Grade: 4
Unit: 4 Title: Animals Are Characters, Too: Characters Who Gallop, Bark, and Squeak
Essential Question
Key Content: The student will…
How are animals portrayed in
literature?



Read and discuss a variety of fiction and nonfiction texts about animals,
making comparisons between animal characters and how they are
personified; compare/contrast the fictional animals with the factual
information.
Participate in group discussions about animal characters, distinguishing
between fact and fiction.
Compare print and film versions of animal stories (e.g. The Black Stallion,
Cricket in Times Square).
Unit Focus
Examine and compare/contrast character development
based on reading a variety of texts about animals and
the personification of their traits; research an animal and
compare the research with personified animals in
literature; write a poem or limerick about an unusual
animal after reading selections from Prelutsky’s
Scranimals,or from Lear’s The Book of Nonsense; write
a narrative that incorporates techniques and vocabulary
studied with animal characters. Summarize the unit by
writing an essay response to the essential question.
Vocabulary and Terms to Emphasize
 (review of) poetic devices: rhyme scheme, meter,
simile, metaphor
 character traits
 first-person
 third-person
 narration
 personification
 limerick
Code



Dates of Instruction: __________________
Discuss and interpret poetic techniques and forms, such as rhyme
scheme and limericks, and write a variety of responses to stories
and poetry.
Explain major differences between poetry, drama, and prose.
Recite poetry for classmates.
Standard
Concept
RL.4.5
Explain major differences between poems/drama/prose; refer to the structural elements of poems (e.g.,
verse, rhythm, meter) and drama (e.g., characters, settings, dialogue, etc.) when writing about or
discussing a text.
RI.4.2
Identify the main idea of text, explaining how details support the main idea; summarize text.
Poetry
Drama/Prose
Story Elements
Main Idea
Details
Summarize
RF.4.4
Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently,
prose/poetry orally with fluency, and use context to confirm, or self-correct).
Fluency
Context
W.4.1
Write opinion piece by introducing topic/text clearly, stating opinion and organizational structure with
reasons and information (facts/details), grouping related ideas together to support purpose, link opinion
and reasons using words and phrases (for instance, in order to, in addition); provide conclusion
related to opinion.
Add audio recordings and visual displays to presentations when appropriate to add to main
idea/theme.
Facts/Details
Opinion
Understand figurative language, word relationships and nuances in word meanings (similes and
metaphors; common idioms, adages, and proverbs; antonyms/synonyms).
Figurative
Language
Categorization
SL.4.5
L.4.5
Audio/Visual
Media
Main Idea/
Theme
Grade: 4
Unit: 4 Title: Animals Are Characters, Too: Characters Who Gallop, Bark, and Squeak
Dates of Instruction: __________________
Suggested Activities/Investigations/Demos:
1.
2.
3.
4.
5.
6.
7.
POETRY/LITERATURE RESPONSE: Have students read aloud selections from The Book of Nonsense, by Edward Lear (or a similar poetry
book), using paired reading, and then discuss what the poems mean and how the poetic devices, structures, and vocabulary used are
similar/different with their partner. Define a limerick and its elements, and then talk about how Lear’s poems exemplify these characteristics.
Continue the T-chart started in the first unit (name of the technique and examples). Later in the unit, add selections from Scranimals, by Jack
Prelutsky and have partners continue to find examples of poetic techniques. Lastly, have the students write their own animal poem or limerick of a
real or imaginary animal, and recite their poem/limerick to the class.
LITERARY GRAPHIC ORGANIZER: Using a Basic GO graphic organizer or Story Map, record the following information for each animal story
and poem read during this unit: title, author, type of narration (first/third person), animal character(s), character traits, examples of personification
(thoughts, words, actions), synonyms for the character, antonyms for the character, and summary. The students should record their personal
responses to each section of the graphic organizer in their journals, on a note card, or white board, and then share their responses with a
partner before each section of the class organizer is filled in. Have the students summarize the story/poem using the “Somebody-Wanted-But-So”
strategy (see Resource section) prior to including information in the summary section. Discuss the information learned from the literature as a
group.
DISCUSSION/LITERATURE RESPONSE: Discuss how animals are personified and how this personification is portrayed in literature. If animals
could talk and act like humans, which of the actions are most similar to generalizations about the animal (i.e., the “sly” fox, the “lazy” pig, etc.).
Have students refer back to the text for specific examples to back up their statements. Following the discussion, students should write a journal
entry from an animal’s perspective (personifying the animal, yet maintaining its unique animal characteristics). Students should share their
journals with a partner, and have the partner guess the animal.
INFORMATIONAL TEXT GRAPHIC ORGANIZER/ JOURNAL RESPONSE/DISCUSSION: Use a basic GO Box as an informational text
graphic organizer to keep information learned about animals throughout the unit; then use the information to discuss what was learned from
nonfiction books. Record the following information: name of animal, habitat, diet, protection/body facts, enemies, life expectancy, and interesting
facts. The students should record their personal responses to each of the sections in their journals, on note cards, or on a white board, and then
share their responses with a partner before each section of the class organizer is filled in. Following a class discussion of animals studied, have
students write a journal response that includes a Venn diagram graphic organizer comparing facts learned with how the animal is portrayed in
fictional literature and an opinion about what has been learned or whichever is more appealing to the student. Continue the index card file of
new words learned in this unit, including affixes. As students read the texts, use a guided reading strategy to encourage good reader
strategies.
NARRATIVE WRITING/REPORT WRITING/PRESENTATION: Have students partner with another student to write a report by researching an
animal of choice, OR a narrative about an original animal character. Students should refer back to the same categories as those in the graphic
organizers used previously. Students writing the narrative should begin by re-examining the characters in stories and poems found in this unit,
recalling character traits, examples of personification, etc., and plan a logical sequence of events and include key details. Revise, edit, and
improve the story as partners. Include main idea, descriptive details, and figurative language. Students should add audio recordings and/or visual
displays to enhance their report/narrative and present it to the class. Another option is to publish it to a classroom webpage, if available. .
DISCUSSION/DRAMATIZATION: Compare the film and print versions of a book, such as Black Beauty or The Black Stallion. You can download
and compare any animal film, such as Babe or Cricket in Times Square, to a film script version of the film (see Resources). Note: check and
approve those parts of the script you want to use prior to students viewing. Have students compare any of the following: characters, settings,
descriptions, dialogue, and/or stage directions, and keep notes in their journal about similarities and differences and any major differences
between the film and print versions. After the discussion and comparison, divide students into small groups and provide each group with a
different reader’s theater script about a fun animal, such as The Tacky Penguin (see Resources), and have them present it to the class. Perhaps
have students add additional scenes to the script, if time allows.
DISCUSSION/REFLECTIVE ESSAY: Summarize the unit as a class as it relates to the essential question, and then have students write an essay
response in their journal, using linking words, precise vocabulary, and a conclusion.
Strategies
Paired Reading
Graphic Organizer: T-chart
Graphic Organizer: GO Box or
Story Map
Summarize
Graphic Organizer: Go Box
Graphic Organizer: Venn Diagram
Vocabulary Note Cards
Guided Reading
Grade: 4
Unit: 4 Title: Animals Are Characters, Too: Characters Who Gallop, Bark, and Squeak
Cross-Curricular Connections
Dates of Instruction: __________________
Resources
Religion/Values: Animals are part of God’s creations. We must protect and appreciate all livings things, including
their homes and what they need to survive. Were the rights of the animals in the fictional text
protected/respected/appreciated? Were their homes/habitats protected? What did the animals need to survive?
How did they survive? Why is it important to look out for animals and respect life? How would Jesus feel if he saw
how animals were treated in the texts? Or in our world today? Did the way the animal was portrayed in the fictional
text encourage readers to have more or less respect for that animal? Explain.
Readings/resources/internet sites: Genesis (story of creation), Ten Commandments (Thou shall not steal – only
using your share of the Earth’s resources; Thou shall not kill – hunting, destroying forests and animals habitats).
Math: Endangered animals are a real world problem and how animals are portrayed in fiction and nonfiction text
affects how children perceive them. Create graphs that depict the populations of endangered animals in different
areas of the world.
Science: What is the natural environment of the animals in the fictional text? Are animals shown in their natural
environment in fictional text? If not, how do they differ? What does an animal need to survive? Could an animal
survive in the environment in which it existed in the fictional text?
Link to “Somebody-Wanted-But-So” summarizing strategy
http://homeschoolbin.com click on worksheets, then reading worksheets/
summarizing worksheets, then Somebody-Wanted-But-So worksheet or
Examples of Somebody Wanted But So for more information.
Link to poems
http://www.poemhunter.com (to add poems to this unit, type poet’s name in
search box, click on name, type poem name in next search box, and then
click on poem link)
Film scripts – multiple film and TV scripts available
http://www.script-o-rama.com/ – follow directions on home page to scripts
Reader’s Theater scripts: http://readinglady.com – click on “Readers
Theater” in the menu, and then click on link to any story listed
Assessing Student Understanding
 Prepare and present a report or narrative about real or original fictional animal characters.
Project should be presented logically and clearly, include a main idea and details, and audio
and/or visual displays.
 Participate in partner projects and discussions, adding information, staying focused, being
courteous to partner, and contributing thoughtful responses.
 Write an essay response to the question, “How is the portrayal of animals similar and different
between fiction and nonfiction?” following the unit study, using linking words, precise
vocabulary, and a conclusion.
 Maintain and add to a set of vocabulary cards with accurate definitions, roots, affixes, etc.,
defining relationships between words.
 Keep an updated journal, clarifying the difference(s) and similarities between poetry, prose,
and drama (e.g., film version of a printed story), including structural elements and techniques
of each.
 As a small group, research and create an ecosystem, be sure to include animals living in that
ecosystem. Assign roles within the group and have group present findings to class.

Teacher Notes/Reflections