Hazleton Area School District

HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN Teacher Name : Rosalie Kesselring Subject : Reading Start Date(s): November 15, 2014 Grade Level (s): 4th

Building : HEMS Unit Plan

Unit Title: Amazing Animals

Essential Questions: What are some messages in animal stories?

Standards: RL.4.7, RL.4.5, RL.4.2, RL.4.6, RL.4.1, RL.4.9, RL.4.10, RL.4.1 SL4.2, SL4.1, SL.4.1.b, SL.4.4, SL.4.6, SL.4.3 L.4.4.b, L.4.4.c RF.4.3.a, RF.4.4.b W.4.9.a Summative Assessment Objective Assessment Method (check one) Students will- Ask and answer questions, know the theme of a story, ____ Rubric ___ Checklist ____ Unit Test ____ Group summarize, Find main idea and key details, find author’s point of view, ____ Student Self-Assessment prefixes, inflectional endings, ____ Other (explain) Summative Unit Assessment :

DAILY PLAN

Day Objective (s) DOK LEVEL Activities / Teaching Strategies

1 Students will paraphrase portions of a text read aloud 1 or information presented in diverse media and formats, 2 Have students read the Essential including visually, quantitatively, and orally. SL.4.2 Question on page 90 of the Reading/ Interpret information presented visually, orally, or Writing Workshop. Explain that stories quantitatively (e.g., in charts, graphs, diagrams, time can be used to teach a lesson. lines, animations, or interactive elements on Web pages) and explain how the information contributes to Invite students to share their ideas about the Essential Question with the class. an understanding of the text in which it appears. RI.4.7 Build Background play the video about Follow agreed-upon rules for discussions and carry out the story the dog tells the fawn. Discuss assigned roles. SL.4.1b the video with students. Have pairs discuss the story. Ask partners to share with the class what they discussed. Point out that readers can ask questions before, during, and after reading to help them understand the content and remember important details. Tell them that when reading a story, it is helpful to ask: problem does the main character have? Introduce each vocabulary word using the Vocabulary Routine found on the Visual Vocabulary Cards. Close reading. Make connections

Students will refer to details and examples in a text 1 when explaining what the text says explicitly and 2 Explain that when they read fiction, when drawing inferences from the text. RL.4.1 students may not understand all of the Ask and answer questions about sections of text to events and themes right away. Remind increase understanding. Determine a theme of a story, students that they can ask and answer drama, or poem from details in the text; summarize the questions about the text to help them text. RL.4.2 Model how asking and answering Compare and contrast the treatment of similar themes questions can help you understand why and topics (e.g., opposition of good and evil) and the fisherman is poor in the beginning of patterns of events (e.g., the quest) in stories, myths, “The Fisherman and the Kaha Bird.” Reread the first paragraph on page 95 of and traditional literature from different cultures. “The Fisherman and the Kaha Bird.” L.4.4.b, L.4.4.cstories, dramas, and poetry, in the understand. Explain to students that the grades 4–5 text complexity band proficiently, with theme is the central message or lesson scaffolding as needed at the high end of the range. that an author wants readers to 2 RL.4.10 understand. Have students reread “The Fisherman Recognize the characteristics of folktales. and the Kaha Bird” and use the graphic organizer to list additional clues about the theme. Have groups of students use their completed graphic organizers to discuss what the theme is. Then have them compare the theme to the lesson in “The Coyote and the Hen.” Remind students to use clues from the text to support their conclusions. Share with students the following key characteristics of folktales.

3 Students will use combined knowledge of all letter- 1 Explain that a prefix is a group of letters sound correspondences, syllabication patterns, and 2 added to the beginning of a word that morphology (e.g., roots and affixes) to read accurately changes the word’s meaning. Write the unfamiliar multisyllabic words in context and out of following prefixes on the board: context. RF.4.3a dis-, in-, im-, ir-. Pronounce each prefix Refer to details and examples in a text when and give its meaning. Explain that a explaining what the text says explicitly and when prefix can have more than one meaning, drawing inferences from the text. RL.4.1 such as the prefix un- (“not” and “the opposite of”).

Adding -ed or -ing to verbs creates new verb forms and tenses. There are some spelling rules to follow when adding an inflectional ending.  For most words ending in a vowel and a consonant, double the final consonant before adding -ed or -ing: stop, stopped, stopping; pet, petted, petting.Model, Guided practice

As students read the selection, ask them to take notes by filling in the graphic organizer on Your Turn Practice Book page 52 to determine the theme of the selection.

Students will refer to details and examples in a text 1 Explain to students that they will conduct when explaining what the text says explicitly and 2 a short research project about the moral, when drawing inferences from the text. RL.4.1 or message, in two or three versions of a Report on a topic or text, tell a story, or recount an fable or folktale. Students will look for experience in an organized manner, using appropriate versions of a fable or folktale and create facts and relevant, descriptive details to support main an outline detailing the characters, ideas or themes; speak clearly at an understandable setting, and plot. pace. SL.4.4 Have students present their outlines, 4 including the moral of the story, to the class. Make sure students explain how details in the story support the moral, or message. Ask them to consider whether formal or informal language is best for the presentations. Have students use online Presentation Checklist 2 to evaluate their presentations.

5 Students will compare and contrast the treatment of 1 Cite Evidence Explain to students that similar themes and topics (e.g., opposition of good and 2 they will work in groups to compare evil) and patterns of events (e.g., the quest) in stories, information about messages, or themes, myths, and traditional literature from different in animal stories. Model how to compare cultures. RL.4.9 this information by using examples from Review the key ideas expressed and explain their own the week’s Leveled Readers and ideas and understanding in light of the discussion. Fisherman and the Kaha Bird, Apply grade 4 Reading standards to literature (e.g., Reading/Writing Workshop pages 94–97. “Describe in depth a character, setting, or event in a Review class notes and completed story or drama, drawing on specific details in the text graphic organizers. You may also wish to [e.g., a character’s thoughts, words, or actions].”). model going back into the text for more W.4.9a information. You can use an Accordion Identify the reasons and evidence a speaker provides Foldable® to record comparisons. to support particular points. SL.4.3 Students should cite at least three examples from each text. SL.4.1d Present Information Ask groups of students to present their findings to the class. Encourage discussion, asking students to comment on information on the charts that is similar and ideas that are different.

Using text evidence, students will analyze how well the author used characters and events to communicate the theme or message of the story.

Students will complete the selection test to the best of 2 Give assessment their knowledge Writing: Writing Vocabulary: Comprehension: About 6 Root Words Theme RL.4.2 Text L.3.4c RL.4.2, W.4.9a