theme third person third person objective third person omniscient title title page tone trait viewpoint voice word play world literature Analyze Craft and Structure CCSSR5 (writer’s choices) and CCSSR6 (purpose) Students should be able to interpret the writer’s use of these techniques to communicate the theme of a story or central idea of nonfiction. Story Writers Poets Nonfiction Writers Biographers action colloquialism descriptive details dialogue figurative language flashback foreshadowing hyperbole idiom imagery irony metaphor mood narrator first person second person third person omniscient onomatopoeia plot twist point of view repetition satire sensory detail simile story within a story suspense symbolism narration tone visual detail voice alliteration figurative language hyperbole imagery irony metaphor meter mood narrator onomatopoeia paradox personification point of view repetition rhyme rhythm satire sensory detail simile symbolism tone visual detail voice allusion analogy anecdote argument boldface captions compare contrast data debate description details dialogue examples figurative language graph headings humor illustrations imagery narrative point of view quotations sarcasm satire sequence text structure: cause-effect description problem-solution sequence table timeline titles and subtitles tone A biographer may use many of the nonfiction writer’s techniques as well as techniques of the story writer. Usually, these techniques are part of a biography. challenges commentary conflict conflict resolution context details dialogue mood quotations perspectives tone
What do you like to write? What do you want to learn more about? animals, countries, famous people, music, sports, or another topic? Fourth Grade: First Quarter Learning Priorities Weeks 3-4 Week of September 17 Week of September 24 Literature Genre _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery _realistic fiction __play _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery _realistic fiction __play 4.2—determine theme 4.5-analyze writer’s choices LITERATURE TERMS: PROBLEM; SOLUTION; MESSAGE;CHARACTER DEVELOPMENT; NARRATOR Analyze the plot: What choices do characters make, what problems do they face, how do they resolve them? How does the narrator help explain what happens? Why do you think the writer set up this problem and solution—what message did the author want you to understand? INTEGRATE WRITING: Add dialogue to a story. Analyze the plot and character development: What choices do characters make, what problems do they face, how do they resolve them? How does the narrator help explain what happens? Why do you think the writer set up this problem and solution—what is the writer’s message? How does the writer help you understand the characters and situation? INTEGRATE WRITING: Add dialogue to a story Nonfiction Sources topic book _ biography _ history __magazine __atlas _video __textbook __encyclopedia topic/trade book _ biography _ history __magazine __atlas _video __textbook __encyclopedia or CCSSRI.4.2 Identify and support ideas LITERACY TERMS: TEXT FEATURES; COMPLEXITY OF TEXT; CENTRAL IDEA ; TEXT STRUCTURE Identify important words (often boldfaced) and start glossary. Describe how a text groups information into general categories Adjust rate of reading to complexity of text Use text structure to identify main ideas. Then determine central idea. Identify how the writer uses text features and illustrations to communicate the ideas. Continue glossary (ongoing) Describe how a text groups information into general categories Adjust rate of reading to complexity of text Use text structure to identify main ideas. Then determine central idea. Explain how the writer uses text features and illustrations to communicate the ideas. START LATIN AND GREEK COLLECTION—ONGOING.
W4.5 improve your writing Explain an event (fiction or nonfiction—why it happened, and support it in your paragraph. Then polish your spelling. Narrate a problem and solution---science, social studies, or fiction Then polish your paragraph (grammar, punctuation, subject-verb agreement) Write journal (ongoing) —can apply to any subject—and SEL Analyze and use singular/plural nouns Classify singular and plural nouns and pronouns from a passage singular plural Make a list of rules (with examples) for making when a noun ends in -y you add -ies. Classify singular and plural verbs from a passage singular plural Correct subject-verb agreement errors in an example. Then make your own subject-verb agreement guide with your own examples. Fourth Grade: First Quarter Learning Priorities Weeks 5-6 Week of October 1 Week of October 8 Literature Genre _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery _realistic fiction __play _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery _realistic fiction __play CCSSRL.4.3 Compare characters LITERATURE TERMS: EMOTIONS; RESPONSE; REACT; CHALLENGE; NARRATIVE; SEQUEL; PERSPECTIVE MID-QUARTER ASSESSMENT Compare and contrast two characters within a story. How does the writer help the reader identify the characters’ traits and feelings/emotions? How do the characters react to the same event? How do they feel about the challenge they face? How do they react when the problem is solved? INTEGRATE WRITING: narrative based on a story—outline what could happen in the sequel--the next part. Compare and contrast two characters within a story. Analyze the techniques the writer uses to communicate the characters’ identities. INTEGRATE WRITING: Write about the story from the perspective of one of the characters Nonfiction Sources Topic book _ biography _ history __magazine __atlas _video __textbook __encyclopedia Topic book _ biography _ history __magazine __atlas _video __textbook __encyclopedia or CCSSRI.4.2 Analyze information to identify ideas MID-QUARTER ASSESSMENT: HOW DO YOU USE TEXT FEATURES? Teacher asks FOCUS QUESTION Use text features to Locate relevant information TEACHER ASKS FOCUS QUESTION Use text features to Locate relevant information Classify information Use pictures, illustrations, details in a text to identify
Support an idea with evidence. CCSSRI5.9 Integrate information from different sources LITERACY TERMS: FOCUS QUESTION; RELEVANT INFORMATION; OUTLINE; CITE; SOURCE INTEGRATE WRITING: Outline then write your answer to BIG question with cited information from different sources INTEGRATE WRITING: Outline then write your answer to BIG question with cited information from different sources CCSSW4.5—improve written communication Write the rules for writing to explain an idea. Improve your writing or another student’s writing. Make root word guide—how prefixes and suffixes change the meaning of words. Continue root word guide. Fourth Grade: First Quarter Learning Priorities Week 9 Week of October 29 Comprehensive Assessment CCSSR5.6—mood and tone LITERATURE TERMS: MOOD, TONE; PERSPECTIVE Comprehensive Assessment Make list of ways the of a story develops and uses elements of the story to communicate a theme, lesson or moral. Cite examples from fiction read this quarter Nonfiction Sources topic/trade book _ biography _ history __magazine __atlas _video __textbook __encyclopedia or CCSSRI5.5 LITERACY TERMS: SOURCES; perspective; evaluate; strength and relevance of evidence Comprehensive Assessment Explain the purpose of the different parts of the text: how and why do the illustrations help you understand the topic? Why did the writer organize the sections the way they are? What else helps the writer accomplish the purpose to inform? Use examples from a passage to explain how to read nonfiction. How does the reader figure out what is important to learn from the text? Comprehensive assessment: