Unit Title: Following Characters into Meaning; Boxes and Bullets Course: Grade 4 ELA

Transcription

1 Common Core Standards: LAFS.4.RL.1.1, LAFS.4.RL.1.2, LAFS.4.RL.1.3, LAFS.4.RL4.10, LAFS.4.RF.4.4, LAFS.4.SL.1.1, LAFS.4.SL.1.3, LAFS.4. L.3.3, LAFS.4. L.4.4a, LAFS.4. L.4.4b, LAFS.4.W.3.9a, LAFS.4.W.1.1, LAFS.4.W.1.2a, LAFS.4.1.3, LAFS.4.W.2.4, LAFS.4.W.2.5, LAFS.4.W.2.6, LAFS.4.W.3.7, LAFS.4.W.3.8, LAFS.4.W.410, LAFS.4.RI.2.4, LAFS.4.RI.2.5, LAFS.4.RI.4.10 CCSS Unpacked Know (Level 2) Understand (Level 2 & 3) Be able to do (Level 3 & 4) Vocabulary & Terms: Speaking & Listening: Speaking & Listening: - Summarize Engage effectively in a range of Pose and respond to specific questions to - Coherent discussions having read or studied clarify or follow up on information, and - Organization required material; explicitly draw on that make comments that contribute to the - Development preparation and other information discussion and link to the remarks of - Evidence known about the topic to explore ideas others. - Context under discussion. Review the key ideas expressed and - Restatements Follow agreed-upon rules for discussions explain their own ideas and understanding - Greek and carry out assigned roles. in light of the discussion. - Latin Identify reasons and evidence a speaker Use reasons and evidence to support their - Affixes provides. discussion. - Suffixes Foundational Skills: Foundational Skills: - Prefixes Read grade-level text with purpose and Read with sufficient accuracy and fluency - Root words understanding. to support comprehension with - Theories Use context to confirm or self-correct expression. - Complications word recognition and understanding, Reading Literature: - Synthesizing rereading as necessary. Refer to details and examples in a text - Insight Reading Literature: when explaining what the text says - Interpretations Find details and examples, identify explicitly and when drawing inferences - Predictions important parts of a text, know how to from the text. - Reverberate infer and draw conclusions. Read and comprehend literature, including - Subtle Identify the genre of the literature (story, stories, dramas, and poetry, in the grades - Peripheral Vision poem, or drama) 4 5 text complexity band proficiently. - Possessions Identify characters, setting and events in Determine the theme of the text. - Mentor literature. Summarize text with at least two - Personality Language: supporting details. - Nuance Choose words and phrases to convey Analyze a character, setting or event in a - Scrutinize ideas precisely. story with supporting evidence. - Motif Choose, identify, and explain how Writing - Opinion punctuation is used for effect. Draw evidence from literary text to support - Organizational structure Identify definitions, examples, or analysis, reflection and research - Writer s purpose restatements in text. With guidance and support from peers and - Informative - Narrative In isolation determine meaning using adults, develop and strengthen writing as needed - Descriptive Greek and Latin affixes and roots by planning, revising, editing, and publishing CCSS ELA/Literacy Unit Plan 1

2 - Coherent - Publish Known terms: - Character - Setting -Details -Inference -Poetry -Dialogue -Details -Drama -Complexity -Proficient -Literature -Fluency -Comprehension -Accuracy -Collaborative -Contribute -Effectively -Discussion -Precise -Technology Writing: Understand how to organize, identify the task, purpose and audience. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. using technology. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Draw evidence from literary and informational texts to support analysis, reflection, and research. Write routinely over extended time frames and shorter time frames for a range of disciplinespecific tasks, purposes, and audiences. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Conduct short research projects that build knowledge about a topic. Language: Use knowledge of a language and its conventions when writing, speaking, reading or listening. Use definitions, examples and restatements in context to clarify the meaning of a word. In context, determine meaning of words using Greek and Latin affixes and roots. Reading for Information: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. Assessments Assessments Assessments -Informal Conversations & Observations -Informal Assessments: anecdotal -Informal Assessments: partner reflection, -Vocabulary A-Z Assessment notes/checklists, reading log anecdotal notes/checklists, reading log -F&P Reading Running Records -F&P Reading Running Records -Skill practice activities -End-of-Unit Comprehension Assessment - Latin/Greek affixes and root quizzes - Character Development Project -Latin/Greek affixes and root assessments CCSS ELA/Literacy Unit Plan 2

3 Unit Goal: I can: use evidence and details from the text to support what I read, write and discuss. determine the theme of a text. analyze character, setting and events. summarize with at least two supporting details. use context clues, affixes, and root words to determine or clarify the meaning of a word in a grade level text. 4 In addition to a 3.0, when reading on or above grade level in texts with multiple complex characters I can... infer traits, motivations, and changes Examine how the writer describes character by: what they do, what they say and think, and what other characters say about them. 3 I can use evidence and details from the text to support what I read, write and discuss as well as to support analysis, reflection and research determine the theme of a text. analyze character, setting and events. summarize with at least two supporting details. use context clues, affixes, and root words to determine or clarify the meaning of a word in a grade level text. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, and publishing using technology. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Draw evidence from literary and informational texts to support analysis, reflection, and research. Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Conduct short research projects that build knowledge about a topic. 2 I can... find details and examples in text identify the genre of the literature identify characters, setting and events in literature determine the meaning of affixes and root words in isolation. convey my ideas precisely using correct punctuation identify definitions, examples, or restatements in a text. Understand how to organize, identify the task, purpose and audience. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 1 With help, I can... CCSS ELA/Literacy Unit Plan 3

4 find details and examples in text identify the genre of the literature identify characters, setting and events in literature determine the meaning of affixes and root words in isolation. convey my ideas precisely using correct punctuation identify definitions, examples, or restatements in a text. CCSS ELA/Literacy Unit Plan 4

5 Writing applications 1. Explanatory/informative 2. persuasive/argumentative 3. research 4. functional (letters, directions, 5. Summary: Describe Compare Associate Analyze Apply Argue Relate Sequence Predict Create/invent Define Solve Select literacy skills featured in this unit of study Speaking Lead & participate in discussion Read/interpret text Create/present speeches Debate Interact w/ partners/groups Reciprocal teaching Ask relevant questions Use media and other visual resources Reading for information & literary analysis Main idea Supportive details Sequential order relationships Cause/effect problemsolution/generalizations/conclusions Interpret instructions Understand/use words, phrases, symbols Understand/use maps, charts, and graphs Author s purpose/techniques Literary analysis Listening Summarize/paraphrase what was heard, read, viewed Listen and respond to questions and comments Restate and carry out oral instructions ID and manage barriers to listening Take notes Language (interwoven throughout) Grammar and usage Conventions How language functions in different contexts Meaning of unknown words and phrases Word relationships and nuances in meaning Academic and domain-specific vocabulary Short texts (3-5, Literature & Informational) Close Reads > The Astronaut and the Onion > The Raft > Pecan Pie Baby Extended Text (Literature or Informational) Tiger Rising Instruction Routine Writing (list types) > Summarizing with supporting details and evidence from the text. Strategies Addressing Content (how will you help students): DQ2 Process- Students engage in interactions with other students, students ask and answer questions of other students (turn and talk) Elaborate Students draw conclusions that were not explicitly taught, students ask and answer questions that require inference skills Record- record and represent their understanding of critical content in linguistic and nonlinguistic (pictures) ways Reflect- examine level of understanding and identify areas where they are clear and/or confused Writing analyses (arguments, inform, explain) > Analyzing complex characters by examining how the writer describes character by: what they do, what they say and think, and what other characters say about them. >Writing to persuade essys Narrative Writing (to convey experience) > > Research (integrate knowledge) > Content: How will you vary what students will learn and the materials that represent the content? - Guided Reading - Skill strategy groups - Remediation and enrichment based on individual student needs Process: How will you vary activities through which students make sense of key ideas using essential skills? - Differentiated leveled of text - Differentiated center activities DQ3 ID Similarities and differences- Students describe how elements are similar and different and what new information they have learned as a result of their comparison. Examine Errors students can look at what they have learned and find their errors in their reasoning DQ4 Generate hypotheses problem solving, decision making, investigating, inquiring (make a guess, act, draw conclusions, compare to original thinking/guess) CCSS ELA/Literacy Unit Plan 5

6 - Conferences - Small groups - Strategy Groups - Peer Groups Product: How will you vary the way students demonstrate and extend what they understand and can do as a result of a span of learning? - Informal assessments (RRR, tracking form, skill sheets, conferencing, close reading, etc.) - Formal assessments (quizzes for affixes, root words, cold reads, etc.) - Unit assessments (vocabulary assessments, unit assessment, culminating project) Learning Environment: How will you vary the classroom conditions that set the climate, expectations for learning, and physical conditions? - Layout of our classrooms - Expectations clearly stated using goals and scales - Established partnerships - Conferences, small group instruction - Established routines CCSS ELA/Literacy Unit Plan 6