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 :
Summative Assessment Objective
Students willCompare 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.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
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
____ Other (explain)

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.
Day Objective (s)

Students will-
Introduce the Concept
READING/WRITING
WORKSHOP
1
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 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
Grouping
W
I
W
Materials / Resources Assessment of Objective (s)
Vocabulary cards
RW61Workshop
Practice book
Printed spelling list unit 2 week 2
Formative-Prac p61
Spelling words five times each
Summative-
Student Self - Assessment-

Listening Comprehension
Interactive Read Aloud, “A
Grasshopper’s Sad Tale”


Vocabulary
Context
READING/WRITING
WORKSHOP
Shared Read
READING/WRITING
WORKSHOP
“The Ant and the Grasshopper”

Spelling
Digraphs: Access Prior
Knowledge
2

Students will-
2
1
2
Introduce spelling words from Unit 2 week
2 Discuss digraphs

Use pages 110-111 of “The Ant and the
Grasshopper” to model the ask and
Practice page 67 Formative-Discussion of Ant and the Grasshopper.

Comprehension Strategy
READING/WRITING
WORKSHOP
Ask and Answer Questions

Comprehension Skill
READING/WRITING
WORKSHOP
Theme

Genre
READING/WRITING
WORKSHOP
Literature: Drama

Vocabulary Strategy
READING/WRITING
WORKSHOP
Context Clues

Small Group
DIFFERENTIATED
INSTRUCTION
1
1
2 answer questions strategy. Click through the mini-lesson 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
P
Sort Spelling words by digraph spellings
W
I
G
I
Prac. P. 67
Reading Fluency and discussion of leveled reader The Prince Who
Could Fly
Spelling word sort.
Summative-
Student Self - Assessment-

The Prince Who Could Fly
Spelling
Digraphs

Students will-
Close Reading
LITERATURE ANTHOLOGY
Ranita, The Frog Princess

Phonics
Digraphs
3

1
Phonics
Possessives

Small Group
DIFFERENTIATED
INSTRUCTION
Informal Voice
Grammar Mechanics: Commas in a Series
1
2
1
2
Close read Ranita , The Frog Princess found in anthology
W
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
G
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.
W
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
I
W
Anthology
Practice book
Leveled readers
Printed out Grammar p.33
Formative-Practice page 70
Practice page 68
Grammar p. 33
Summative-
Student Self - Assessment-

Students will-


Fluency
Intonation o o
Close Reading
LITERATURE ANTHOLOGY
4
“The Moonlight Concert
Mystery” o
Integrate Ideas
Research and Inquiry
Small Group
DIFFERENTIATED
INSTRUCTION

Spelling
Digraphs: Proofread and Write
1
1
2
3
2 Close read The Moonlight Concert Mystery W
Spelling meanings of words. Use Printout p 40
Practice intonation with Grant and the Flower Stem
Pp 63-65 in practice book.
G
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
P
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.
I
G
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-

Students will-

Integrate Ideas
Research and Inquiry
5

Integrate Ideas
Text Connections

Shades of Meaning using suffixes ish and less
2
Paired Read, “The Missing Pie
Mystery”
1
LEVELED READER

2
Build Vocabulary
Connect to Writing
1
2
Spelling
weekly assessment
6
Students will-complete 3
Continue work on the research and inquiry animal list.
P
Help students generate words related to selfish .
Draw a T-chart. Head the columns “Root” and
“Suffix.”
W

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.
I
P
The students will take the Weekly Assessment Test I
Spelling test paper
Animal research materials
Formative-Animal list research
T chart using suffixes ish and less
Summative- Spelling test on Unit
2 Week 2
Student Self - Assessment-
Weekly Assessment Test Formative-Comparison of animal stories

Assessment
Weekly Assessment

Integrate Ideas
Text Connections
2
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.
P
Comparison of animal stories
Summative- Weekly Assessment
Test
Student Self - Assessment-