Unit Plan

Unit Title: Animals in Fiction

Essential Question: How do animal characters change familiar stories?

Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)

 L.4.2.d Spell grade-appropriate words correctly, consulting references as needed.

 L.4.3.a Choose words and phrases to convey ideas precisely.

L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
 RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of context.
 RF.4.4.a Read on-level text with purpose and understanding.
 RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
 RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
 RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.


  RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high end of the range. ]

 W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
 W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
 W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because

Summative Unit Assessment :

Assessment Method (check one)

Summative Assessment Objective
Students will- Compare and contrast the treatment of similar themes ____ Rubric ___ Checklist __X__ Unit Test ____ Group
and topics (e.g., opposition of good and evil) and patterns of events ____ Student Self-Assessment
(e.g., the quest) in stories, myths, and traditional literature from
different cultures.
____ Other (explain)
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others’ ideas and expressing their own clearly.
Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion. Use combined knowledge of
 all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context. Refer to details and
examples in a text when explaining what the text says explicitly and
when drawing inferences from the text

Explain major differences between poems, drama, and prose, and refer
to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings, descriptions, dialogue, stage
directions) when writing or speaking about a text

 Reread difficult sections to increase understanding.

 Find evidence in the text.

DAILY PLAN
DOK Groupin
Day Objective (s) Activities / Teaching Strategies Materials / Resources Assessment of Objective (s)
LEVEL g

1  Students will- 1 Building background: Write the Essential W Vocabulary cards Formative-Prac p61
Question on the board and read it aloud. Show a
Introduce the Concept 2 picture from a textbook or magazine that shows an I RW61Workshop Spelling words five times each
animal’s home. Tell students that observing is
watching someone or something closely. Discuss
READING/WRITING the topic of interdependence. Focus on the way Practice book
WORKSHOP that plants, animals, and humans depend on one
another. Printed spelling list unit 2 week 2
Build Background, Animals in
Fiction Discuss Types of Complex Text Summative-

Do Listening Comprehension story and discuss. W

 Introduce the vocabulary words using word cards Student Self - Assessment-
 Listening Comprehension 1 from series. Complete practice page 61
Introduce spelling words from Unit 2 week 2
Interactive Read Aloud, “A Discuss digraphs
Grasshopper’s Sad Tale”

Vocabulary

READING/WRITING
WORKSHOP 2

Context

Shared Read

READING/WRITING 2
WORKSHOP

“The Ant and the Grasshopper”

Spelling

Digraphs: Access Prior

Knowledge

2  Students will-  Use pages 110-111 of “The Ant and the Practice page 67 Formative-Discussion of Ant and
Grasshopper” to model the ask and the Grasshopper.
 answer questions strategy. Click through
Comprehension Strategy 2 the mini-lesson or use the tools to model P Prac. P. 67
ask and answer questions.
 After modeling go to the Your Turn
READING/WRITING section of the mini-lesson. Reading Fluency and discussion
WORKSHOP  Ask partners to reread “The Ant and the of leveled reader The Prince Who
Grasshopper,” to answer “What is Could Fly
Ask and Answer Questions Termite’s role?” Have them record their
explanation at their desks. Have students Spelling word sort.
work in pairs to determine Termite’s role
in “The Ant and the Grasshopper.” Direct
them to read the character list and
 Termite’s first lines on page 109. Then
have partners think of another question to Summative-
Comprehension Skill ask about the story and reread to find the
answer.
 Show examples of how context clues can
READING/WRITING by antonyms found in the text. Locate
WORKSHOP Student Self - Assessment-
antonyms in passage. Complete Prac p.
67
Theme  Close read Leveled reader The Prince
Who Could Fly

Sort Spelling words by digraph spellings

 1

Genre

READING/WRITING
WORKSHOP

Literature: Drama

W

I
Vocabulary Strategy

READING/WRITING
WORKSHOP

Context Clues
 Small Group
G
DIFFERENTIATED
INSTRUCTION 1 I
 The Prince Who Could Fly

Spelling

Digraphs

3  Students will- 1 Close read Ranita , The Frog Princess found in W Anthology Formative-Practice page 70
anthology
Close Reading Practice book Practice page 68
Use Your Turn Practice Book page 70 to model
LITERATURE ANTHOLOGY 2 using informal voice. Leveled readers Grammar p. 33

Ranita, The Frog Princess Continued work on leveled readers. Printed out Grammar p.33

Review digraphs. Teach single and plural G Summative-

possessive nouns. Complete Prac p. 68

 2

Phonics W Student Self - Assessment-

Review the prefixes in recall, unlock, premix,
subway, indirect, imperfect, illegal,
Digraphs overact and supersize. Use the Dictation Sentences
below for the review words. Read the sentence, say
the word, and have students write the words.

1. Help me unload the boxes.


1 2. I need to relearn that song.
Phonics
3. The subway is fun to ride.
Possessives
 Small Group
Have partners check the spellings. Root words.

DIFFERENTIATED
INSTRUCTION Introduce commas in a series. Grammar Pge 33 W

Informal Voice

Grammar Mechanics: Commas 1

in a Series
I
 Students will- 2 Close read The Moonlight Concert Mystery W Spelling printout p.40 Formative-Prac p 65

o Spelling meanings of words. Use Printout p 40 Prac p 65 Spelling printout page 40

Fluency Practice intonation with Grant and the Flower Stem G Research and Inquiry materials Animal research list
Pp 63-65 in practice book.
Intonation 2 Leveled readers Mystery of the Corrected proofreading
Explain to students that they will work in pairs to Spotted Dogs sentences.
complete a short research project about the P
o characteristics of animals in and how the
characteristics make the story stronger. Students
3 will select an animal and find examples of that
Close Reading animal in traditional and contemporary stories. Summative-
They will then post a list of the animal’s
LITERATURE ANTHOLOGY characteristics

“The Moonlight Concert Leveled readers using The Mystery of the Spotted
Mystery” Dogs
Student Self - Assessment-
Using proofreading sentences from Day 3 and 4
o have the students copy the sentences correct the
mistakes.
4 Integrate Ideas

G
Research and Inquiry

1
 Small Group

DIFFERENTIATED
INSTRUCTION I

1


Spelling

Digraphs: Proofread and Write

 Students will- 2 Continue work on the research and inquiry animal P Spelling test paper Formative-Animal list research
list.
 Animal research materials T chart using suffixes ish and less
Help students generate words related to selfish.
1 Draw a T-chart. Head the columns “Root” and W
Integrate Ideas “Suffix.”

Research and Inquiry Summative- Spelling test on Unit

 In the first column, write self. In the 2 Week 2
second, write the suffixes –ish and –less.
 Discuss the meaning of the root word, the
different words that can be formed using
the suffixes, and how the meanings
 change. Have students add the words to
their word study notebook.
Integrate Ideas  Spelling test on words from Unit 2 week Student Self - Assessment-
2
Text Connections  Paired reading using The Missing Pie
Mystery
 Have students write sentences using their
vocabulary words.


5
Shades of Meaning using suffixes
ish and less
2 I
Paired Read, “The Missing Pie
Mystery” 1 P

LEVELED READER


2
Build Vocabulary

Connect to Writing

Spelling weekly assessment

6 Students will-complete 3 The students will take the Weekly Assessment Test I Weekly Assessment Test Formative-Comparison of animal
stories
Assessment Comparison of animal stories
Weekly Assessment Summative- Weekly Assessment
Test
 The students will Cite Evidence Explain to
students that they will work in groups to compare
information about themes and literary text P
Integrate Ideas structures in all of the animal stories they have read.
Model how to compare this information by using
Text Connections examples from the week’s Leveled
Readers and The Ant and the Student Self - Assessment-
2 Grasshopper, Reading/ Writing Workshop pages
108–111.