words in
complete sentences. Check for capitalization and punctuation. Day 5 – READ: Review
chapters 1-3. Students will take quiz over chapters 1-3. Assess main idea and
supporting details using TAKS Practice Book pgs. 58-61. Talk about the way Judd Travers mistreats his pets. Have
students brainstorm a list of ways they can help abused animals. Explain that
the class will be raising money to donate to the Humane Society. Create a jar
to collect donations. Label the jar Pennies
for Puppies and Quarters for Kitties. Collect
donations until the end of novel. Considering everything they have read about
the way Judd Travers treats his animals, students can create slogans/posters
to advertise their cause. Donations can be sent to: Humane Society of North Texas- 1840 East
Lancaster- Fort Worth, TX- 76103- Attn: Donor Services or donations can made
online at
: www.hsnt.org/donations.php.
WRITE: Allow students (who would like to participate) to share their
limericks with the class. Conduct a secret ballot and tally the votes to
determine the class favorite. An award, prize, or special privilege can be
awarded. GRAMMAR: Review capitalization and punctuation. Assess using Language
Arts Practice pg. 5. Assign selected
paragraphs from SPELLING: Students will take a spelling test
over lesson 14. Day 6 – Introduce Fables, Myths and Tall Tales READ: Students will complete Fables, Myths, and Tall Tales graphic
organizer (found in P:share file) as teacher reads
and explains the three different genres.
Encourage students to be thinking about which of the three genres they
might like to write. Introduce fables. Explain that a fable is a fictional
story that is passed down through generations and contains a moral or lesson
to learn. Fables often contain talking animals. Read a fable to the class
(printable fables can be found at www.4to40.com/fables/ ). Introduce myths.
Explain that a myth is a fictional story that explains how natural things
were created. Myths often contain magical giants, gods and goddess from long
ago. Read a myth to the class (printable myths can be found at www.atschool.eduweb.co.uk/carolrb/greek/greek1.html
). Introduce tall tales. Explain that
a tall tale is a fictional story that contains exaggerated stories of
characters that are larger-then-life. These action-packed stories contain
heroes with super-human qualities. Read a tall tale to the class (printable
tall tales can be found at www.americanfolklore.net/tt.html ). WRITE: Hand out an index card to each student and set the timer for 5
minutes. Students will do a 5-minute quick write to explain the differences
between fables, myths, and tall tales on their index cards. Allow 2 minutes
(1 minute for each partner) for students to share what they have written with
their “elbow partner”. Students will choose to write a fable, myth,
or a tall tale. Challenge students to incorporate a dog as a main character
in their story. Begin prewriting/
drafting. SPELLING: Introduce
spelling words for lesson 16 p. 78 (using just enough letters) Students take
a pretest over the lesson 16. Day 7 - READ: Introduce vocabulary for ch. 4 (warden,
ridge, feeble, lard, planks). Use Have students place post it notes throughout Ch. 4 (teachers
discretion on placement). Have
students read silently to first post it note. Teacher will monitor to make
sure everyone is reading. When
students reach post it, lead class discussion about section. Review
vocabulary through context clues. Use a
flow chart to map out the story development through chapter 4. The
chart can include setting/characters/time and place/problem, main events, and
resolution. Review drawing inferences
using TAKS Practice Book pg. 68 on the document camera. As a class,
brainstorm some inferences that can be made about Marty, Ray Preston, Judd
Travers, and WRITE: Review figurative language, and point
out that it may be a useful tool when describing characters in their stories.
Give some examples of similes and metaphors. Students will continue working
on fables, myths, or tall tales. GRAMMAR: Students will use conjunctions to form
compound sentences in McGraw-Hill Language Arts textbook pg. 8-9 #
1-20 (evens only). [OPTIONAL: Follow the link to
www.studyzone.org/testprep/ela4/o/compoundp.cfm
and click on the flower to
practice combining sentences using conjunctions.] Day 8 – | |