FRAME THE LESSON
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
WEEKLY FOCUS: 4.5, 4.6a, 4.6b,
ONGOING: 4.1, 4.2a, 4.2b, 4.2c, 4.2d,
4.2e, 4.9, 4.20ai, 4.20aii, 4.20aiii,
4.20aiv, 4.20av, 4.20avi, 4.20avii,
4.21aviii, 4.20b, 4.20c, 4.21ai, 4.21aii,
4.21aiii, 4.21bi, 4.21bii, 4.21biii, 4.21c,
4.22ai, 4.22aii, 4.22aiii, 4.22bi, 4.22bii,
4.22biii, 4.22biv, 4.22c, 4.22d,4.22e,
4.27a, 4.27b, 4.27c, 4.28, 4.29, fig. 19a,
fig. 19b, fig. 19c, fig. 19d, fig. 19e, fig. 19f
TEACHER:
4th Grade
CLASS:
Reading
LESSON DATE: October 26-30
Teaching Points & Activities
Resources/Materials:
Engage:
Concepts discussed this week: drama structure (character, setting, stage direction,
narrator, etc., inference, any themes
Explore:
Pick a play from Journey book (Into the Wild pg. 292) or a reader’s theatre.
Optional: Shakespeare Can Be Fun by Lois Burdett 4 week plan (Can be found at
public library or online-link to teacher’s guide:
Explain:
Elaborate:
Read and
Understand
Poetry
http://www.fireflybooks.com/index.php/resources/teacher-guides/Teacher%20Guides/ShakespeareCanBeFun_TG.pdf/detail)
Step up to TEKS
Study the characters, discuss theme and infer why characters act the way they do. Discuss the elements
of the drama and the point of view.
Interactive
Read Alouds
Character study activity- http://teacher.scholastic.com/lessonrepro/newcontent/pdf/916355.pdf
Other character and timeline activities that can be done with any playhttp://kidsloveshakespeare.com/teaching-shakespeare-to-children/
Website: The
Best Class
Reader’s
Theatre
http://www.th
ebestclass.org/r
tscripts.html
Have students write about the main ideas, themes, or characters.
Evaluate:
Journey book
Kamico book pg. 44. Pick a couple of questions each day and teach students how to analyze the
questions and find the answers. Pick another STAAR drama passage to assess at the end of the week.
Objective/Key Understanding:
4.5 Students will be able to describe the structural
elements particular to dramatic literature
4.6a Students will be able to summarize and
sequence the plot’s main events and explain their
influence on future events
4.6b Students will be able to describe the interaction
of characters including their relationships and the
changes they undergo
4.6c Students will be able to identify whether the
narrator or speaker is 1st person or 3rd person
Closing Product/ Question/ Informal Assessment:
Stop & Check for Understanding—High Level Questions
Critical Writing Prompt:
Design a character study person to show your understanding of the
character’s feelings and actions?
What would happen if the character decided to do something different?
Small Group Purposeful Talk Question Stems:
What is the relationship between___?
How is this similar to other stories we have read?
Rigor & Relevance: (Real World Connection)
What inference can you make___?
Students should understand the play format as
well as the elements of drama. They should be
able to analyze characters and summarize the
main events and the plot.
Vocabulary:
Plot, Climax, Character, relations, infer, point of view, first person,
third person, Drama terms, dialogue, characters, setting, scene, act,
stage direction,
Have students research the time period
their play is set in and the playwright.
Have them research the culture or
customs. Discuss how the play would
be different if it was in a different
country, time period, modern world, if
it took place at TBP.
FRAME THE LESSON
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
TEACHER:
Engage:
WEEKLY FOCUS: 4.18
Explore:
ONGOING: 4.1, 4.2a, 4.2b, 4.2c, 4.2d, 4.2e,
4.9, 4.20ai, 4.20aii, 4.20aiii, 4.20aiv, 4.20av,
4.20avi, 4.20avii, 4.21aviii, 4.20b, 4.20c,
4.21ai, 4.21aii, 4.21aiii, 4.21bi, 4.21bii,
4.21biii, 4.21c, 4.22ai, 4.22aii, 4.22aiii,
4.22bi, 4.22bii, 4.22biii, 4.22biv, 4.22c,
4.22d,4.22e, 4.27a, 4.27b, 4.27c, 4.28, 4.29,
fig. 19a, fig. 19b, fig. 19c, fig. 19d, fig. 19e, fig.
19f
4th Grade
Teaching Points & Activities
Explain:
CLASS:
Writing
LESSON DATE: October 19-23
Resources/Materials:
Every day: student journal entry
Grammar mini lesson topics for this week: Spell words with advanced
orthographic patterns, punctuation, quotation marks, plural rules(endings in f),
irregular verbs, double consonants in middle of words
Student journal
entry
Using Expository Comprehension Guide from Empowering Writers, cover
these topics this week Activity lesson plans are in the book:
- Golden Bricks, introduction pgs. 241-251
- Model and practice detail generating questions pgs. 189-235
Step up to TEKS
Write source
Elaborate:
Evaluate:
Objective/Key Understanding:
4.18 Expository/Procedural texts. Students
will be able to create brief compositions that:
4.18A.i. establishes a central idea in a topic
sentence
4.18A.ii. includes supporting sentences with
simple facts, details, and explanations,
4.18A.iii.contains a concluding statement
Critical Writing Prompt:
Stop & Check for Understanding- High Level Questions
What is the relationship between__?
How is this similar to___?
Students will write using golden
bricks and detail generating
questions
Small Group Purposeful Talk Question Stems:
How would you elaborate on ____?
Closing Product/ Question/ Informal Assessment:
Students can create elaborative detail about a
topic
identify and use golden bricks
Rigor & Relevance: (Real World Connection)
Build student background
knowledge on topics and
create experiences for them to
draw upon in their writing
Vocabulary
Expository, pyramid, informational, annotate, summarize, irrelevant
details, compare, main idea, strong vs. weak, detail generating questions,
golden bricks, leads, topic sentences, introduction, conclusion,