4th Grade Unit 3 - Week 6

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Focus. Standards: RL.4.3. W.4.3. L.4.5b. MLAF 2b2. Focus. Standards: W.4.5. L. 4.5c. MLAF 2d2, 2d3. Standards: W.4.6. W.4.9. Core Text: Ralph S. Mouse by B.
Fourth Grade - Unit 3 Animals are Characters, Too Week 6: ___________________ Focus Standards:

RL.4.3

W.4.3

L.4.5b

MLAF 2b2

W.4.5

L.4.5c

MLAF 2d2, 2d3

W.4.6 W.4.9 Core Text:

Ralph S. Mouse by Beverly Cleary and Tracy Dockray *Author Study (2 weeks of Beverly Cleary)

Tier II Words: Guided Reading Texts

Interactive Read-Aloud Text: Materials:

Ralph S. Mouse by Beverly Cleary and Tracy Dockray

Suggested text *Students will need access to the computer lab or classroom computers to publish their work. Various narrative texts (Class blog, wiki, or in a Word document) Chart paper/Anchor Charts Markers Index Cards Ring for Index Cards Sticky notes Reader’s notebook/Writer’s notebook (journals)

Fourth Grade - Unit 3 Animals are Characters, Too Week 6: ___________________ Monday Focus Lesson *Anchor Chart/Matrix – Narrative Elements including title and author, type of narration, animal characteristics, character traits, examples of personification, synonyms and antonyms, summary) Continue adding to anchor chart throughout unit.

Word Study

Tuesday

Wednesday

Thursday

Friday

Read aloud Ralph S. Mouse.

Read aloud Ralph S. Mouse.

Read aloud Ralph S. Mouse.

Read aloud Ralph S. Mouse.

Read aloud Ralph S. Mouse.

Discuss narrative elements, using evidence from the text.

Discuss narrative elements, using evidence from the text.

Discuss narrative elements, using evidence from the text.

Discuss narrative elements, using evidence from the text.

Discuss narrative elements, using evidence from the text.

Model how to cite textbased evidence.

Model how to cite textbased evidence.

Model how to cite textbased evidence.

Model how to cite textbased evidence.

Model how to cite textbased evidence.

Model the reciprocal reading strategies with guided instruction.

Model the reciprocal reading strategies with guided instruction.

Model the reciprocal reading strategies with guided instruction.

Model the reciprocal reading strategies with guided instruction.

Model the reciprocal reading strategies with guided instruction.

Discuss examples of literary and sound devices Cleary uses.

Discuss examples of literary and sound devices Cleary uses.

Discuss examples of literary and sound devices Cleary uses.

Discuss examples of literary and sound devices Cleary uses.

Discuss examples of literary and sound devices Cleary uses.

RL.4.3, MLAF 2d2, 2d3

RL.4.3, MLAF 2d2, 2d3

RL.4.3, MLAF 2d2, 2d3

RL.4.3, MLAF 2d2, 2d3

RL.4.3, MLAF 2d2, 2d3

Discuss Tier II/Tier III vocabulary words read during the focus lesson.

Discuss Tier II/Tier III vocabulary words read during the focus lesson.

Discuss Tier II/Tier III vocabulary words read during the focus lesson.

Discuss Tier II/Tier III vocabulary words read during the focus lesson.

Discuss Tier II/Tier III vocabulary words read during the focus lesson.

Discuss how we can understand words by relating them to their opposites and similar meanings. Use specific words from the focus lesson text.

Discuss how we can understand words by relating them to their opposites and similar meanings. Use specific words from the focus lesson text.

Discuss how we can understand words by relating them to their opposites and similar meanings. Use specific words from the focus lesson text.

Discuss how we can understand words by relating them to their opposites and similar meanings. Use specific words from the focus lesson text.

Discuss how we can understand words by relating them to their opposites and similar meanings. Use specific words from the focus lesson text.

*Figurative Language Card Ring

*Figurative Language Card Ring

*Figurative Language Card Ring

*Figurative Language Card Ring

*Figurative Language Card Ring

L.4.5b, L.4.5c

L.4.5b, L.4.5c

L.4.5b, L.4.5c

L.4.5b, L.4.5c

L.4.5b, L.4.5c

Fourth Grade - Unit 3 Animals are Characters, Too Week 6: ___________________ Monday

Tuesday

Wednesday

Thursday

Friday

Students will self-select a narrative text and apply the questioning strategy.

Students will self-select a narrative text and apply the questioning strategy.

Students will self-select a narrative text and apply the questioning strategy.

Students will self-select a narrative text and apply the questioning strategy.

Students will self-select a narrative text and apply the questioning strategy.

TSW use sticky notes for summarizing and recording examples of figurative language.

TSW use sticky notes for summarizing and recording examples of figurative language.

TSW use sticky notes for summarizing and recording examples of figurative language.

TSW use sticky notes for summarizing and recording examples of figurative language.

TSW use sticky notes for summarizing and recording examples of figurative language.

TSW record selfselected vocabulary in reader’s notebook, including synonyms and antonyms.

TSW record selfselected vocabulary in reader’s notebook, including synonyms and antonyms.

TSW record selfselected vocabulary in reader’s notebook, including synonyms and antonyms.

TSW record selfselected vocabulary in reader’s notebook, including synonyms and antonyms.

TSW record selfselected vocabulary in reader’s notebook, including synonyms and antonyms.

Teacher will conference with students daily.

Teacher will conference with students daily.

Teacher will conference with students daily.

Teacher will conference with students daily.

Teacher will conference with students daily.

Guided Reading

Independent Reading

Fourth Grade - Unit 3 Animals are Characters, Too Week 6: ___________________

Writing & Language

Monday

Tuesday

Teacher will begin to model the revision process by elaborating more on an event or taking out unrelated details. Other revisions may include: using one of the “great beginning” techniques taught previously, or a “great ending”, adding dialogue and voice to the writing, giving more description, and improving the sequence of the overall piece. (Based on the needs of your students.)

Students will revise their narratives with a peer. Teacher will conference with students.

Wednesday Teacher will model the editing process with her narrative piece by checking for correct capitalization, punctuation, and grade appropriate spelling. Students will peer-edit their writing and begin publishing.

Friday

Students will interact and collaborate with one another in order to use technology to publish their narrative writing.

Students will finish publishing their writing.

Teacher will give explicit instructions as to how students will upload their typed work onto a class wikipage, blog, or Word document.

Students will share their writing with peers and provide comments and suggestions for future revisions.

Having access to a Wiki or Blog would support the ability for students to offer feedback to one another based on their work. See attached resources.

Students will complete their drafts and prepare for revision.

Speaking & Listening

Thursday

W.4.3, W.4.5

W.4.3, W.4.5

W.4.3, W. 4.5

W.4.3, W.4.5, W.4.6

W.4.3, W.4.5, W.4.6

Students will apply conversation techniques during book clubs and class discussions.

Students will apply conversation techniques during book clubs and class discussions.

Students will apply conversation techniques during book clubs and class discussions.

Students will apply conversation techniques during book clubs and class discussions.

Students will apply conversation techniques during book clubs and class discussions.

Students will share, analyze, and reflect on the narrative text read in class. (W.4.9)

Students will share, analyze, and reflect on the narrative text read in class. (W.4.9)

Students will share, analyze, and reflect on the narrative text read in class. (W.4.9)

Students will share, analyze, and reflect on the narrative text read in class. (W.4.9)

Students will peerrevise and offer suggestions to their partner.

Students will peer-edit and offer suggestions to their partner.

Students will collaborate with one another using technology to publish their writing.

Students will collaborate with one another using technology to publish their writing.

Students will share, analyze, and reflect on the narrative text read in class. (W.4.9)

Fourth Grade - Unit 3 Animals are Characters, Too Week 6: ___________________

Monday

Tuesday

Wednesday

Thursday

Friday

Introduction: Review parts of a plant with video linked to science resource page. Lesson: How do plants eat? How do they get the energy they need to grow and reproduce? Plants make their own food through a process called photosynthesis. Go through photosynthesis powerpoint on science resource page for students to record the steps in their science journals. You might want to do a flip chart, etc. for this activity in the journal. Limit the process of photosynthesis to about 4 steps. Practice by putting the steps in order and answering reflection questions.

Introduction: Review photosynthesis using flipbooks from yesterday. Read Aloud Respiration and Photosynthesis by Donna Latham. You might also read a book about plants from The Magic Schoolbus. Stop to point out the steps of photosynthesis as you read.

Introduction: Give students a few minutes to practice and rehearse their photosynthesis presentations. Lesson: Play photosynthesis song to get the class started. Groups can now do their photosynthesis presentations! You might think about designing your own rubric for the project and taking a grade on it.

Introduction: Review animal life cycle (look back in notes from students’ science journals). Lesson: Note- full details for this lesson plan can be found on the science resources page, “Plant Life Cycle Lesson Plan.” Have students examine a flowering plant and name its parts. Examine fruits that have seeds inside and notice how the seeds compare between the plants. Have students predict the order of plant development and watch the video included in the lesson plan materials. Have students draw what part of the plant life cycle matches with each stage of human development as suggested in the given lesson plan. Add vocabulary to journals. Vocabulary - embryo - germinate - life cycle (review)

Introduction: Special parts of a plant produce a yellowy powder called pollen. These parts are the pistil and the stamen. Show pictures of these parts in flowers. Lesson: Seeds are made when pollen is moved between flowers. Brainstorm ways you think pollen could travel between plants. Make a class list from student ideas. Set up plant centers as described in the science resource page. Students will complete art, technology, literature, and hands-on activities to further explore the concepts we have talked about in our plant study. There are 5 centers altogether, and each rotation should last around 15-20 minutes. Complete 1 or 2 rotations this first day, in addition to explaining pollination and introduction to the center activities.

Social Studies Connections

Science Connections Mississippi Science Framework Objective: 3c

Lesson: Use a play to act out the steps in photosynthesis. Divide your class into at least two separate groups. You can go smaller depending on the class size. Give your kids a chart detailing the photosynthesis and ask them to write a small play acting out the process. Encourage them to be creative and give them suggestions, such as "a day in the life of a plant" and "plants vs. trees." Groups will have one class period to write their Reflection: What materials play, practice, and design are made during costumes. Students that do not photosynthesis? What want to do the play could materials are taken in during choose a poster or technology photosynthesis? presentation.