simile suspense symbolism narration tone visual detail voice sensory detail simile symbolism tone visual detail voice illustrations narrative point of view quotations sequence text structure: cause-effect compare/contrast description problem-solution sequence table timeline titles and subtitles tone transition voice challenges conflict conflict resolution context details dialogue mood quotations tone 4th Grade: Second Quarter, Weeks 10-12 Learning Priorities Weeks 11-12 are combined—each week includes few instructional days. LITERATURE Week of November 5 Weeks of November 12-22 Literature Genre _story _ folk tale __tall tale _fable _ fantasy _poem _myth __legend __mystery _realistic fiction __historical fiction _story _ folk tale __tall tale _fable _ fantasy _poem _myth __legend __mystery _realistic fiction __historical fiction CCSSRL4.2 infer theme CCSSRL4.3 analyze character, plot How did the writer help you understand that CCSSRL4.5 Analyze plot to infer theme. What choices do characters make, what problems do they face, how do they resolve them? How does the narrator help explain what happens? Analyze: How did the writer “build” the story with parts of the plot? How does the writer use plot to communicate the theme? Explain how you draw those conclusions. Analyze literature relating to values—can relate to Thanksgiving. —Simple Gifts
Literature Terms (CCSCSR4) author, plot, character, evidence, motive, feelings values, feelings, emotions Integrate Narrative (CCSSW3) Write the journal of a character explaining feelings about an event in a story. Write poem, song, or story that communicates a value--or add a stanza to a poem or song. This week’s focus: adjectives Identify adjectives in this week’s reading. Identify adjectives in the story or poem. Writing conventions Improve the journal entry by adding adjectives. Improve the poem/song/story you write by adding adjectives. Skills Development Guides for Small Group and Independent Work story reading guides Infer the meaning of a word from context 4th Grade: Second Quarter, Weeks 10-12 Learning Priorities Weeks 11-12 are combined—each week includes few instructional days. NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE Read/Write to Learn, Learn to Read BETTER! Week of November 5 Weeks of November 12-22 Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook __museum exhibit _ topic/trade book _ biography _ history __article _video __textbook __museum exhibit and Social Science READ TO LEARN/ LEARN TO READ CCSSRI4.2 summarize/analyze ideas CCSSRI4.3—use structure of the text to identify ideas and Teacher sets FOCUS question. Focus could relate to values—students then can analyze values of their own and other cultures. Here is one source. Students Read a text/texts Use text features to identify important ideas. For each idea cite one supporting detail/example from the text. Figure out the central idea of the text—the idea that the main ideas support. Teacher continues FOCUS question. Students Read a different source—can be a video or another source. Identify important ideas. Figure out the central idea. If you are able to incorporate a video, here are points to develop—
Integrate Analytic —CCSSW2 Organize ideas and information to compare and contrast the two stories. Write constructed response: analyze the two stories. Then improve it. focus: possessives Identify possessives in reading. Write sentences with possessives Identify possessives in reading. Write sentences with possessives Writing conventions Identify use of pronouns in text, list pronoun and antecedent. Then write examples of pronoun and antecedent. Identify use of pronouns in text, list pronoun and antecedent. Then write examples of pronoun and antecedent. Skills Development Guides for Small Group and Independent Work story reading guides 4th Grade: Second Quarter, Weeks 17-18 Learning Priorities NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE Read/Write to Learn, Learn to Read BETTER! Integrate writing in response to texts to strengthen reading. Week of January 7 Week of January 14 Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook __museum exhibit __primary source __Internet source _ topic/trade book _ biography _ history __article _video __textbook __museum exhibit __primary source __Internet source and READ to LEARN/ LEARN to READ CCSSRI4.2 summarize/analyze ideas CCSSRI4.3—use structure of the text to identify ideas and their relationship to the central idea Teacher sets FOCUS question. Students analyze a text to locate relevant ideas and information to include in a response. Central Idea: __________________________ Supporting Ideas Explain how the writer develops the idea with the Focus question continues as students analyze another source, A second text or a VIDEO Central Idea: _______________________________ Supporting Ideas Compare and contrast the two sources. How is the information they include different or alike?
identifying which reasons and evidence support which point(s). Write a summary of the video Claim Support for the claim How is the information they include different or alike? Which ideas are in both sources? Which ideas are only in one source? Academic Vocabulary (CCSSR4) Students make glossary of important content words about the topic. Students use these terms to discuss the text. Opinion, claim, perspective, point of view, visual Students make glossary of terms that describe features and techniques of nonfiction. Respond in CCSSW2 and 4 Analytic/explanatory Constructed Response Evaluate the evidence the writer used to support the claim. Write a constructed response—next week evaluate and improve it. Improve the response—can be pair/compare/repair! Skills Development Resources for Evaluating Evidence for a Claim --decide which evidence is stronger