Teacher Name :
Rosalie Kesselring
Subject : Reading
Start Date(s): January 2
Grade Level (s): 4th
Building : HEMS
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)
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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.
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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.
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RF.4.4.a Read on-level text with purpose and understanding.
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RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
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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.
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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.
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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 :
Summative Assessment Objective
Students will- Compare and contrast the treatment of similar themes and
topics (e.g., opposition of good and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional literature from different cultures.
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.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
1
Objective (s)
 Students willIntroduce the Concept
READING/WRITING WORKSHOP
Build Background, Animals in
Fiction
DOK
LEVEL
1
2
Activities / Teaching Strategies
Building background: Write the Essential Question on
the board and read it aloud. Show a picture from a
textbook or magazine that shows an animal’s home.
Tell students that observing is watching someone or
something closely. Discuss the topic
Grouping
DAILY PLAN
W
I
Materials / Resources
Vocabulary cards
RW61Workshop
Practice book
Printed spelling list unit 2 week 2
Assessment of Objective (s)
Formative-Prac p61
Spelling words five times each
Summative-

Listening Comprehension
Interactive Read Aloud, “A
Grasshopper’s Sad Tale”
1

Vocabulary
READING/WRITING WORKSHOP
Context
of interdependence. Focus on the way that plants,
animals, and humans depend on one another.
Discuss Types of Complex Text
Do Listening Comprehension story and discuss.
Introduce the vocabulary words using word cards from
series. Complete practice page 61
Introduce spelling words from Unit 2 week 2 Discuss
digraphs
W
Student Self - Assessment-
2

Shared Read
READING/WRITING WORKSHOP
“The Ant and the Grasshopper”
2

Spelling
Digraphs: Access Prior Knowledge
 Students willComprehension Strategy
READING/WRITING WORKSHOP
Ask and Answer Questions

2

Comprehension Skill
READING/WRITING WORKSHOP
Theme

2
Genre
READING/WRITING WORKSHOP
Literature: Drama
1

Vocabulary Strategy
READING/WRITING WORKSHOP
Context Clues

Small Group
DIFFERENTIATED INSTRUCTION
The Prince Who Could Fly
Spelling
Digraphs
1
Use pages 110-111 of “The Ant and the
Grasshopper” to model the ask and answer
questions strategy. Click through the minilesson or use the tools to model ask and
answer questions.
 After modeling go to the Your Turn section of
the mini-lesson.
 Ask partners to reread “The Ant and the
Grasshopper,” to answer “What is Termite’s
role?” Have them record their explanation at
their desks. Have students 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 ask about the story and reread to
find the answer.
 Show examples of how context clues can by
antonyms found in the text. Locate antonyms
in passage. Complete Prac p. 67
 Close read Leveled reader The Prince Who
Could Fly
Sort Spelling words by digraph spellings
Practice page 67
P
Formative-Discussion of Ant and the
Grasshopper.
Prac. P. 67
Reading Fluency and discussion of
leveled reader The Prince Who
Could Fly
Spelling word sort.
SummativeStudent Self - Assessment-
W
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G
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 Students willClose Reading
LITERATURE ANTHOLOGY
Ranita, The Frog Princess
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1
2
2
Phonics
Digraphs
3
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Phonics
Possessives
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Small Group
DIFFERENTIATED INSTRUCTION
Informal Voice
Grammar Mechanics: Commas in
a Series
Students will-
1
1
2
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o
2
Fluency
Intonation
3
o
Close Reading
LITERATURE ANTHOLOGY
“The Moonlight Concert Mystery”
o
4
Integrate Ideas
Research and Inquiry
1

1
Close read Ranita , The Frog Princess found in
anthology
Use Your Turn Practice Book page 70 to model using
informal voice.
Continued work on leveled readers.
Review digraphs. Teach single and plural possessive
nouns. Complete Prac p. 68
Review the prefixes in recall, unlock, premix, subway,
indirect, imperfect, illegal, 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.
2. I need to relearn that song.
3. The subway is fun to ride.
Have partners check the spellings. Root words.
Introduce commas in a series. Grammar Pge 33
Close read The Moonlight Concert Mystery
Spelling meanings of words. Use Printout p 40
Practice intonation with Grant and the Flower Stem Pp
63-65 in practice book.
Explain to students that they will work in pairs to
complete a short research project about the
characteristics of animals in and how the
characteristics make the story stronger. Students will
select an animal and find examples of that animal in
traditional and contemporary stories. They will then
post a list of the animal’s characteristics
Leveled readers using The Mystery of the Spotted Dogs
Using proofreading sentences from Day 3 and 4 have
the students copy the sentences correct the mistakes.
W
Anthology
Practice book
Leveled readers
Printed out Grammar p.33
Formative-Practice page 70
Practice page 68
Grammar p. 33
G
Summative-
W
Student Self - Assessment-
W
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W
G
P
Spelling printout p.40
Prac p 65
Research and Inquiry materials
Leveled readers Mystery of the
Spotted Dogs
Formative-Prac p 65
Spelling printout page 40
Animal research list
Corrected proofreading sentences.
Summative-
Student Self - Assessment-
G
I
Small Group
DIFFERENTIATED INSTRUCTION

Spelling
Digraphs: Proofread and Write
Students will-
2

5
Integrate Ideas
Research and Inquiry
1
Continue work on the research and inquiry animal list.
Help students generate words related to selfish. Draw
a T-chart. Head the columns “Root” and “Suffix.”
P
Spelling test paper
Animal research materials
Formative-Animal list research
T chart using suffixes ish and less
W
Summative- Spelling test on Unit 2
Week 2
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Integrate Ideas
Text Connections

Shades of Meaning using suffixes
ish and less
Paired Read, “The Missing Pie
Mystery”
LEVELED READER
2
1
2
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In the first column, write self. In the 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.
Spelling test on words from Unit 2 week 2
Paired reading using The Missing Pie Mystery
Have students write sentences using their
vocabulary words.
Student Self - Assessment-
I
P
Build Vocabulary
Connect to Writing
Spelling weekly assessment
Students will-complete
3
Assessment
Weekly Assessment

6
Integrate Ideas
Text Connections
2
The students will take the 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 structures in all of the
animal stories they have read. Model how to compare
this information by using examples from the
week’s Leveled Readers and The Ant and the
Grasshopper, Reading/ Writing Workshop pages 108–
111.
I
P
Weekly Assessment Test
Comparison of animal stories
Formative-Comparison of animal
stories
Summative- Weekly Assessment
Test
Student Self - Assessment-