Richland One Balanced Literacy Lesson Plan Teacher: Monday Standards/Indicators: Materials/Resources: Grade: 4th Week of: January 18-21, 2022 Tuesday RL. 5.1 Ask and Wednesday R.I. 5.1 Thursday R.I. 5.1 Friday RL. 5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. RL 6.1 Determine RL 6.1 Determine RI. 6.1 the development of a theme within a text; summarize using key details. 6.1 Summarize multiparagraph texts using key details to support the central idea. Royal Bee Imagine RI. 6.1 the development of a 6.1 Summarize multi- theme within a text; paragraph texts using summarize using key key details to support details. the central idea. Crown Be Water my Friend Interactive Read Aloud (15 minutes) Goals: Goals: Deep Deep Understanding Understanding Infer what Understand message Juan and recognize Felipe is trying how a writer to share using creates humor. certain words Comprehensio and figurative n language. Infer the Comprehension: writer’s Analyze the message about language Juan the value of uses to express education and the feeling and belief in emotions oneself. derived from his Vocabulary life experiences. Vocabulary Derive the meaning of Use academic words from the vocabulary to context of a talk about sentence or literary features paragraph such as; free (privileged, verse, meager). repetition, and poetry. Goals: Deep Understanding Understand how the author feels about getting a haircut and make connections within your own personal experience. Comprehension Infer the writer’s message and attitude about selfworth and cultural identity. Vocabulary Understand the connotative meaning of some words with multiple meanings (crisp, fresh) Goals: Deep Understanding Hypothesize the writer’s reason for choosing to write about Lee’s early years. Comprehension Understand problems that occur in everyday life and relate them to the life of the character and your own. Infer the author’s message and attitude about the way Lee’s early years shaped his adult life. Vocabulary Use academic vocabulary to discuss the book and its features. Notice specific words related to martial arts and define; misuse, obstacle, dedicated. Readers’ Workshop (50 minutes) Mini Lesson Mini Lesson Principle: Mini Lesson Principle: Mini Lesson Principle: Identify how the author uses humor to express theme or main idea of text. Writers use similes and metaphors to compare one thing to another. Writers use personification to describe something in a clear and interesting way. Goal: Goal: Notice and understand how the Goal: Notice and understand how an Mini Lesson Principle: Writers use descriptive language to target the main characters personality. Goal: Notice how the author’s personality Understand the meaning of humor and how the author uses it. Recognize what the author does to create humor. author uses similes and metaphors. author uses personification. Model for students how to identify similes and metaphors in the text and understand its meaning. Model for students how author uses personification to express thoughts and ideas in the text. Independent Practice: SW identify books read that use similes and metaphors. Students will use a three column chart to compare its meaning and purpose. Independent practice: In just right book students will identify sarcasm or hyperboles that the author uses to express humor. Independent Practice: SW identify personification from a list of given text and explain the reason for its usage. is portrayed in the text with the use of evidence and characteristics provided. Independent Practice: SW review Bruce’s thoughts at the end of the story and list characteristics admired. Independent Reading Independent Reading Partnership Reading Book Clubs Conferring Small Group Instruction Literacy Centers Handwriting/Keyboarding Focus: Writing in lines Word Study Lesson Title: Guided Reading Group Leveled Text: Level U Skill/Strategy Focus: Identify the Cause and Effect Guided Reading Group Leveled Text: Level T Skill/Strategy Focus: Identify Cause and Effect Focus: Increasing WPM (Typing Club) Lesson Title: Focus: Increasing WPM (Typing Club) Lesson Title: R Influence Syllables R Influenced Syllable Guided Reading Group Leveled Text: Level L Skill/Strategy Focus: Reading Comprehension Guided Reading Group Leveled Text: Level A-K Skill/Strategy Focus: Characteristics to express main idea Focus: Increasing WPM (Typing Club) Lesson Title: Focus: Writing in lines Personification Lesson Title: Personification Complete vocab https://www.floca quiz using bulary.com/unit/fi previous day gurativeFlocabulary. language/vocabcards/ SW will make a list of r controlled vowels. Identify the meaning of SW use their list to personification create a short and how it is used. story about Bossy R. Mini Lesson Goal: Writers find a topic of interest, develop an opinion, and support the opinion with facts and details. Teacher explains that students will identify the purpose and characteristics of opinion writing and begin crafting their own opinion pieces. Writers’ Workshop (50 minutes) https://www.flocab ulary.com/unit/opi nion-writing/ Goal: Identifying the Purpose and Characteristics of Opinion Writing. Teacher explains that writers can notice and name the purpose and characteristics of opinion writing. Teacher co-creates anchor chart “Characteristics of Opinion Writing.” Teacher explains that writers share their opinion and reasons with others to assist them in making an informed decision. Goal: Generate writing ideas with the sense of strong emotion. Teacher explains that writers can generate writing ideas based on a strong feeling they have about a topic. Teacher explains that writers make claims about topics that they plan to support with reasons and evidence. Goal: Publish final draft and share for peer review. Gain ideas and insight from peers to add key details and emotion. Teacher explains that writers can review a first draft of an opinion piece and underline lines, main points, and ideas that they think could be a thesis. Teacher explains that writers can ask themselves: o Which is the one that feels truest to what I’m trying to say? o Which do I care the most to prove? o Could this be a thesis?” Teacher models underlining possible lines, main points, and ideas in his/her own writing and crafting a thesis. Independent Writing Students will begin to think about prompt and details to support their opinion. Independent Writing Partnership Writing Conferring Small Group Instruction “Should Cell Phones be Allowed in School”? Intervention (30 minutes) 1. 2. 3. 4. A’Santi Nevaeh Isabine Ashton Students will prepare writing graphic organizer for prompt. Students will practice adding emotion to their writing using descriptive terms. Students review their drafts and underline possible lines, main points, and ideas that could be used as a thesis. Students craft a thesis. Students share their ideas with their partner. Teacher confers with students.
