Language Arts Unit 2: Forms of Literature
Timeframe: 6-8 weeks
Literature Core Text: D’Aulaires Greek Myths
Informational Core Text: Social Studies textbook, Leveled Reader
Materials:
Level Biography Reader, Student notebook, multiple graphic organizers
or Thinking Maps, and chart or butcher paper for brainstorming.
Supporting Texts: Science textbook, web resources, autobiographies, biographies, HM
Reading Literature Standards:
RL 1: Refer to details and examples in a
text when explaining what the text says
explicitly and when drawing inferences
from the text.
RL 2: Determine a theme of a story,
drama, or poem from details in the text;
summarize the text.
RL 3: Describe in depth a character,
setting, or event in a story or drama,
drawing on specific details in the text (e.g.,
a character’s thoughts, words, or actions).
RL 6: Compare and contrast the point of
view from which different stories are
narrated, including the difference between
first- and third-person narrations.
RL 7: Make connections between the text
of a story or drama and a visual or oral
presentation of the text, identifying where
each version reflects specific descriptions
and directions in the text.
Grade: 4
Reading Informational Text Standards:
RI 1: Refer to details and examples in a text
when explaining what the text says explicitly
and when drawing inferences from the text.
RI 2: Determine the main idea of a text and
explain how it is supported by key details;
summarize the text.
RI 3: Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical
text, including what happened and why, based
on specific information in the text.
RI 6: Compare and contrast a firsthand and
secondhand account of the same event or topic;
describe the differences in focus and the
information provided.
RI 7: Interpret information presented visually,
orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the
information contributes to an understanding of
the text in which it appears.
Writing Standards:
Supporting
W 2: Write informative/explanatory texts to
Standards:
examine a topic and convey ideas and
information clearly. Introduce a topic clearly and
RL4
group related information in paragraphs and sections; RL5
include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic. Link ideas within
categories of information using words and phrases
(e.g., another, for example, also, because). Use
precise language and domain-specific vocabulary to
inform about or explain the topic. Provide
a concluding statement or section related to the
information or explanation presented.
W 9: Draw evidence from literary or informational
texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature.
b. Apply grade 4 Reading standards to informational
texts.
RI 1: How do I use details/examples to explain what a text says directly?
Essential Questions:
RL 1: How do I use details/examples to explain what a text says directly?
How do I use details/examples to explain what a text says indirectly?
How do I use details/examples to explain what a text says indirectly?
RI 2: How do details help readers determine the main idea of a text?
RL 2: How do details help readers determine the theme of a story, drama, or
How do I summarize what I’ve read?
poem?
RI 3: How do I use details to explain events, procedures, ideas, or concepts in
RL 3: How does the characters change based on an event?
informational text?
How does the setting impact the story?
RI 6: How is the information different in a firsthand account versus a secondhand
RL 6: How does the narrator’s point of view influence the events in the story?
account?
RL 7: How does a visual or oral presentation show what the author is saying?
RI 7: How do visual components contribute to my understanding of a text?
W 2: How do writers convey ideas and information clearly in an informational piece?
Summative Unit Assessments: Choose one Greek god/goddess, and write an informative/explanatory essay clearly introducing the god/goddess giving concrete
details, quotations, or other information and examples taken from the text. RL 1, 2, 3, & W2
Optional Summative: Students read a first-hand account of a historical event or a scientific discovery and a second-hand informational article about the same event or
discovery. Students will create a Venn Diagram or Double Bubble Map showing how the two texts are alike and different. The students should cite specific examples
from the text as well as general observations regarding point of view and perspective. RI 6
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Language Arts Unit 2: Forms of Literature
Timeframe: 6-8 weeks
Weeks 1 and 2:
Learning Targets:
RI 1: Students will refer to the details and examples of the text when explaining
what the text says and making inferences about the text. They will create their own
questions about the text.
RI 2: Students will identify the main topic using details from the Social Studies text.
RI 3: Using the details from the text, students will use a timeline to describe the
important events that occurred during John Sutter’s life.
RI 6: The students will compare and contrast a firsthand and secondhand account of
a historical figure.
RI 7: Looking at a timeline, students will explain how the information contributes to
the understanding of the text.
W 2: Students will write either an informative or explanatory paragraph/essay.
Background Information/goals for Teachers:
Grade: 4
Standards:
RI 1: Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RI 2: Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
RI 3: Explain events, procedures, ideas or concepts in a historical, scientific or
technical text including what happened and why based on specific
information in the text.
RI 6: Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information provided.
RI 7: Interpret information presented visually, orally and quantitatively (e.g. in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding the text
in which it appears.
W 2: Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
The focus of the first two weeks of this unit is looking at firsthand and secondhand accounts of a historical figure. In the Social Studies resources (Leveled Biographies)
teachers will find the biography of John Sutter. The Social Studies Textbook has information on the Gold Rush Era, where students will interpret information presented
visually, orally, and quantitatively. The goal during these two weeks is to master the Informational Text Reading Standards. The overarching theme of this unit is
Forms of Literature since students will be reading poetry, myths, and drama following the informational text section. During the first two weeks teachers will start
introducing primary and secondary sources to meet the requirements of reading informational text.
This is a flexible unit due to the fact that some sites needed additional time to complete the first unit. The following components of the unit are broken down into two
weeks of instruction blocks, although some parts may take more than the two weeks and others may take less. During this unit you may decide to condense components
of the unit within your PLC, but all learning targets and standards need to be covered and all CFA’s must be given unless noted as optional.
Discussion/Questions: (Week 1 & 2)
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is the author’s emphasis in the firsthand account?
What is the author emphasizing in the secondhand account?
Is the information provided by the authors the same or different?
What words tell us this is an autobiography?
What words tell us this is a biography?
Identify the main idea of the text.
Determine which details support the main idea.
Explain how the main idea is supported by the details.
Use key details and main idea to summarize the text.
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Language Arts Unit 2: Forms of Literature
Timeframe: 6-8 weeks
Grade: 4
Vocabulary Instruction: compare and contrast, main idea, text, key details, determine, support, explain, summarize, account (rendering of a story), firsthand source
(primary source that provides firsthand testimony received from the original source), secondhand (contain information gathered from sources such as: biographies,
dissertations, journal articles and monographs),
 e.g.: suppose there had been a car accident, the description of the accident which a witness gives to the police is a primary source because it
comes from someone actually there at the time. The story in the newspaper the next day is a secondary source because the reporter who wrote the
story did not actually witness it. The reporter is presenting a way of understanding the accident or an interpretation.
Tasks: (Week 1)
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Compare and contrast the difference between an autobiography (See Appendix D – John Sutter) and a biography using a Double Bubble Map or Graphic
Organizer about John Sutter (found in Social Studies Text Leveled Biography) during the Gold Rush Era. RI 6
 Resource for autobiography http://www.sfmuseum.org/hist2/gold.html Also provided in Appendix D
 Resource for biography found in Social Studies Textbook Leveled Reader Biography
 Review pages 68, 102, 244, 286, and 434 from the Social Studies textbook (Our Golden State) for primary sources with the
students to meet RI 6.
Use the Social Studies textbook (pgs. 28-29, 110, 160, and 312). Point out and discuss how the features of the text (charts, diagrams, animations, interactive
elements on web pages, timelines, or graphs) contribute to an understanding of the text in which it appears. RI 7
Using the information from the Social Studies Textbook pgs 28-29, 110, 160, and 312, students will write a paragraph answering the question “How do charts,
diagrams, graphs, web pages, timelines, etc contribute to the understanding of the text? This is the first time students will be introduced to the writing standard
W2; therefore, it needs to be modeled. The paragraph will begin with a topic sentence and include at least three reasons the visuals contributed to the
understanding of the text. The organizer should include transition words; such as, another, for example, because, and a concluding statement. W2
 For example; Charts, diagrams, web pages, timelines, and graphs help me understand text in several ways. First, graphs help me compare
information. It can tell us a lot of information with only a few words. Another way visuals help me understand is by using a timeline.
Timelines help us understand the order in which things happen in history. For example, people can use a time line to show the life of John
Sutter. Line graphs can also be used to help us understand informational text. A line graph can show us how something changes over time.
For instance, people can use a line graph to show how the population of California has changed from 1850 to present. Charts, graphs, and
other visuals help us understand challenging text.
Create a timeline or Flow Map to describe the important events that occurred in John Sutter’s life. RI 3, RI 7
 Example resource for timeline (as you click on particular dates additional information will appear).
http://score.rims.k12.ca.us/activity/suttersfort/pages/timeline.html
Using the Social Studies Textbook Unit 3, Chapter 7, Lesson 1 (pgs. 230-235), have students determine the main idea and the key details using a graphic
organizer. Review the Big Idea and Essential Question from the text. See Appendix A for Main Idea/Key Detail graphic organizers. RI 2
After reading an informational text about a famous person in history, as a whole class, teacher models writing a letter posing as that famous person. Teacher
will help students make explicit references to the text within the details of their writing and draw inferences based on their reading (anyone from the Gold Rush
Era e.g. James Marshal – see Appendix D, 49ers, Chinese Miners, etc.) RI 1
Use sentence frames or question stems along the way to have students create questions and answer them about main idea and key details of the text (See
Appendix A).
Tasks: (Week 2)
 Use the Science Textbook (pgs. 32 – 35) to teach RI 7. Point out and discuss how the features of the text (charts, diagrams, animations, interactive elements on
web pages, timelines, or graphs) contribute to an understanding of the text in which it appears.
 Using the information from the Science Textbook pgs 32-35, students will write a paragraph answering the question “How do charts, diagrams, graphs, web
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Language Arts Unit 2: Forms of Literature
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
Timeframe: 6-8 weeks
Grade: 4
pages, timelines, etc contribute to the understanding of the text? This is the second time students will be introduced to the writing standard W2; therefore, it
needs to be modeled and practiced. The paragraph will begin with a topic sentence and include at least three reasons the visuals contributed to the
understanding of the text. The organizer should include transition words; such as, another, for example, because, and a concluding statement. W2
Use the Social Studies Textbook, Unit 3, Chapter 7, Lesson 2 (pgs. 236-243), have students determine the main idea and the key details using a graphic
organizer. Review the Big Idea and Essential Question from the text. See Appendix A for Main Idea/Key Detail graphic organizers. RI 2
Use sentence frames and/or question stems along the way to have students create questions and answer them about main idea and key details of the text. (see
Appendix A for sample question stems, sentence frames, and question generator).
There are fewer tasks on the second week to allow time to complete the CFAs.
CFA
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
Primary and secondary sources: In a quick write, journal, diary entry, Graphic Organizer or Thinking Map, have students read different sources of texts both
primary and secondary in which the students are to identify the difference between the two using evidence from the text. (See Appendix D for CFA on
primary and secondary sources.) RI 6
After researching a famous person from the Gold Rush Era, students will write a letter posing as that famous person to someone who historically had an impact
on their life. Students will make explicit references to the text within the details of their writing and will draw inferences based on the text. RI 1
4
Language Arts Unit 2: Forms of Literature
Timeframe: 6-8 weeks
Grade: 4
Weeks 3 and 4:
Standards:
RL 1: Refer to details and examples in a text when explaining what the text says
Learning Targets:
RL 1: Students will refer to the details and examples of the text when drawing
explicitly and when drawing inferences from the text.
an inference. Students will create their own questions about the text.
RL 2: Determine a theme of a story, drama, or poem from details in the text;
RL 2: Students will use the details (both directly from text and inferred) to
summarize the text.
identify the theme.
RL 3: Describe in depth a character, setting, or event in a story or drama, drawing on
Students will use the details (both directly from text and inferred) to write a
specific details in the text (e.g., a character’s thoughts, words, or actions).
summary.
RL 6: Compare and contrast the point of view from which different stories are
RL 3: Using the details (both directly from text and inferred), students will use narrated, including the difference between first- and third-person narrations.
a graphic organizer to describe character(s), setting(s), and event(s) in a story.
RL 7: Make connections between the text of a story or drama and a visual or oral
RL 6: Students will identify between the first or third person.
presentation of the text, identifying where each version reflects specific descriptions
RL 7: Using a graphic organizer, students will compare and contrast the
and directions in the text.
descriptive piece of text from a story to its video or audio counterpart that
W 2: Write informative/explanatory texts to examine a topic and convey ideas and
depicts the same portion of text.
information clearly.
W 2: Students will write either an informative or explanatory
W 9: Draw evidence from literary or informational texts to support analysis,
paragraph/essay.
reflection, and research.
W 9: Students will apply reading standards to literature in writing.
Please note that we are moving from the RI standards to the RL standards. Poetry will be the focus during weeks 3 & 4. During week 3 students will read and
listen to an audio presentation of “Casey at the Bat.”
Teacher Background:
Week 3:
When reading “Casey at the Bat” teachers will need to provide background knowledge of the rules of baseball in order to have a deeper understanding of the poem.
Refer to the two different poetry analyses on “Casey at the Bat” (See Appendix D)
Week 4: Background Knowledge for teachers on Haiku Poems
 Form: Traditional Japanese haiku have seventeen syllables divided into three lines of five syllables, seven syllables, and five syllables respectively. These
syllable counts are often ignored when haiku are written in other languages, but the basic form of three short lines, with the middle line slightly longer than the
other two, is usually observed.
 Structure: Haiku divides into two parts, with a break coming after the first or second line, so that the poem seems to make two separate statements that are
related in some unexpected or indirect way. In Japanese, this break is marked by what haiku poets call a "cutting word." In English and other languages, the
break is often marked by punctuation. This two-part structure is important to the poetic effect of a haiku, prompting a sense of discovery as one reads or a
feeling of sudden insight.
 Language: Haiku should include what Japanese poets call a kigo -- a word that gives the reader a clue to the season being described. The kigo can be the name
of a season (autumn, winter) or a subtler clue, such as a reference to the harvest or new fallen snow. Through the years, certain signs of the seasons have
become conventional in Japanese haiku: cherry blossoms are a kigo for spring, mosquitoes a kigo for summer. Sometimes, too, the kigo will refer to an
individual moment in the natural cycle, such as dawn or moonrise, without reference to a particular season. The kigo is also important to the haiku's effect,
anchoring the experience it describes in a poetic here and now that helps sharpen the imaginative focus.
 Subject: Haiku present a snapshot of everyday experience, revealing an unsuspected significance in a detail of nature or human life. Haiku poets find their
subject matter in the world around them, not in ancient legends or exotic fantasies. They write for a popular audience and give their audience a new way to look
5
Language Arts Unit 2: Forms of Literature
Timeframe: 6-8 weeks
Grade: 4
at things they have probably overlooked in the past.
More resources for poetry:
- http://learn.lexiconic.net/elementsofpoetry.htm
- http://curriculum.austinisd.org/la/resources/documents/LA_Wtg5th_Poetry_PoetryAssessTeacherGuide.pdf
Discussion Questions for Weeks 3:
1.
2.
3.
4.
5.
6.
7.
8.
9.
How are the story and the visual presentation (picture, drawing or video) the same? RL 7
How are the story and the oral presentation (speech, recording) the same? RL 7
How does the drawing/visual show what the author is saying? RL 7
What can you infer about the author’s meaning about the poem? RL 1
What is the main idea of this poem? RL 2
What is the setting of the poem? Use specific details from the text. RL 3
Summarize the poem in your own words. RL 2
After reading the poem and listening to the speech/recording, what is the theme or message of the text or poem? RL 2
Ask students to create their own questions (see Appendix A for Question Generator).
Tasks: (Week 3)
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Make a poetry flipbook with these terms: verse, rhythm, meter, stanza, imagery (See poetry ppt. on the PSD website for definition of terms). This can be an
ongoing project throughout the poetry section.
Students refer to the structural elements (e.g., verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when analyzing the poem –
(See Appendix A) RL 1, 2 & 3 Have students find examples of verse, rhythm, imagery, stanza and meter within the poem.
Refer to the discussion questions for weeks 3 & 4 to promote understanding and conversations about the poem. RL 1, 2, 3 & 7
Using a graphic organizer, teacher models how to compare and contrast the written poem to its audio form http://www.reelyredd.com/1106caseyatbat.htm RL 7
 For example, When Casey says, “The Outlook wasn’t brilliant for the Mudville nine that day:” in the poem, how did you feel compared to how you
felt when you heard it from the audio version of the poem?
Optional Tasks for Week 3:
 Read poems by Shel Silverstein: (see Appendix D) Read the poems once for enjoyment. The second time, begin to analyze the poems and prompt students
using the discussion questions and referring to the vocabulary that is used in the flip book. For example, have students identify imagery and/or rhythm in the
poem.
- Tryin’ on Clothes
- Peanut-Butter Sandwich
- Whatif
 Using a diary entry, journal, quick write, or exit ticket, have students answer discussion questions #5 & #7 from above.
 The following activities may lead into Week 4. Choose one or more of the following poems and compare the written form to the audio/video form of the
same poem. Using a graphic organizer or Thinking Map, model for students how to compare and contrast the descriptive piece of text from a story to its video.
RL 7
 Dr. Martin Luther King’s Speech. (see Appendix D for speech) http://www.teachertube.com/viewVideo.php?video_id=94828
 Read Martin Luther King: http://www.foxnews.com/us/2013/08/27/transcript-martin-luther-king-jr-have-dream-speech/#ixzz2draaHmY4
 Carl Sandburg – Jazz Fantasia (see Appendix D) http://www.teachertube.com/viewVideo.php?video_id=226604
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Language Arts Unit 2: Forms of Literature
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Timeframe: 6-8 weeks
Grade: 4
Walt Whitman- O Captain My Captain (see Appendix D) http://www.teachertube.com/viewVideo.php?video_id=49438
Robert Frost- The Road Not Take (see Appendix D) http://archive.org/details/Greffern-robertFrost-theRoadNotTaken-poem
CFA

Read Shel Silverstein’s poem “SMART” – (see Appendix D). Have students listen to the video of the poem “SMART” on Teacher Tube
http://www.teachertube.com/viewVideo.php?video_id=803 Using a graphic organizer or Thinking Map students will compare and contrast the descriptive
piece of text from a story to its video. RL 7
Discussion questions for Haiku poems Week 4:
1. How are haiku poems composed?
2. How do they differ from other forms of poetry? How does a haiku paint a picture or create an image with just a few words?
3. What makes this form of poetry seem so personal, intimate, and appealing?
Tasks: (Week 4)
 Use the HM Textbook to introduce Haiku poems (pgs 78-79). Use the following poem: Haiku by Basho
http://www.columbia.edu/itc/eacp/asiasite/topics/index.html?topic=Haiku+subtopic=Intro (“Asian” Haiku poems along with audio) (See Appendix D for the
written Haiku poem) to compare the written form to the audio/video form of the same poem. Using the AVID two-column notes, have students write a line on
the left from the Haiku and have students write their interpretation on the right. RL 1, 2, & 3
 Use the following link to introduce several examples of Haiku poems
 Haiku for People http://www.toyomasu.com/haiku/ (This site includes the history of the Haiku poems along with 26 different examples of Haiku poems)
Drawing on the students' observations, provide an outline of the main rules for writing haiku, as explained at Haiku by Basho and Haiku for People:
 Nature Haiku Poems http://www.pocanticohills.org/occhicone/03/haiku.htm (See Appendix D)
 Model and show students how to create a Haiku poem.
 Have students choose one Haiku from the following website, http://www.pocanticohills.org/occhicone/03/haiku.htm and complete an AVID one pager (See
example in Appendix A). RL 1, 2, & 3
 Students create their own Haiku poem. (If time is available, students should switch poems with one another and make inferences, and identify themes.)
RL 1, 2, & 3
 For extra practice, students write an explanatory/informative paragraph on the student’s favorite poem (Casey at the Bat, Shel Silverstein, Haiku, etc). Include
intro, reasons, and examples with concrete details (domain-specific vocabulary relating to poetry (verse, stanza, rhyme, etc). Use transition words (another, for
example, because) and provide a conclusion. Teacher needs to model creating a graphic organizer before students write it. Release responsibility in writing the
paragraph to students if teacher feels they are ready. W2
CFA:
 Use the Haiku CFA in Appendix D and have students analyze the poem for theme and imagery.
7
Language Arts Unit 2: Forms of Literature
Timeframe: 6-8 weeks
Grade: 4
Weeks 5 and 6:
Standards:
RL 1: Refer to details and examples in a text when explaining what the text says
Learning Targets:
RL 1: Students will refer to the details and examples of the text when drawing
explicitly and when drawing inferences from the text.
an inference. Students will create their own questions about the text.
RL 2: Determine a theme of a story, drama, or poem from details in the text;
RL 2: Students will use the details (both directly from text and inferred) to
summarize the text.
identify the theme of the myths.
RL 3: Describe in depth a character, setting, or event in a story or drama, drawing on
Students will use the details (both directly from text and inferred) to write a
specific details in the text (e.g., a character’s thoughts, words, or actions).
summary.
RL 6: Compare and contrast the point of view from which different stories are
RL 3: Using the details (both directly from text and inferred), students will use narrated, including the difference between first- and third-person narrations.
a graphic organizer to describe character(s), setting(s), and event(s) in a story.
RL 7: Make connections between the text of a story or drama and a visual or oral
RL 6: Students will identify between the first or third person.
presentation of the text, identifying where each version reflects specific descriptions
RL 7: Using a graphic organizer, students will compare and contrast the
and directions in the text.
descriptive piece of text from a story to its video or audio counterpart that
W 2: Write informative/explanatory texts to examine a topic and convey ideas and
depicts the same portion of text.
information clearly.
W 2: Students will write either an informative or explanatory
W 9: Draw evidence from literary or informational texts to support analysis,
paragraph/essay.
reflection, and research.
W 9: Students will apply reading standards to literature in writing.
Weeks 5 & 6 will cover mythology
Background for the Teacher:
Heroes were an important part of Greek mythology, but the characteristics Greeks admired in a hero are not necessarily identical to those we admire today. Greek heroes
are not always what modern readers might think of as "good role models." Their actions may strike us as morally dubious. For example, in his encounter with the
Cyclops, Odysseus helps himself to the giant's food without permission, attacks while the Cyclops is in a wine-induced stupor, and brags about blinding the one-eyed
creature. This does not mean the Greeks admired thievery and bragging, however. What they admired about Odysseus, in this instance, was his capacity for quick
thinking. Odysseus defied that which others would not (as is also shown by his desire to hear the Sirens' song) and pulled off great feats with panache and selfconfidence. Not all Greek heroes were admired for the same reasons. Some, such as Odysseus, were admired for their resourcefulness and intelligence, whereas others,
such as Herakles also known as Hercules, were known for their strength and courage. Some were not particularly resourceful but depended on help to accomplish their
tasks. Whether or not a given action or quality was admired depended upon its ultimate results. Being headstrong might succeed in one instance but lead to failure in
another. The Greeks held their characters accountable for their actions, and a hero might be punished as well as rewarded.
Background Task:
Before introducing Greek hero tales, give students a day or two to each identify a contemporary hero. Students can use print or other media as their source, but they
should be prepared to explain what makes that person a hero.

Encourage students to share their stories of contemporary heroism. Compile a list of characteristics of our contemporary heroes. Enter these characteristics in
the first column in the attached chart. (See Appendix A) Beside the characteristic, cite the individual who fits the characteristic and what s/he did to exemplify
that characteristic. Explain to the students that they will study hero tales from Greek mythology to see which qualities of heroism do and do not match our
contemporary ideas.
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Language Arts Unit 2: Forms of Literature
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Timeframe: 6-8 weeks
Grade: 4
More Web sources on Greek Mythology:
http://ancienthistory.about.com/od/religionmyth/p/GreekDeities.htm
http://thinkquest.org/pls/html/f?p=52300:30:4157934647642838::::P30_CATEGORY_ID:CPJ_GREEK
http://www.pantheon.org/miscellaneous/pronunciations.html
http://www.greek-gods.info/sounds/
Discussion Questions:
1. What is mythology?
2. What does the author mean when he/she says _______?
3. What can you infer from what you have read so far?
4. Why do you think that _______? Can you give specific examples from the text that support your thinking?
5. What is the main idea of this myth?
6. How do the Greek god’s actions help determine the theme?
7. How do the Greek god’s actions help support the theme?
8. How is the central message conveyed throughout the myth?
9. Can you summarize what has happened so far?
10. Convey to your partner in one sentence what the myth is about.
11. Describe a Greek god/goddess in the myth using specific details.
12. Describe the setting of the myth using specific details.
13. Describe what happened in the myth when…
14. What do you think _________ looks like (character or setting)?
15. What words does the author use to describe _________ (character or setting)?
16. What words let you know what the character was thinking?
17. Did the environment affect the outcome of the myth?
18. Who are the major characters in the myth?
19. Explain the differences between a poem and a myth.
20. Ask students to create their own questions (see Appendix A for Question Generator).
Week 5 Tasks:
 Ongoing throughout the next two weeks: Create a flip book or character study map of the Greek mythological characters that are introduced. The students
should use this resource to cite evidence in their written summaries for the CFA.
 Using the D’Aularies’ Book of Greek Myths, start with, “In Olden Times” (Page 9-15) and use the text as a read aloud with the class to build background
knowledge about Greek mythology. Be sure to have an open ended discussion with the class about the text focusing on standards RL 1, 2 and 3. (RL 1, 2 & 3)
 Read aloud the myth about Zeus on page 16-23. As a class please answer the three discussions questions below and any of the general discussion questions
from above that help in the comprehension of the story of Zeus.
1.
2.
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How did the father of Zeus finally lose his power?
Summarize the battles Zeus faced during his rise to power.
Use pages 22-23 to review the names of the Olympian gods and their powers.
Have students complete a T-chart with the twelve Olympian gods/goddesses on the left and their special power on the right (from pages 22-23). Students can
use it as an easy reference when reading about the Greek gods/goddesses during this week. (see Appendix A)
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Language Arts Unit 2: Forms of Literature
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Timeframe: 6-8 weeks
Grade: 4
Have students do a close read using the summary provided on Zeus, Poseidon and Hades. (see Appendix A) Begin making a graphic organizer or Thinking
Map of the characteristics of Zeus, Hades and Poseidon. RL 2
During a class discussion, have students compare and contrast the characteristics of the three gods citing information from their graphic organizer or Thinking
Map. RL 3
Using the graphic organizer or Thinking Map, have students write about the characteristics of each brother (Zeus, Hades, and Poseidon). RL 3
Week 6 Tasks:
 Ask the students about echoes they have heard. Where was the best echo they have ever heard? What causes echoes?
 Read aloud the myth about Echo on page 92. As a class discuss the following questions:
 In what way was having to echo a fitting punishment for the goddess Echo? How does this tale explain what causes echoes? How did the story dramatize poor
behavior?
 Use a Thinking Map or graphic Organizer to describe a Greek god or goddess in depth. RL 2 & 3
 Read Hercules/Heracles (same god) on p.132-147 and listen to the video reading of Hercules’ story: http://www.storynory.com/2013/01/27/the-labours-ofheracles-part-1/. Compare and contrast the descriptive piece of text from a story to its video or audio counterpart that depicts the same portion of text. RL 7
 Read Pandora’s Box provided in Appendix A (For additional background information see D’Aularies’ Book of Greek Myths, pages 74 & 75). As a class please
answer the discussions questions below and any of the general discussion questions from above that help in the comprehension of the story of Pandora.
1. Describe how Pandora came to life.
2. How does Pandora try to keep herself from opening the box?
3. Describe the things that come out of the box. Where did they go?
Pandora’s Box will help teachers meet the needs of the supporting standard RL 4 (Determine the meaning of words and phrases as they are used in a text including those
that allude to significant characters in mythology). Many expressions used in modern day come from mythology (e.g. don’t open Pandora’s box, what’s your Achilles
heel? herculean task, narcissism, he has the Midas touch, etc…) If there is time, teachers can chart how some of our modem expressions come from mythological stories.
Optional Tasks:
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CFA:
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Offer this hypothetical situation to the students: You're trapped in a room with your greatest enemy, who has the only key and superior strength. How would
you get out? Now share the story of Odysseus and the Cyclops. What personal traits allowed Odysseus to escape? What personal traits got him into (or might
get him into) trouble?
For another take on the Greek hero, share the tale of Odysseus and the Sirens. Odysseus simply must hear the Sirens' song, because no other mortal has heard
the song and survived. Though Odysseus's strength of character (and physical strength) fails him when confronted with the Sirens' song, his wits save him
thanks to his pre-arrangements to prevent escape. In the process, Odysseus learns about himself.
Ask the students to brainstorm a list of chores they would really hate to do (even worse than the chores they already do). Then read the story of Hercules and
the Twelve Labors. The EDSITEment resource The Perseus Digital Library has an illustrated online exhibit about Hercules that includes a retelling of the
Twelve Labors. How would the students like to do Hercules's chores? What personal traits allowed Hercules to succeed? What personal traits got him into
trouble?
Write a summary on a mythological character that was studied. W2, RL 2 (See Appendix C for the rubric)
10
Language Arts Unit 2: Forms of Literature
Timeframe: 6-8 weeks
Grade: 4
Weeks 7 and 8: Drama
Standards:
RL 1: Refer to details and examples in a text when explaining what the text says
Learning Targets:
RL 1: Students will refer to the details and examples of the text when drawing
explicitly and when drawing inferences from the text.
an inference. Students will create their own questions about the text.
RL 2: Determine a theme of a story, drama, or poem from details in the text;
RL 2: Students will use the details (both directly from text and inferred) to
summarize the text.
identify the theme.
RL 3: Describe in depth a character, setting, or event in a story or drama, drawing on
Students will use the details (both directly from text and inferred) to write a
specific details in the text (e.g., a character’s thoughts, words, or actions).
summary.
RL 6: Compare and contrast the point of view from which different stories are
RL 3: Using the details (both directly from text and inferred), students will use narrated, including the difference between first- and third-person narrations.
a graphic organizer to describe character(s), setting(s), and event(s) in a story.
RL 7: Make connections between the text of a story or drama and a visual or oral
RL 6: Students will identify between the first or third person.
presentation of the text, identifying where each version reflects specific descriptions
RL 7: Using a graphic organizer, students will compare and contrast the
and directions in the text.
descriptive piece of text from a story to its video or audio counterpart that
W 2: Write informative/explanatory texts to examine a topic and convey ideas and
depicts the same portion of text.
information clearly.
W 2: Students will write either an informative or explanatory
W 9: Draw evidence from literary or informational texts to support analysis,
paragraph/essay.
reflection, and research.
W 9: Students will apply reading standards to literature in writing.
In weeks 7 and 8 students will use the Houghton Mifflin book to focus on Drama that will address RL 7. Students will read “Tales of a Fourth Grade Nothing”
pages 278-289.
Teacher Background:
Use the list of discussion questions to plan out how you will break up the play over the next two weeks.
Discussion Questions:
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What does the author/play write mean when she says _______?
What can you infer from what you have read so far?
Why do you think that _______? Can you give specific examples from the text that support your thinking?
What is the main idea of this drama?
How do the character’s actions help determine the theme?
How do the character’s actions help support the theme?
How is the central message conveyed throughout the story?
Can you summarize what has happened so far?
Convey to your partner in one sentence what the story is about.
Describe a character in the play using specific details.
Describe the setting of the play using specific details.
Describe what happened in the story when…
What do you think _________ looks like (character or setting)?
What words does the author use to describe _________ (character or setting)?
11
Language Arts Unit 2: Forms of Literature
15.
16.
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20.
Timeframe: 6-8 weeks
Grade: 4
What words let you know what the character was thinking?
Did the environment affect the outcome of the play?
Who are the major characters in the play?
Explain the differences between a poem and a drama/play.
Is the play written in the first or third person? How do you know?
Ask students to create their own questions (see Appendix A for Question Generator).
Tasks:
 Create a Character Analysis chart using a Thinking map or graphic organizer. (see Appendix A for Character Analysis Charts) RL 3
 Read the play, “Tales of the Fourth Grade Nothing” (HMR Page 278-289) as a whole class.
 Re-read the play assigning roles to individual students and act out the play. Compare and contrast the differences between simply reading the play and then the
deeper understanding that comes from acting out the play. RL 7
 Make inferences from details within the play (e.g. stage directions, descriptions etc.). RL 1
 As a class, identify the theme throughout the play on chart paper. RL 2
 Using a graphic organizer such as a flow map, sequence, or diagram chart out the events of the story. RL 3
 Have students write an explanatory essay on how the family is affected by Fudge’s behavior. Include specific details from the play. W2
Vocabulary: drama, cast, setting, descriptions, dialogue, stage directions, characters, plot, inference
Drama resources:
http://www.ket.org/artstoolkit/drama/
http://voices.yahoo.com/free-printable-childrens-theatre-scripts-skits-and-2814880.html
CFA
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Using the Character Analysis Chart, choose your favorite character and describe why they had the most impact on you. Provide details from the text. RL 3
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