Grade+4+Unit+5+Fiction+Reading-Narrative+Writing+11-12


 * Grade 4th_Unit 5 Fiction Reading/Narrative Writing ||  ||   ||
 * Big Ideas |||||||||| Reading: All stores are written with the fictional story elements to create a great story. Writing:All stories have the following elements in a fictional story: Character, Plot, Setting, Problem, Solution, Theme ||  ||   || Read Alouds: Diary of Anne Frank and Touching Spirit Bear, Bitter Bananas by Issac Olaleye or The Crane Wife, by Odds Bodkin, Fox by Margaret Wild and The summer My Father Was Ten by Pat Brisson, The Forest by Claire Nivola, The Honest-to-Goodness Truth,by Patricia McKissack, Flying Solo by Ralph Fletcher or Morning, Noon and Night by Jean Craighead George, Brave Irene by William Steig, My Rotten redheaded Older Brother by Patricia Polacco ||
 * Essential Questions |||||||||| How does an author create a good and memorable story? What makes a great story? Why do we write in fiction stories? ||  || Think about when doing each individual lesson! > || OPENING/HOOK!:How will you communicate what is about to happen? How will you communicate its imporatance? How will you communicate connections to prevous lessons? How will you engage students and capture their interest? ||
 * Focus: || Monday || Tuesday || Wacky Wednesday || Thursday || Friday ||  ||   ||   ||
 * ||  || 3-Jan-12 || 4-Jan || 5-Jan || 6-Jan ||   ||   || TCAP Practice in Rust Ink ||
 * ||  ||   || Math: Unit 5 || Writing: || Writing: ||   ||   ||   ||
 * || Each day begin with a Prompt up and have kids write for 5 minutes. Then Begin Lesson! (Great Transition and gets them dilaed) I-8 Use Plot, place, and character in a story (Need to find this lesson) SWBT identify plot, setting and characters. ||  || Begin Lesson 1 Unit 5 math. Review major concepts in warmup! || WL 1 Create a chart/rubric "What Makes Good Writing" and look at student work (Released items) TCAP || Continue with Rubric 3-4 T chart. Focus on Organization Piece. SWBT distinguish the difference between a 3 and a 4 using two pieces of writing to compare to. ||   || W1 || 1) What are the strengths 2) What could be changed 3) Justify their opinions w/evidence from the rubric (Get rubric that we are using in all grading and poster size it) (Also, use personal with annimation rubric) ||
 * ||  ||   ||   ||   ||   ||   || HOOK: || We often say that fiction is writing what's not true. And while fiction doesn't have to be true, it does have to be believable. Plausible. ||
 * ||  ||   || Reading Pretest || Language: || Language: ||   || 1.6 Prompt || You are a team member on a Little League Baseball Team. You are the visitor and are playing at Cook Park. The home team is leading 7 to 6 with two outs in the last inning. Bases are loaded. You step up to bat. ||
 * ||  || Planning all day!!!!!!!!!!!!!! ;0) || Read and answer questions to a story and write a summary. (Similar to what they would see on TCAP) || Give students 4 exemplars and have them rate them 1-4. Then have them find the differences between them and write their noticings by each exemplar in the Genre Learning section. || Begin to build Graphic Organizer on Fictional stoies using Character, Setting and Plot elements. (Compare 2-3) LO: same as above ||   ||   || ? What is descriptive Language (Noticing) ||
 * ||  ||   ||   || Reading: || Reading: ||   ||   ||   ||
 * ||  ||   || Writing Prompt. (Give students a prompt and ask for elements of a story to be use.) make sure that they do the planning too)) Pick one from Step! || RL1: Understand Fiction Elements SWBT recognize character, setting and plot as fictional text elements; The Summer My Father Was Ten || RL2: Recognize Fiction Literacy Elements 1 SWBT identify fictional text elements to better understand They will pick from picture book bins, identify and document charac., setting and problem. ||   ||   || Make sure each student has an example and a rubric in genre learning section. ||
 * ||  ||   ||   || Review Post Poetry Test: || Review Post Poetry Test: ||   || TCAP: ||   ||
 * ||  ||   ||   ||   ||   ||   || R1 || 1) Reflect about strategies used for reading tests 2) Use strategies STOP and THINK (Be explicit) 3) Recognize/respond to CSAP like format I think….. ||
 * || 9-Jan || 10-Jan || 11-Jan || 12-Jan || 13-Jan ||  ||   ||   ||
 * ||  || Peace Circle: || Math: || Writing || Writing ||   || 1.9 Prompt || Imagine waking up and finding yourself in a place you did not recognize. Where are you? How did you get there? How will you get home? Or do you want to go home? ||
 * || D-2 Include a Beginning, Middle and an End. SWBT use BME as a plan to plan their writing and more importantly ORGANIZE their thinking and ideas. (This will be a shared writing using the prompt0Prompt for 1.9 for 5 minutes. || Working with the "SHIELD:. SWBT identify and practice strategies in dealing with anger. || SOM, TCAP Practice and math games || Today students will see if they can embellish their story from previous lesson I-26 Make Your Story Believable SWBT tell what the word Plausibile means and defend why their story is plausible. || D-19 Lead with the Big Picture SWBT write a lead that presents the main issues and events in their story. ||  ||   ||   ||
 * ||  ||   || Inch and Miles 8/15 ||   ||   ||   || 1.12 Prompt || Continue with prompt from 1.9 and make believable. ||
 * || Language: || Language: ||  || Language || Language ||   ||   ||   ||
 * || Define embellished. Read "Bitter Bananas or The Crane Wife" SWBT notice areas that were possibly embellished. What could have it look like before and now. Students discuss and respond. || Free Write in Peace Jouranl then…… from 11:55-12:15 Read Aloud Touching Spirit Bear or Inch and Miles ||  || Reread Touching Spirit BearStudents discuss and respond. || SWBT recognize leads from stories and decide if the story gives the main issues and events in their story. ||   ||   ||   ||
 * || Reading: || Reading: || Literacy: TCAP Practice || Reading || Reading ||  || R2 || 1) Study practice/determine effective test taking strategies (look closely at TCAP format) Elliminate illogial answers, look back for evidence; make sure it makes sense ||
 * || RL3: Continue with recognizing lit elements 2 SWBT use the elements and theme to identify what the story is mainly about. Bitter Bananas or The Crane Wife || RL 4: Identifying Chracter Attributes and how they change and establish relationships with others. (Talk about Diary of Anne Frank, Touching Spirit Bear, SWBT determine character attributes. || RL 2 Answering Multiple Choice Questions || RL5: Introduce character CHANGE! SWBT find evidence in text in what we think of character and how they change over time. || RL 8: Digging Deeper into Plot conflict (Person against Person) "Fox" and "The Summer My Father Was Ten" * SWBT explain one form of hcarachter change that involves conflict bet. Main chara with another person or antagonist ||  || W2 || What would they consider to improve the wriiting? ||
 * 3:00-3:30 || TCAP Practice: || TCAP Practice ||  || TCAP Practice || Peace: ||   || R3 || 1) Notice key words and underline them 2) Break questions into parts to understand ||
 * ||  || RL 1 Snake in the Night then begin chart for PracticeTest Taking Strategies ||   ||   || RL 3 Understanding Multiple Choice Questions ||   ||   ||   ||
 * || 16-Jan || 17-Jan || 18-Jan || 19-Jan || 20-Jan ||  || HOOK: || Have you ever had to decide between two things, and you just couldn't make up your mind? ||
 * || HOLIDAY!!!!!!!!!!!! ;0) || Peace Circle: || Math: || Writing || Writing ||  || 1.19 Prompt || There is going to be a birthday party for your grandfather. But on that day you get invited to your best friend's house. You really want to got to your friends's house, but at the same time, you don't want to hurt your grandfathers feelings. Write a little story about this and include how you feel and how you decide to resolve the conflict you are having. (Make sure to include story elements) ||
 * ||  || TBA || SOM, TCAP Practice and math games || I-29 Work with an Internal Conflict SWBT determine and then write a description of how they are feeling regarding this conflict and how they decided to resolve it. || I-28 Work with External Conflict (SWBT determine the challenge they are faced with this prompt and how they will find refuge) ||   || 1.20 Prompt || You have found yourself waking up in the middle of the wilderness. Strange noices, cold and little food except the sandwich you had in your pocket. How will you find a way out? Which way should you go. Write a short story in how you find refuge. What do you deal with along the way? ||
 * ||  || Language: ||   || Language || Language ||   ||   ||   ||
 * ||  || Free Write in Peace Jouranl ||   || Continue with Graphic Organizer SWBT identify external conflict from the book My Rotten redheaded Older Brother by Patricia Polacco || SWBT recognize what conflicts the characters deal with regarding society. Reread PP 1.19 ||   ||   ||   ||
 * ||  || Reading: || Literacy: TCAP Practice || Reading || Reading ||   ||   ||   ||
 * ||  || RL 7: Digging Deeper into plot conflict (Person against Nature) (Continue with books esp. with read alouds) "Fox" and "The Summer My Father Was Ten" explain one from of character change that involves conflict bet. Main charater and nature. || WL 3 Read and interpret writing prompt and the requirements of it || RL 9: Digging Deeper into Plot Conflict (Person against society) SWBT explain character vs. society "Fox" and "The Summer My Father Was Ten" || RL10: Digging Deeper into Plot Conflict (Person Against Self) SWBT learn to explain one type of character change that involves conflict between main characters and their inner selves to help them understand text theme. "Mirette on the High Wire" ||   || W3 || 1) MODEL asking questions about prompt (Pick out promts and talk about them and their differences. This is STEP UP Lesson) ||
 * 3:00-3:30 ||  || TCAP Practice ||   || TCAP Practice || Peace: ||   || R4 || 1) Continue to build on Chart of TEST TAKING STRATEGIES 2) Lets Answer the ?, what makes a good CS? ||
 * ||  || WL 2 Anaylyze Writing and more importantly SWBT explain how a rubric will help with their writing. (Make Chart for Syle/Fluency 3-4) Waterfall lead may work here as well. D-22 ||   || RL 4 Answering Constructed Response Questions (Get STEP Rubric for this as well) Use Poetry responses as student work || WL 4 Including Beginning, Middle and End ||   || W4 || 1) Students will recognize organization in writing and practice by looking at student work. ||
 * || 23-Jan || 24-Jan || 25-Jan || 26-Jan || 27-Jan ||  ||   ||   ||
 * || Writing || Peace Circle: || Math: || Writing || Writing ||  || 1.23 Prompt ||   ||
 * Left off here! || D-28 Create Suspense In Fiction SWBT identify suspense created in Bitter Bananas. As a shared writing we will use a past write and create suspense. ||  || SOM, TCAP Practice and math games || I-27 Use Details to Bring the Setting Alive. SWBT recognize, describe and write setting in their story. They will then use details to bring it alive. || D-3 Organize Your Writing. SWBT notice how the story Flying Solo was organized and see if they can apply it to their writing. ||   || 1.26 Prompt ||   ||
 * ||  ||   ||   ||   ||   ||   || 1.27 Prompt ||   ||
 * || Language: || Language: ||  || Language || Language ||   ||   ||   ||
 * ||  || Free Write in Peace Jouranl ||   || SWBT look 1-2 of their short stories and pick out what details help bring the setting alive. || Students will get into groups and organize the short stoires making sure they make sense. ||   ||   || Have 5 short stories cut up and have kids organize them so that they make sense. ||
 * || Reading: || Reading: || Literacy: TCAP Practice || Reading || Reading ||  ||   ||   ||
 * || RL 11: STOP and ASK Questions! SWBT apply this strategy to better understand supporting details and main idea of fiction text. Reread Fox by Margaret Wild || RL 12: Predicting to Build Meaning SWBT predict before and during reading fiction texts to enable them to continuously build meaning and access background information. "Flying Solo" by Ralph Fletcher or Morning, Noon, and Night by Jean Craighead George. REVIEW || WL 5 Elaborating on an Idea || RL 13:Building Awareness of Inferences 1. SWBT " use the STOP and ASK questions strategy to inferring meaning in texts and begin to deepen their understanding. || RL 14: Building Awareness of Inferences 2 SWBT explain what they infered to and give examples or evidence from the text. ||  ||   ||   ||
 * || Peace: || TCAP Practice ||  || TCAP Practice || Peace: ||   ||   ||   ||
 * || Continue to read Inch and Miles and the Pyramid of Success 12/15 || RL 5 Answering Constructed response Questions 2 ||  || RL 6 Shared Reading "All I See" || Continue to read Inch and Miles and the Pyramid of Success 13/15 ||   || R5 || 1)SWBT go back to text to find evidence by using key words in the question to assist. ||
 * || 30-Jan || 31-Jan || 1-Feb || 2-Feb || 3-Feb ||  || W5 || Writing lesson is a Ralph Fletcher Lesson. Students will get more practice with this. Good Review! How to expand???? Prompt given Teaching the Qualities of Writing ||
 * || Writing || Peace Circle: || Math: || Writing || Writing ||  ||   ||   ||
 * || D-21 Write a Lively Lead SWBT describe what a lead is and write 4-5 Leads for their story. We will do this as a model write first then shared. || TBA || SOM, TCAP Practice and math games || D-24End with a Qeustion Is there something you'd like to leave the reader wondering? SWBT recognize great endings they found to 3 stories and model the endings for 1-2 of their stories. || P-19 Choose What Gets Published SWBT look at and decide from their writing what they will publish. ||  || R6 || 1) SWBT Go back and practice TCAP strategies, using chart created as a guide. ||
 * ||  ||   ||   ||   ||   ||   || HOOK: || I've brought a few examples of writing that each started in some sort of draft. If we could see that work, the drafts would look a lot like the pieces you have in your folder. ||
 * || Language: || Language: ||  || Language || Language ||   || 1.30 Prompt ||   ||
 * || Reread short stories. SWBT identify leads from picture books and emulate 1-2 in their own writing. || Free Write in Peace Jouranl ||  || See Writing! (Long Lesson Today) ||   ||   || 2.2 Prompt ||   ||
 * || Reading: || Reading: || Literacy: TCAP Practice || Reading || Reading ||  || 2.3 Prompt ||   ||
 * || RL 15: Inferring to Build Meaning 1 SWBT learn to identify implied meaning from texts to generate inferences explaining how and/or why characters behave ways they do. We will discuss how the author created sensory images related to character, seting, and plot. "Sami and the Time of the Troubles" || RL 16: Inferring to Build Meaning. SWBT understand implied meanings from text to genereate inferences. Why characers behave the way they do, create sensory images related to fiction elements. "Sami and the Time of the Troubles" || RL 7 Revising Written Response Questions || RL 17: Respond to Lit.- Fantasy Fiction 1. SWBT validate their repsonses to fantasy fiction using lit. elemtns of char., setting, and plot. (The goal is to increase analytical thinking.) T"he Dragon Take the Wife" || RL 18: Respond to Lit.- Fantasy Fiction. SWBT compare and contrast fantasy fiction characters, settings, and plot sto enhance their comprehension."Bad Case of the Stripes" (Remind about The Dragon Takes a Wife) ||  || W6 || New Strategy when writing to a prompt. More practice in thinking about and then writing to a prompt in order to meet prompt requirements. Teaching the Qualities of Writing ||
 * || Peace: || TCAP: ||  || TCAP: || Peace: ||   || R7 || Students will continue to practice test taking strategies with CR questions. They will look back at CS rubric and revise answers. ||
 * || Continue to read Inch and Miles and the Pyramid of Success 14/15 || WL 6 RUPR Read, Underline, Plan and Reread; "When Writing to a Prompt" RF continue writing from Thur. ||  || WL 7 Writing a Response to a Prompt || Continue to read Inch and Miles and the Pyramid of Success 15/15 ||   || W7 || Students will take plan and writing and analyze their writing so far using the Analytic Rubric (Kid Friendly) in order to recognize what else they may need. ||
 * || 6-Feb || 7-Feb || 8-Feb || 9-Feb || 10-Feb ||  ||   ||   ||
 * || Writing || Peace Circle: || Math: || Writing || Writing ||  ||   ||   ||
 * || P-12 Personalize the Editing Checklist. We will chart USAGE 1-2 on Rubric. SWBT identify what Usage is on Rubric and evaluate example writing. ||  || SOM, TCAP Practice and math games || P-20 Create Illustrations for Text and Publish || Writing Celebration ||   ||   ||   ||
 * || Language: || Language: ||  || Language || Language ||   ||   ||   ||
 * || SWBT evaluate their own writing using the rubric. || Free Write in Peace Jouranl ||  || Publishing/Editing/Finishing || Writing Celebration Continued ||   ||   ||   ||
 * || Reading: || Reading: || Literacy: TCAP Practice || Reading || Reading ||  ||   ||   ||
 * || RL 19: Respond to Lit. Realistic Fiction. SWBT deepen their understanding of fiction by identifying elements of realistic fiction to locate main idea and supp. Details. "Home At Last" || RL 20: Identify Main Ideas and Supporting Details HF1 "In My Own Backyard" SWBT locate main idea and supporting details in HF to deepen understanding of fiction. || WL 8 Revising using the Analytic Rubric (Kid Friendly) || Reading Post Test || Writing Post Test ||  || R8 || SWBT practice strategies, reread to find evidence, practice and understand wha the questions are asking and reflect on their improvement ||
 * || Peace: || TCAP: ||  || TCAP: || Peace: ||   || W8 || Students will practice using the rubric to analyze their own writing. ||
 * || Build the Rubric of Success and Discuss how 1-2 Students will be recognized weekly. (Attributes need to be a focus weekly) || RL 8 Revising Multiple Choice Questions ||  || RL 9 Revising Written Response Questions 1 "All I See" || Continue Rubric and Finalize! Monday to begin Project Pyramid! ||   || R9 || SWBT practice and discuss effective test taking skills for CR, continue to practice reading and understanding questions, and revise their CR answers to receive all points. ||
 * || 13-Feb || 14-Feb || 15-Feb || 16-Feb || 17-Feb ||  ||   ||   ||
 * || Writing || Peace Circle: || Math: || Writing || Writing ||  ||   ||   ||
 * ||  ||   || SOM, TCAP Practice and math games ||   ||   ||   ||   ||   ||
 * || Language: || Language: ||  || Language || Language ||   ||   ||   ||
 * ||  || Free Write in Peace Jouranl ||   ||   ||   ||   ||   ||   ||
 * || Reading: || Reading: || Literacy: TCAP Practice || Reading || Reading ||  || W 9 || Students reread for meaning and correctness and consider audience. This is a good time to have other students read their writing. ||
 * || Pre Reading U6 ||  || RL 10 Revising Written Response Questions 2 ||   ||   ||   || R 10 || SWBT continue practice of reading and understanding questions, revise their CR asnwers to receive all points possible, find clues from the text to support answers and reflect on their test taking skills. ||
 * || Peace: || TCAP: ||  || TCAP: || Peace: ||   || W 10 || Review format and reading directions for multiple choice questions and editing tasks. ||
 * ||  || WL 9 Rereading for Correctness (P-13 "Reread for Correctness, from Teaching the qualities of Writing) ||   || WL 10 Review the Format of Editing Tasks ||   ||   || TCAP Vocabulary (Put these vocab. Words on pocket chart) || In order, sequence, first to notice, illogical, analyze, fact, opinion, what does _ mean, agree/disagree, important or unimportant, like, dislike, useful, not useful, right, wrong, sentence structure, legibility, elaborated detalils, arrangement of ideas, language use, focus, engaging, elaborate fluent, interpret, relevant ||
 * ||  ||   ||   ||   ||   ||   ||   || SWBT identify Context Clues, inferences (Characters actions and emotions), General summaries (i.e.. Setting, plot, problem, solution, theme), drawing conclusions (inferring) They will recognize descriptive language in their reading. ||
 * ||  ||   ||   ||   ||   ||   ||   || SWBT write a realistic fictional story that introduces and develops character and plot, setting, problem with logical solutions. They will use descriptive language in their writing. DESCRIPTIVE LANGUAGE will be a major focus during language studies! ||
 * ||  || WL 9 Rereading for Correctness (P-13 "Reread for Correctness, from Teaching the qualities of Writing) ||   || WL 10 Review the Format of Editing Tasks ||   ||   || TCAP Vocabulary (Put these vocab. Words on pocket chart) || In order, sequence, first to notice, illogical, analyze, fact, opinion, what does _ mean, agree/disagree, important or unimportant, like, dislike, useful, not useful, right, wrong, sentence structure, legibility, elaborated detalils, arrangement of ideas, language use, focus, engaging, elaborate fluent, interpret, relevant ||
 * ||  ||   ||   ||   ||   ||   ||   || SWBT identify Context Clues, inferences (Characters actions and emotions), General summaries (i.e.. Setting, plot, problem, solution, theme), drawing conclusions (inferring) They will recognize descriptive language in their reading. ||
 * ||  ||   ||   ||   ||   ||   ||   || SWBT write a realistic fictional story that introduces and develops character and plot, setting, problem with logical solutions. They will use descriptive language in their writing. DESCRIPTIVE LANGUAGE will be a major focus during language studies! ||
 * ||  ||   ||   ||   ||   ||   ||   || SWBT identify Context Clues, inferences (Characters actions and emotions), General summaries (i.e.. Setting, plot, problem, solution, theme), drawing conclusions (inferring) They will recognize descriptive language in their reading. ||
 * ||  ||   ||   ||   ||   ||   ||   || SWBT write a realistic fictional story that introduces and develops character and plot, setting, problem with logical solutions. They will use descriptive language in their writing. DESCRIPTIVE LANGUAGE will be a major focus during language studies! ||
 * ||  ||   ||   ||   ||   ||   ||   || SWBT write a realistic fictional story that introduces and develops character and plot, setting, problem with logical solutions. They will use descriptive language in their writing. DESCRIPTIVE LANGUAGE will be a major focus during language studies! ||
 * ||  ||   ||   ||   ||   ||   ||   || SWBT write a realistic fictional story that introduces and develops character and plot, setting, problem with logical solutions. They will use descriptive language in their writing. DESCRIPTIVE LANGUAGE will be a major focus during language studies! ||