Archive+Grade+4+Unit+5


 * Unit 5 Reading:** Fiction Reading

[|DPS Calendar]
 * Timeframe:**


 * Big Ideas:**

Narrative structure and features (character and settings; conflict, problem & solution) Comprehension strategies Drawing conclusions


 * Lesson || Intended Learning ||
 * 1 || Identify features that are unique to fiction by comparing fiction and nonfiction texts. ||
 * 2 || Use Thunder Cake and add character, setting and plot to our list in lesson 1. ||
 * 3 || Reinforce character, setting and plot to make connections. ||
 * 4 || Use attributes of character to learn about the character (protagonist) ||
 * 5 || Find evidence in the text to support what we think about a character (how they change over time) ||
 * 6 || Explore how characters change and that conflict often leads to change. ||
 * 7 || Conflict: person against nature; how characters change ||
 * 8 || Conflict: person against person; how characters change ||
 * 9 || Conflict: person against society; how characters change ||
 * 10 || Conflict: person against self; how characters change ||
 * 11 || Strategy: Stop and Ask Questions ||
 * 12 || Predicting to build meaning and access background information ||
 * 13 || Stop and ask questions to help with inferring. ||
 * 14 || Make inferences to deepen understanding of story details and main idea. ||
 * 15 || Generating inferences to explain character. ||
 * 16 || Uses inferences to explain characters and images related to character, setting, and plot. ||
 * 17 || Using story elements to increase analytical thinking. ||
 * 18 || Compare and contrast fantasy fiction character, setting, and plot. ||
 * 19 || Identify elements of realistic fiction to locate main idea and supporting details. ||
 * 20 || Locate main idea and supporting details in historical fiction. ||
 * 21 || Locate main idea and supporting details in historical fiction. ||
 * 22 || Identify important and supporting details in text to develop summaries. ||
 * 23 || Locate main idea and supporting details in historical fiction, ||
 * 24 || Locate main idea and supporting details in historical fiction. ||
 * 25 || Identify important and supporting details in text to develop summaries. ||

Students will be able to use narrative structure, including character, setting, plot, problem or conflict, and solution, to support comprehension, make predictions, and understand text.
 * Essential Learning:**

Important events, ideas, details. Bringing the information together in concise form. Take information from the text and making it their own. Essential information. Telling a story (recounting as many details as you can). Summarizing involves selecting information and forming a concise statement.

Students will be able to identify narrative story elements and will be able to utilize them to comprehend text.
 * Proficiency:**

**Students will define a summary to include: a topic sentence, essential elements (characters, problem, and solution) in sequence that is concise and in their own words and will able to write summary with these characteristics.**


 * Assessment:**

the Data Team Process** || **Step 1 Collect & Chart Data** || **Step 2 Analyze Strengths & Obstacles** || **Step 3 Establish Goals: Set, Review, Revise** || **Step 4 Select Instructional Strategies** || **Step 5 Determine Results Indicators** || **Next Steps** ||
 * **Date** || **Step A: Preparing for
 * 2/23 ||  ||   || **Obstacles**: Being concise. Does it make sense? Dependent upon story map.
 * 2/23 ||  ||   || **Obstacles**: Being concise. Does it make sense? Dependent upon story map.

"We do..."" over and over again.
 * Strengths:** Can recognize story elements. Able to plan. ||  || Using a story map.

Assessments are valuable. || Barb: 0%-71% ||  ||   ||   ||
 * 1/26 ||  ||   ||   || Kendra: 7%-64%
 * 1/26 ||  ||   ||   || Kendra: 7%-64%
 * 1/26 ||  ||   ||   || Kendra: 7%-64%
 * 1/12 || Refined our definition of proficiency. ||  ||   ||   ||   ||   || Score pre-assessments according to the definition of proficiency in red. ||
 * 12/1 ||  ||   ||   ||   ||   ||   || Finish charting the intended learnings for this unit. ||