Grade+4+Unit+2++NF+11-12

[|Unit 4 Poetry.docx] [|Calender Unit 4 Poetry.xlsx] Unit 2: Reading/Writing NF 11-12
 * Grade 4**


 * **Archives** ||

__Essential Questions__ Reading: What helps a reader comprehend non fiction text? Objective: SWBT read and understand non fiction text. Pre/Post-Test: Questions will be asked of students out of their Social Studies Curriculum book. Formative Assessments: Throughout the unit teacher will keep anecdotal notes, running records, exit slops, and look at student work. || What are some tools that an effective writer uses when writing an informational piece? Objective: SWBT write and communicate ideas with an informational feature article using 3 features article attributes with facts, details, diagrams and charts. Pre/Post-Test: Write a 3 paragraph essay about something you are an expert on (For Example: a sport or animal). Please include three text features. Remember to include some drawing to support your information. Formative Assessments: Thoruhgout the unit the teacher will monitor the students' writing using the science Tracks curriculum and writing prompts. || then write a feature article comparing an ecosystem to thier personal community or ecosystem. || Reading: Read books around ecosystems Writing: Write observations and explain them during science Content: Reading and Writing about ecosystems || information and understand text. ||  || • Students write notebook entries in response to a shared reading of a feature article and include these elements in their own feature articles. What did we react to? What were we thinking, feeling and learning? Do we have any personal connections.? || Students learn to notice the following elements of feature articles so they can incorporate them into their own feature articles: authors stance, points the author makes, and kinds of info to include Begin to work on Graphic Organizer || Students change their original stance and take a different one. ||  || them understand their world. ||  || Reading: Students will use"I Wonder Statements" to help them comprehend text L5 || Reading: Students begin to ask questions about text to make sense of it, using “Who?” “What?” “Where?” “When?” “Why?” and “How?” L6 ||   || school newspapers, video game instructions, game cards, and other similar texts to help students identify types of nonfiction texts. ||  ||   ||   ||   ||
 * **Archives** ||
 * Unit 2 Reading Nonfiction ||
 * Unit 5 Fiction Reading ||
 * Unit 6: Research/Report Writing ||
 * Unit 2 Reading/Writing NF 11-12
 * Writing:
 * Performance Assessment: Students will apply what they have learned about ecosystems to predict what would happen when one part of an ecosystem fails. They will
 * Interdisciplinary Connections:
 * |||||||||||||| Grade 4th_Unit Non-Fiction Literacy ||
 * Big Ideas |||||||||| Understanding NF text and writing an article ||  ||
 * Essential Questions |||||||||| Reading: What helps a reader comprehend a non-fiction text? Writing: What are some tools that an effective writer uses? ||  ||
 * Focus: || Monday || Tuesday || Wednesday ||  || Friday ||   ||
 * || 9/19/2011 || Date 9/20/11 || Date 9/21/11 || Date 9/22/11 L1 || Date 9/23/11 L2 ||  ||
 * What are some experiences I have had living in my community? How would I define my family? What are the similarities and differences between my family and families that live in my community? How does my family interact with each other? How do we interact with other families? ||  || Writing: || Writing: || WRITING: Students create lists of topics they are authorities on, so they can begin considering writing their own feature articles. Consider your community and what you know best about it. || Writing: Self- Interview questions: (ONLY one or two to begin with) Will need to define interact. ||   ||
 * ||  || Peace Keeper Circle || Finish any publishing/ind conf for math Unit 1 || What are noticings in Articles. Why would an author write these articles ||   ||   ||
 * || Use Big Book on Ecosystems || Reading: ||  || Reading: || Reading: ||   ||
 * ||  || Pretest for Reading Non-fiction Text (Social Studies) ||   || SWBT recognize and name print features often included in nonfiction texts. List NF Text Features seen in Text || SWBT Use text features to locate
 * ||  || Pretest for Reading Non-fiction Text (Social Studies) ||   || SWBT recognize and name print features often included in nonfiction texts. List NF Text Features seen in Text || SWBT Use text features to locate
 * ||  || Language: || Language: || Language: || Language: ||   ||
 * ||  || Pretest for Writing || Anger Management L1 Teach what PEACE stands for w/regards to anger || SWBT find print features in Scholastic Magazine Articles. Once students locate, ask them to write in Genre Learning in new notebook. || Students will find a photograph with caption, bold print and a map that they like in their scholastic magazine and glue it into they genre learning portion of their notebooks. They will then write a quick response to what they learned about that caption. ||   ||
 * || Date 9/26/11 || Date 9/27/11 || Date 9/28/11 || Date 9/29/11 || Date 9/30/11 ||  ||
 * || Writing: L3 || Writing: L4 || Writing: L5 || Writing: L6 || Writing: L7 ||  ||
 * || Writing: Talk about authors stance/perspective Look at Graphic Organizer and begin to fill in parts. || Feature article attributes and chart of the attributes || Students identify writer’s stance as a feature article element.
 * ||  ||   ||   ||   || facts, details, diagrams, charts ||   ||
 * || Reading:Students use nonfiction text features (heading, subheading, )to support their understanding of nf text. || Reading:Students identify different types of nonfiction text they read daily to help
 * ||  || Examples are: magazines, advertising flyers,
 * || Language: || Language: || Language: || Language: || Language: ||  ||
 * || Genre studies with headings and subheadings (same as Friday) || Put Grapic Organizer in Genre Study Notebook and help students fill out chart. || Anger Management L2 || New Graphic organizer with focus of subheadings and headings || Continue and now locate subheads/headings for genre study with examples from scholastic ||  ||
 * || Date 10/3/11 L8 || Date 10/4/11 || Date 10/5/11 L || Date 10/6/11 L9 || Date 10/7/11 L10 ||  ||
 * || Writing: || Writing: || Writing: || Writing: || Writing: ||  ||
 * || Students identify how authors use research to support stances so they can determine what reasearch they need to write their articles. ||  || Conferences || Students determine their topics and stances for their feature articles. || Students compose interview questions to help them organize their writing and support their stances or perspectives ||   ||
 * ||  || PeaceKeeper Circle ||   ||   ||   ||   ||
 * || Reading: || Reading: || Reading: || Reading: || Reading: ||  ||
 * || Reading: Students generate questions before, during, and after reading to help them understand text. L7 || Students will use the "Stop and Ask Questions" Strategy L8 || NO Reading 1/2 day || Students practice skim and scan to get a general idea of what text is about || Students will skim and scan using inquiry questions (before, during, after reading) generated by teacher ||  ||
 * || Language: || Language: || Language: || Language: || Language: ||  ||
 * || Students will use the "Stop and Ask Questions" Strategy and write examples in Genre Studies || Students will use the "Stop and Ask Questions" Strategy and write examples in Genre Studies || Anger Management L3 || Students will find the signal words and write them in genre study notebooks || Students will write a timeline of events ||  ||
 * || Date 10/10/11 L11 || Date 10/11/11 L12 || Date 10/12/11 || Date 10/13/11 L13 || Date 10/14/11 L14 ||  ||
 * || Writing: || Writing: || Writing: ||  || Writing: ||   ||
 * || Students learn to use gathered information about their stances or perspectives to compose their drafts feature articles. || Students practice how to plan with STEP UP TO WRITING (Do 3 prompts and ask for 3 quick plans. 4 minutes each (focus is stance) || Conferences || Recognize great leads and practice leads with STEP 1) Ask a ? 2) share an anecdote and 3) give information || Students begin to incorporate voice into their writing (Voice STEP) ||  ||
 * || Reading: || Reading: || Reading: || Reading: || Reading: ||  ||
 * || Students will recognize time and order or sequence; look for steps or events in text. Students will recognize signal words. || Students will use timelines, recognize sequencing dates and compare and contrast factual information. || NO Reading 1/2 day || Students look for cause and effect in text with cause and effect text structure. (This can be a focus of Science and ecosystems) || Cause and Effect "Rosa Parks" What was her environment like. What did she do to cause something to happen. ||  ||
 * || Language: || Language: || Language: || Language: || Language: ||  ||
 * || Give examples of cause and effect in genre learning || Give examples of cause and effect in genre learning || Anger Management L4 || Students show an example of cause and effect in notebook from reading and sentence || Students draw a solution and write a sentence. ||  ||
 * || Date 10/17/11 L15 || Date 10/18/11 L16 || Date 10/19/11 || Date 10/20/11 L17 || Date 10/21/11 L18 ||  ||
 * || Writing: || Writing: || Writing: || Writing: || Writing: ||  ||
 * || Students explore their social and eithical issues in a book or article. What feelings do they encounter? || Students practice sentence variety in their writing (STEP) || Conferences || Students create rubric so that they can revise their own writing (examples are given) || Students practice editing techniques and make all necessary changes. ||  ||
 * || Reading: || Reading: || Reading: || Reading: || Reading: ||  ||
 * || Students will explore social and ethical issue in the book of Rosa Parks || Students compare and contrast two non-fiction texts to enhance comprehension || No Reading 1/2 day || Students learn to think about what is important so they can understand and retain what they read || Students distinguish between important ideas and details. ||  ||
 * || Language: || Language: || Language: || Language: || Language: ||  ||
 * || Students summarize important ideas in nf text. (List Like) || students will summarize ideas regarding nonfiction texts. (list like) || Anger Management L5 || Identify important ideas. Create a list. || Summarize important ideas (list like) ||  ||
 * || Date 10/24/11 L 19 || Date 10/25/11 L20 || Date 10/26/11 || Date 10/27/11 L21 || Date 10/28/11 ||  ||
 * || Writing: || Writing: || Writing: || Writing: || No School ||  ||
 * || Students begin to publish || Publish/add pictures || Conferences || Publish/add NF features ||  ||   ||
 * || Reading: || Reading: || Reading: || Reading: ||  ||   ||
 * || Students identify important ideas and supporting details in text and use them to develop summaries || Continue with Summaries || No Reading 1/2 day || Students demonstrate deeper understanding of new vocabulary using context clues when reading unfamiliar words ||  ||   ||
 * || Language: || Language: || Language: || Language: ||  ||   ||
 * || Use Step Up Model for summaries. || Use Step Up Model for summaries. || Anger Management L6 || Write in context clues that pop out ||  ||   ||
 * || Date 10/31/11 || Date 11/1/11 L22 || Date 11/2/11 || Date 11/3/11 L23 || Date 11/4/11 L24 ||  ||
 * || Writing: || Writing: || Writing: || Writing: || Writing: ||  ||
 * || No School || Publish/ add features || Conferences || Publish/add features. ||  ||   ||
 * ||  ||   ||   ||   || Celebrations!!!!!!!!!!!!!!! ||   ||
 * ||  || Reading: || Reading: || Reading: || Reading: ||   ||
 * ||  || INFERING: Students understand unfamiliar voca. y rereading, contin. to read and reading surrounding sentences. || No Reading 1/2 day || Students use print features to figure out meaning of unfamiliar vocabulary || Students apply their learned knowledge and take post test. ||   ||
 * Unit 2 Conclusion ||  || Language: || Language: || Language: || Language: ||   ||
 * ||  || Find and copy typograhpic features in notebook. || Anger Management L6 || Copy an example of a typographic feature ||   ||   ||   ||
 * ||  || INFERING: Students understand unfamiliar voca. y rereading, contin. to read and reading surrounding sentences. || No Reading 1/2 day || Students use print features to figure out meaning of unfamiliar vocabulary || Students apply their learned knowledge and take post test. ||   ||
 * Unit 2 Conclusion ||  || Language: || Language: || Language: || Language: ||   ||
 * ||  || Find and copy typograhpic features in notebook. || Anger Management L6 || Copy an example of a typographic feature ||   ||   ||   ||