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McKinney ISD Instructional Planning Guide – Reading & Writing3rd Quarter 2012-13 Grade Level- 4th Grade

Week 1 Reading: Determining Importance in Text

ELAR TEKS: Student Expectations ELL Resources Assessment/ ProductEnduring Understandings-

Essential Questions

3. a Summarize message or theme

3. b Compare and Contrast characters

7 Draw conclusions of nonfiction texts and provide evidence from text to support understanding

9 Read independently – SSR

11.c Identify explicit & implicit cause & effect relationships

11.d Use text features to locate info and verify predictions

ELPS:

4.d: Use pre- reading supports such as graphic organizers to enhance comprehension of written text.

--Observation

--Written assessment

--Written summaries

Enduring Understanding:

All reading and writing centers around audience and the desired effect on that audience.

Essential Questions:

How do time and place affect the story?

Science & Social Studies Integration Web 2.0 Tools/ Apps Vocabulary

Social Studies

3. a Analyze causes, major events and effect of Texas Revolution

http://www.comeandtakeit.com/txhist.html

http://www.tamu.edu/faculty/ccbn/dewitt/dewittflgs2.htm

Alamorevolutionsoldiershistorical fiction

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ELEMENTARY ELAR IPG





E2, E3, E4-SAMPLE LESSONS: Week1 Reading – Determining Importance in Text – Historical Fiction

Day 1

Historical Fiction

E2- Introduce a historical fiction book such as:

A Line in the Sand by: Roberts and OlsenJohnny Texas by: Carol HoffA Line in the Sand: The Alamo Diary of Lucinda Lawrence by: Sherry Garlandor any historical fiction book about Texas or The Alamo

Discuss the genre (historical fiction) and point out that this book will include many true historical facts and will be realistic, although the story has some fictional characters. Examine the cover of the book, have students make predictions/connections.

E3- Pass out 2 sheets of cardstock and 15 sheets of notebook paper to each student. Place cardstock on the outside and the notebook paper in the middle, staple on one side to create a “diary” for each student. Explain to students that this diary will be used to record their thoughts and feelings while reading the book.

E4- Students write the title on the front cardstock piece “The Diary of (first name) (last name).” On the first notebook page, students write the date in upper right hand side of the page, and then write a prediction about what they will learn from the book and/or what the book will be about.

Day 2

Historical Fiction

E2- Discuss how the author organized the book and how characters are introduced and described.

E3- Read your historical fiction book selection aloud to your students and make connections as you read. Discuss the characters that have been introduced and the time period.

E4- In groups or individually, students read chapters 1 and 2. When finished, students will record their second diary entry. Write the date at the top right hand side of paper, and then write a paragraph comparing and contrasting their life (students’ lives) to that of the main character. Students may also use a Venn Diagram to compare.

*Monitor students while independent/group reading to make sure they are making connections and completing diary entries.

Day 3

Historical Fiction

E2- Discuss Stephen F. Austin’s and Santa Anna’s influence and impact on Texas. Skim through Social Studies textbook.

E3- Read 2 more chapters aloud to students. Stop to make connections to Texas History.

E4- In groups or individually students read. In their journal students will write their 3rd journal entry: Write a descriptive paragraph about how he/.she would feel about the Mexican government based on events from the story thus far.

*Assess open responses by looking at grammar, conventions, main idea and details.

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Day 4

Historical Fiction

E2- With students read pages 170-171 in Social Studies textbook. In small groups, students make a list of facts from information read.

E3- Read more of your historical fiction book as a read aloud. Discuss the Battles of Goliad and Battles of Gonzales. As a class, make a cause and effect chart (on board, chart paper, SMARTboard, etc.) over the Battle of Gonzales. Locate information from both social studies text and your book.

E4- In response diary, students will replicate your cause/effect chart. They will fill in the chart using the causes and effects from the Battle of Goliad. Encourage students to use both books.

*Monitor students and assist during this process. If student is struggling, give cause and help he/she look for an effect or vis versa.

Day 5

Historical Fiction

E2- With students read aloud pages 167 & reread 171 in Social Studies textbook. Locate specific facts about the Battle of Gonzales and the “Come and Take It” flag.

E3- Use one of the links from “Additional Resources” below to locate more information on the flag, and to show students a picture of the flag.

E4- In response diary, students should draw a picture of the Come and Take It flag. Below the flag, students will write one paragraph describing what the flag looks like. (Students should use details from the Line book to state in this paragraph.) Next, students write a second paragraph explaining the meaning of the flag and what it represents.

Additional Resources:



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Week 1 Writing: Narrative Writing


Essential Questions

15.a Generate ideas – first draft- by selecting a writing genre for intended meaning

15.b Develop drafts by categorizing ideas/ organize Ps

15.c Revise drafts: for coherence, organization, audience, and sentence structure.

15.d Edit drafts: grammar, punctuation, spelling using rubric

15.e Publish for audience

17 Write personal narratives

ELPS:

3G: Express opinions, ideas, and feelings.

3H: Describe and explain with specificity and detail.

Final Completed Paper to be assessed using the STAAR rubric.

• Authors choose precise language to convey meaning.

• Authors write to a specific audience.

• Authors craft their writing to create a specific meaning.

• Authors use literary devices to create an overall tone and mood in their writing.

• Authors have individual voices.


narrativestory critical character (you)elaborative detailorganization

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E2, E3, E4-SAMPLE LESSONS: Week 1 Writing – Narrative Writing

Day 1

First Impressions

Ask students to write a story about a time they went on an adventure or trip:

E2- The beginnings of stories, just like first impressions, are extremely important. If the beginning lags or sags the reader will put the story aside. The author’s challenge is to create an opening that is entertaining and interesting enough to compel the reader to read on. Here are some typical story beginnings:

One sunny day… One dark and story night… This story is about… Hi, my name is…

E3- Ask the students to tell you what is wrong with these openings? Answer: None of them immediately draw the reader into your world. None of them give a hint of what is to come. The opening line should capture the reader’s attention and hook the reader into reading on.

E4- The story should begin as close to the main event as possible. This is a very important skill due to the limitation of 26 lines! The beginning should include:

An action, dialogue, a thought or question, or a sound.

Ask students to begin a plan for this narrative story. The plan MUST include a great beginning! Plan and confer with all students…

Day 2

Start Off on the Right

Foot…

E2- Read Aloud:Ratzo by: Marty CrispFox Trap by: Jane Resh Thomas

E3- Ask students to listen to the great beginnings of some of your favorite stories. Make an anchor chart with some of the great beginnings to draw students’ attention to this type of writing skill.

E4- As you read the beginning lines of several books ask students to determine the strategy used in each: Action Dialogue Thought or question Sound

Day 3

What’s in

E2- After the great beginning, a story MUST have elaborative detail about the story critical character (YOU- the student) to hold the reader’s attention.

E3- Author’s use elaborative detail to allow the reader to experience important elements of the story through the five senses of the main character. Powerful elaborative detail is what brings the writing to life. Vivid elaboration also helps entertain the reader.

E4- Explain to the students – they will be writing about themselves on an adventure:

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the Middle What did you see? What did you do? What did you hear? What did you feel? What did you taste? Etc.

Ask students to write the body or the middle of the paper. Be sure to confer with students so that they handle the middle of the paper with original elaboration.

Day 4

More Than THE END

E2- In narrative stories the main character (usually YOU- the student) has an experience that is something significant. You have solved a problem, had an adventure, or shared a meaningful experience of some kind. To create a meaningful ending you must in the end:

Be wiser

Be changed

Have learned something

E3- In order to understand the right kind of ending, students must understand what will NOT work for the ending:

1. Suddenly I woke up. It was just a dream.

2. That is all that I know about this.

3. The End

E4- Some techniques for a satisfying ending include:

A memory, a feeling, a decision, a wish or a hope, a defining action.

Ask students to create a meaningful ending to their narrative paper. Be sure to confer with each writer to ensure that they master this concept.

Day 5

The Final Paper

E2- Remind students of the importance of the organization of the whole paper. Organization and word choice are key!

Be sure that the ending contains:

A memory: What do you remember most? A Feeling: How do you feel after everything that has happened? A Decision: What did you decide to do after everything that has happened? A Wish or Hope: What did you wish or hope for? A Defining Action: What did you do to show how you felt?

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E3- Ask students to complete their final draft of their “adventure story”. Be sure to allow students to share their story with a partner before they write their final copy.

E4- Share these stories in author’s chair. Enjoy

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Week 2 Reading: Determining Importance in Text – Historical Fiction


Essential Questions

3.a Summarize message or theme

6. a Sequence and Summarize plot’s main events



ELPS: 2H: Understand implicit ideas/ information in spoken language4G: Develop comprehension by responding to questions.

--Observation


--Written summaries




How do time and place affect they story?


Social Studies

3. a Analyze causes, major events and effect of Texas Revolution

warfreedomdiaryfamily

E2, E3, E4-SAMPLE LESSONS: Week 2 Reading – Determining Importance in TextUse Discovery Education: Dear America: A Line in the Sand: The Alamo Diary of Lucinda Lawrence by: Sherry GarlandThis video is 26 minutes – show it in segments.

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Day 1

Sequence in

Historical Fiction

http://app.discoveryeducation.com/search

E2- Briefly discuss the sequencing of main events. Explain to students that sequencing is putting main events in order. Make the connection that the book is written in chronological order, which is a sequence of when the main events happened.

E3- Read a section of your historical fiction selection to the class. On the board record the main ideas, have students help you sequence them in order. Use sequencing words like: first, then, next, last, after, before, finally, etc.

E4- Students read individually or in groups. In response diaries students will sequence 5 main ideas from their reading. This should be represented in a vertical graphic organizer and include sequencing words.

Day 2

Characters in

Historical Fiction

Use Discovery Education: Dear America: A Line in the Sand: The Alamo Diary of Lucinda Lawrence by: Sherry GarlandThis video is 26 minutes – show it in segments.


E2-Discuss character traits. Have students write down 5 traits about themselves. Explain that character traits describe a person/character. Traits may include what a person acts like, looks like, etc.

E3- Read your historical fiction selection. Direct students to take notice of the traits of characters from the story. Together make a character web of all the character traits.

E4 – In response diary, students create a character web for one character. They should list at least 6 traits and draw a picture of this character.

Day 3

Diary Responses



E2- Review facts and opinions. List a few facts from the story thus far, and then take some of the students’ opinions of the story thus far. List on board.

E3- Read aloud from your selection of historical fiction.

E4- In response diary, students write a letter to Willis from Lucinda’s point of view. Letter should include at least 3 facts and 3 opinions about the events from the pages they have currently read.

*Encourage students to use appropriate letter format, and also to include a lot of voice in their letter. Grammar and conventions as well as content should also be assessed.



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Day 4

Sequence of Events

E2- Quickly review sequence from Day 1, and formulate a list of sequencing words with class.

E3- Read aloud to students. Direct students to notice the sequence of events describe for different aspects of Lucinda’s life. Select one event and sequence on the board using sequencing words (examples: hog killing, making soap, volunteers breaking in Mittie’s house, Willis’ letter home, salty egg game).

E4- Students read individually or in a group. In diary, students will write the steps to one event from the story. Write the list of examples (stated above) for the students to select from. They should include the sequencing words: first, next, after that, finally, etc.

*This diary entry could be used as an assessment.

Day 5

Response Writing

E2- Read 172 from Social Studies text book to identify Ben Milam’s role in Texas History. Locate information from Lone Star Junction site about Ben Milam. http://www.lsjunction.com/people/milam.htm

E3- Read aloud with students. Discuss Ben Milam’s role and his lead in the attack in San Antonio.

E4- Students read in groups or individually. As a class, discuss the characters’ actions and motivations of being helpful and/or thoughtful during difficult times.

In diary, students write an open response on what they find memorable over the pages they have read OR facts/opinions about Ben Milam.

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http://www.lsjunction.com/people/milam.htm




Essential Questions

19 Write persuasive text to influence attitudes

20.a i-iv verbs, nouns, adjectives, adverbs

ELPS:

3G: Express opinions, ideas, and feelings.

3H: Describe and explain with specificity and detail.

Final completed paper to be assessed using the STAAR writing rubric.







E2, E3, E4-SAMPLE LESSONS: Week 2 Writing – Narrative WritingAsk students to write story about their favorite place in town:

E2-Read Aloud:

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Day 1

My Town

I Know Here by: Laurel CrozaC is for City by: Nikki GrimesRoxaboxen by: Alice McLerranReview qualities of Narrative writing. Discuss with students previous strengths and weaknesses in the class’s overall papers. Ask students: What makes a 4 paper and how can your paper become a 4? Allow students to discuss as a group. Make a list of what the students come up with to display for the week.

E3-Review good beginnings for papers and catchy titles. Remind students that the more interesting the beginning is the more the reader wants to keep reading. Share previous papers with good beginnings and titles. Review the writing process and allow students to ask questions and discuss as needed.

E4-Prompt: Write a composition about something you will always remember. Brainstorm a list of words, feelings, and sayings that describe “remember”. Leave on the board for students to use while writing. Have students brainstorm story ideas and begin planning for their stories.

**Be sure to confer with students and write your own model paper for students.

Day 2

Places

E2-Review brainstorm words that describe “places”. Add to an anchor chart as needed and remind students to use these words when writing their papers.

E3- Discuss with students what makes a good title and good beginnings. Read examples of good titles and good beginnings. Allow students to ask questions and give ideas as a class.

E4-Pass out STAAR formatted paper and have students begin writing their beginning of their paper. Be sure to conference with each student before he/she moves on to the body of the paper. Allow students to edit, change, revise introductions as needed in order to have a well written paper.

**Share your own example first of a good beginning. Allow students to discuss what is good or needs improvement in your own paper.

Day 3

Details Make the Story

E2-Review what is in the body of a paper. Remind students that it is the “meat” of the story. Allow students to discuss how to elaborate and add meaningful details in their stories.

E3-Review how to elaborate and give meaningful details. Discuss as a class adjectives, adverbs, dialogue words, similes, etc. that will help add meaning to papers.

E4-Have students continue working on introductions as needed and begin body of papers. Make sure to conference with students every step of the way. Discuss with students ways to elaborate and add meaningful details to students. While conferencing help students add elaboration, edit, and revise as needed.

**Share your own example first of your body. Allow students to discuss what is good or needs improvement in your own paper.


E3-Review how to elaborate and give meaningful details. Discuss as a class adjectives, adverbs, dialogue words, similes, etc. that will help add meaning to

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Day 4

Organization is Key!

papers.


**Share your own example first of your body. Allow students to discuss what is good or needs improvement in your own paper. Tell the students that their story should be organized with the narrative diamond for control of all story elements.

Day 5

Tell the Story

E2-Ask students: What makes a good ending? Allow students to discuss. Focus on how endings can “make or break” a paper.

E3-Review good endings and how to correctly end a paper. Remind students that it is still a well written paragraph that adds meaning to the overall paper. Discuss ways to end papers and give examples.

E4-Have students complete their papers. Conference and work with students in order to help write an effective ending. Be sure to help add elaboration, edit, and revise as needed.

**Share your own example first of your conclusion. Allow students to discuss what is good or needs improvement in your own paper.

Give students a chance to share papers with each other in author’s chair!

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Week 3 Reading: Determining Importance in Text- Historical Fiction


Essential Questions

2b Use context clues- multiple meaning words

2e Use dictionary to determine meanings of unknown words




ELPS: 4J: employ inferential skills such as making connections between texts, and predicting --Observation


--Written summaries




Social Studies

2d Identify accomplishments of Stephen F Austin

2e Identify impact of Mexico’s independence from Spain

http://www.scholastic.com/teachers/lesson-plan/line-sand-discussion-guide

historical figureStephen F. AustinMexicoIndependence

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E2, E3, E4-SAMPLE LESSONS: Week 3 Reading

Day 1

Historical Fiction



E2- Discuss themes so far in the story: Celebrations (Christmas, fandango, victories), Fighting (battles, Mrs. Roe & volunteer, War/Peace Party, Lucinda & Mitte, etc.), Responsibility (all doing their part).

E3 – Read aloud to the students. Look for examples of good and bad news/events that happen.

E4- Students read in groups or individually. As a class, discuss events from the book and classify them as good/positive or bad/negative. Discuss how the event may differ depending on the points of view on that character. In response diary, students should write an event and then list which characters are positively impacted and negatively impacted. Use chart below.

Day 2

Historical Fiction



E2- Review context clues. When an unknown word is found in a sentence, students read around the word to find “clues” that may help them define the unknown word. These clues are known as context clues.

E3- Pass out Context Clues sheet to all students. Students cut around outer box and glue in diary. Inform students that they will be using context clue strategies to help them define Spanish words in today’s reading. Choose one Spanish word and show students how to use the context clues to figure out the English definition.

E4- Students read individually or in small groups. Fill in chart using 5 Spanish words from the book read, draw a picture of the meaning, write the meaning and fill in the context clues they used to figure out the meaning.

Day 3

Historical Fiction

E2- In Social Studies Textbook read pages 180-181. Discuss main idea and supporting details. Write on chart.

E3- Read aloud to students. Discuss the main idea of William Travis’ letter. What were his reasons for writing this letter? What is the mood from Travis’ point of view?

E4- Give students a copy of William Travis’ letter. In response diaries, students will rewrite/paraphrase the famous letter from William Travis in their own words that conveys the original message about the Alamo.

*Allow students access to use dictionaries or thesauruses if needed.

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Day 4

Historical Fiction

E2- Ask a few student volunteers to read their William Travis letters from Day 3. After, discuss paraphrasing, and how students chose different known words or phrases to rewrite the letter.

E3- Read aloud to students. Take time to identify major events and ask students to summarize/ paraphrase information read.

E4- Students read in groups or individually. In response diaries, students will summarize the event of the Battle of the Alamo and the Alamo “falling”.

*Students may opt to write it like a newspaper article with a picture.

Day 5

Historical Fiction

E2- Discuss briefly the current moods of the Texans and the Texas Army (sadness, defeat, disappointment etc.)

E3- Read aloud to students.

E4- Students read in groups or individually. Focus on the Battle of San Jacinto and the capture of Santa Anna which led to Texas Independence from Mexico. Discuss the mood of Texans and Texas Army (joyful, relieved, surprised, etc.)

In diary, students write a response that explains the importance of the Battle of San Jacinto. Be sure they include the date that Texas gained independence – April 21, 1836.

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Essential Questions

17. Write personal narratives

20.a i-vii use verbs, nouns, adjectives, adverbs, prepositional phrases, reflexive pronouns, correlating conjunctions, time order transitions

3J: Respond Orally to information presented to build and reinforce language attainment.5B: Write using content based vocabulary.

Final Completed Paper to be assessed using the STAAR writing rubric.







voiceword choiceshow not tell

E2, E3, E4-SAMPLE LESSONS: Week 3 Writing – Narrative WritingAsk students to write a story about their best day ever!

E2-Review qualities of Narrative writing. Discuss with students previous strengths and weaknesses in the class’s overall papers. Ask students: What makes a 4

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Day 1

Narrative Writing

paper and how can your paper become a 4? Allow students to discuss as a group. Make a list of what the students come up with to display for the week.


E4-Prompt: Write a composition about your best day ever. Brainstorm a list of words, feelings, and sayings that describe “best”. Leave on the board for students to use while writing. Have students brainstorm story ideas and begin planning their writing for their story.

**Be sure to conference and write your own model paper for students.

Day 2

Good Beginnings

E2-Review brainstorm words that describe “best”. Add to list as needed and remind students to use these words when writing their papers.



**Share your own example first of a good beginning. Allow students to discuss what is good or needs improvement in your own paper. ***26 lined paper is available on the shared folder/ 4th grade writing

Day 3

The Body of the Paper





Day 4

Organization is Key


E3-Review how to elaborate and give meaningful details. Discuss as a class adjectives, adverbs, dialogue words, similes, etc. that will help add meaning to

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papers.

E4-Have students continue working on introductions as needed and begin body of papers. Make sure to conference with students every step of the way. Discuss with students ways to elaborate and add meaningful details to their stories. While conferencing help students add elaboration, edit, and revise as needed.


Day 5

Great Endings





Give students a chance to share papers with each other.

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Week 4 Reading: Determining Importance in Text- Author’s Perspective/ Point of View


Essential Questions

2a Determine the meaning of grade level vocabulary from root words (Greek, Latin)

2b Use context clues- multiple meaning words

3.a Summarize message or theme from fiction work


12 Identify author’s purpose to persuade

*Author’s Perspective & Point of View

ELPS:

2G: Understand the important details of spoken language.

2H: Understand the implicit ideas and information in complex spoken language.

--Observation





How do pieces on the same topic vary in tone, mood, and voice?

Why do authors use different literary devices?


point of viewperspectiveauthor’s message

E2, E3, E4-SAMPLE LESSONS: Week 4 Reading – Determining Importance – Author’s Perspective/ Point of ViewE2- Read Aloud:Two Bad Ants by: Chris Van Allsburg

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Day 1

Point of View

E3- Tell the students that this story is about two ants who make several bad decisions. These bad decisions provide the background or setting for this story.The story is told from the perspective of the ants. Their ideas about their environment shape much of their decision making. Ask students to answer these questions in their reading response journal:

Why does the queen ant want the crystals? Why are the worker ants so happy to get them for her? Do the ants regret any of their decisions? What did the ants learn from this experience? What is the ants’ perspective throughout the story? What is the theme of this story?

E4- Ask students to determine if the ants’ point of view is good or bad in the story. Answer this and provide text evidence for the answer.

Day 2

Perspective

Add Cartoon Here

E2—Show students the “More Rain” cartoon. Ask: “What can you tell about the birds?”

E3—Discuss how each bird views the coming rain differently. Why is one happy about the rain? Why is one bird worried about the rain? Explain that different people can view the same event or experience the same thing and think differently about it. This is called “point of view” or “perspective.” Present several ideas such as homework, siblings, math, reading, writing, snow days, etc. and allow students to voice their different viewpoints. Discuss.

E4—Ask students to create a cartoon drawing which illustrates one event or idea from two different perspectives. For example, students might draw two students who disagree about the value of homework—one student enjoys homework, and the other loathes it. Share.

**There are many comic book apps for the ipad that will work nicely here. Some include:

HalftoneComic BookComic Story

Day 3

E2—Read a book that demonstrates point of view such as:

The True Story of the Three Little Pigs by: Jon ScieszkaDear Mrs. LaRue by: Mark Teague (In Texas Treasures, Unit 3, Week 2)

E3—Ask students to define point of view. Discuss the points of view illustrated by the picture book. Help students to understand that the narrator of a story always relates the events from his/her individual point of view. So, the story YOU hear, depends on WHO you hear it from. All narrators have their own point of

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Point of View view, so different narrators can make the story sound different and give the reader a different way of seeing and thinking about the story events. Discuss.

E4—Present a situation to the students where different perspectives are involved, such as a student who forgets his homework and makes an excuse to his teacher or a student who makes a joke and does not realize he has hurt another student’s feelings. Ask students to choose one of the characters and briefly retell the events from that character’s perspective. This activity should be done aloud. This could take on a “Talk Show” format

Day 4

Perspective in NF Text

E2—Review point of view/perspective.

E3—Read an article about the battle of the Alamo, the battle of San Jacinto, the Runaway Scrape, or the capture of Santa Anna (social studies textbook pages 180-192 or a different source of your choosing). Explain and summarize any pertinent background information necessary for students to infer that the involved parties must have had very different perspectives. Below are some key points that students need to know in order for text about these topics to be meaningful (ideas are very brief and heavily summarized):

Texas was under Mexican rule. Colonists given free land, but expected to follow Mexican laws. Mexico changed some of the laws colonists agreed to. Colonists ignored some of the Mexican laws. Colonists decided to declare their independence from Mexico. Mexico did not want to lose its land, so it fought back.

E4— Allow students time to discuss the different perspectives of the colonists and the Mexicans.

Day 5

Point of View

Read Aloud:Voices of The Alamo by: Sherry Garland

E2—Ask students to define perspective/point of view of several of the characters form this book.

E3—Review the battle of the Alamo and pertinent background information from Day 4.

E4—Ask students to choose a “side.” Have them write a paragraph and draw a picture that illustrates their perspective of the chosen event (from Day 4).

Use this activity as an assessment.

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Week 4 Writing: Expository Writing


Essential Questions

17. Write expository compositions


ELPS:

3J: Respond Orally to information presented to build and reinforce language attainment.

5B: Write using content based vocabulary.






expository essaythesistopicsupporting detailsconclusion

E2, E3, E4-SAMPLE LESSONS: Week 4 Writing – Writing to Inform or Explain – Expository WritingUse HMH the Write Source Online to review the characteristics of Expository Writing:

E2-Review expository writing as a class. Discuss qualities of expository writing.

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Day 1

Expository Writing

E3-Review how to brainstorm and plan for an expository. Discuss for new prompt as a class. Prompt: Everyone enjoys time with their family. What is the best day you have ever spent with your family? Think about the best day you ever spent with your family. Think about the reasons that made it the best day ever!

E4-Pass out notebook paper to students and have them brainstorm things they like to do most. Discuss as a class. Have the students plan out their expository paper. This can be any way you prefer your students to plan. Remember to have them write a thesis statement, 3 reasons and why, and restate the thesis. Conference and meet as needed with students.

***Remember to write your own teacher example and share as you progress with the paper.

Day 2

Thesis

E2- Review expository writing as a class. Discuss qualities of expository writing. Remind students that the thesis is the controlling idea of the paper:

Thesis: The controlling idea of the paper. All details must support this idea.

E3-Review how to “catch” the reader’s attention. Discuss ways to begin an expository paper. Remind students to add in their thesis statement in the beginning of the paper. Have students review ideas and plan sheet from Day 1.

E4- Pass out STAAR formatted paper to students. Discuss ways to add a good title. Remind students to indent, write red line to red line, and use correct conventions. Conference with students each step of the way in the process. Have them writing their beginning and conference with you before they start their reasons.

***Remember to write your own teacher example and share as you progress with the paper. success.

Day 3

Supporting Details

E2- Review expository writing as a class. Discuss qualities of expository writing.

Students will need 1 to 3 topics with supporting details. It is important that each topic can be supported fully!

E3-Discuss the reasons and how to add examples and details to them. Review with students their own reasons to support their thesis. Share your own example before the students begin their own.

E4- Have student get out their papers from Day 2. Let them continue writing on their reasons. Confer with students as they progress to each reason. Discuss editing and changes that need to be made before moving on to the next reason.


Day 4


E3-Review how to restate the thesis statement at the end of an expository paper. Share your own example before the students begin their own.

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Organization is so

Important

E4- Have student get out their papers from Day 2 & 3. Let them continue writing on their reasons or move on the end, restating the thesis. Conference with students as they restate their thesis statements. Discuss editing and changes that need to be made to the paper.


Organization is key!

Day 5

Success!

E2-Review what makes a good writer. Ask students: What makes a good expository paper? Why? Allow the class to discuss.

E3-As a class, review how to give positive criticism. Remind the students to give a grow and a glow. Discuss with the students how proud you are of them and what a wonderful job they have done on their papers.

E4-Allow the students to celebrate. Have them share papers and give a glow and a grow. While students are sharing, on sticky notes, have the students write down the glow and grow to give to each other.

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Week 5 Reading: Evolution of Thought- Drama & Performance


Essential Questions

3a Summarize message or theme of fiction work

3b Compare/ contrast the exploits of characters in classic lit.

5 Describe the structural elements particular to dramatic literature

6.a Sequence/ summarize plot’s main events & explain influence on future events

6.b Describe interaction of character relationships & changes they undergo

6.c Identify narrator/ speaker – 1st or 3rd person

ELPS:

4.a Learn relationships between sounds and letters to decode words and comprehend.

--Observation





How do authors craft text to convey their ideas about the human experience through their characters?


selfishcrankycommotionexasperatedspecialtyfamished

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E2, E3, E4-SAMPLE LESSONS: Week 5 Reading – Evolution of Thought – Drama & Performance

Day 1

Intro. To Drama

E2- Use Texas Treasures, Unit 3, Week 4 – Ranita, The Frog Princess, pg. 342Use Student Practice page: 121 – The Clues to the Theme

Drama: A play is a story intended to be performed and has features such as dialogue, stage directions, and scene descriptions.Tell the students that this is a fictional play about a frog princess – this story is a fairy tale.Allow students a couple of minutes to jot down a list of everything they know about character analysis. Share.

E3—Discuss different kind of characters: heroes, villains, tricksters, villains, etc. Create an anchor chart of all of the characters from this play. Assign parts to the students. There are 13-14 speaking parts and some extras.

E4—Ask students to have a class read aloud of this play after parts have been assigned. Make sure that students are aware of what the stage directions do for the characters. It is also important that the lines are delivered with intonation and clarity, so that the audience can understand what is happening in the play.

Day 2

The Features of

Drama

E2- Use Texas Treasures, Unit 3, Week 4 – Ranita, The Frog Princess, pg. 342Use Student Practice page: 121 – The Clues to the ThemeRead through Scene 1 of the Play, ask students to answer these comprehension questions:

Ranita has found Felipe’s arrow. How will this affect future events in the play? Think about Felipe’s character. Does he seem to take promises literally?

E3—Choose one or two characters and work with students to identify their character traits. Model for students how to find text evidence from the play to support their thinking about character traits and type (bully, hero, etc.). Create a t-chart or other graphic organizer to display.

E4—Working with a partner from their reading group, ask students to name one or two qualities that describe the main character of the play and to identify the “type” of that character. They should create a t-chart and label the columns “Traits” and “Evidence.” Ask students to title the chart with the character’s name and character type. As they work, ask students to fill in the chart. They should also locate and mark text evidence with sticky notes to prove their thinking.

Day 3


E3- Read Scene 2 of the play. Ask students to answer these questions in their reading response journal:

What were Felipe’s mother’s feelings towards him? How do you know? Who does Vieja Sabia remind you of from another story?

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Drama How does Felipe feel about his promise to Ranita? How are the Viceroy and his son different? Can you provide text evidence for this?

E4- Invite students to act out this scene from the play, and to summarize the events in the play up to this point. Students may write the short summary in their reading response journal. Discuss.

Day 4

Drama


E2--Allow students a couple of minutes to jot down a list of everything they know about character analysis and character types. Share.Read Scene 3 of the play. Ask students to answer these questions in their reading response journal:

What did Pepe do to Felipe to make sure that he kept his promise? How does Felipe change in the story? How does he stay the same? How does Felipe’s relationship with Ranita change? What is the theme of this story?

E3—Read through scene 3 of the play. It may be a good idea to act out the entire play.

E4— Re-read the play and write a summary of the play in the rrj.

Day 5

Act!


E2- Read the Epilogue of the play for the conclusion. Ask students to complete the Comprehension check on page 361.

E3- Act out complete play as a performance for some other class.

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Essential Questions






18.a (i) Establish a central idea

18.a (ii) Include supporting sentences

18.a (iii) Contain a concluding statement

ELPS:

3J: Respond Orally to information presented to build and reinforce language attainment.

5B: Write using content based vocabulary.






E2, E3, E4-SAMPLE LESSONS: Week 5 Writing – Expository WritingAsk students to write an essay explaining why it is important to keep memories sacred.


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Day 1

Expository

E3-Review how to brainstorm and plan for an expository. Discuss for new prompt as a class. Prompt: Everyone has memories and important events in their lives that they remember. Think about the memories you have and what you remember. Why is it important to remember things in your life? Give reasons as to why it is important to remember things in your life.



Day 2

Catchy Beginnings


E3-Review how to “catch” the reader’s attention. Discuss ways to begin an expository paper. Remind students to add in their thesis statement in the beginning of the paper. Have students review ideas and plan sheet from Day 1.



Day 3

Supporting Details



E4- Have student get out their papers from Day 2. Let them continue writing on their reasons. Conference with students as they progress to each reason. Discuss editing and changes that need to be made before moving on to the next reason.


Day 4

Conclusion




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Day 5

The Final Paper




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Week 6 Reading: Evolution of Thought


Essential Questions

3a Summarize message or theme of fiction work

3b Compare/ contrast the exploits of characters in classic lit.

ELPS:

4J: Employ inferential skills such as predicting.

4F: Use visual and contextual support and support from peers and teachers to read content area text.

Use the visual vocabulary cards for The Cricket in Times Square

--Observation


--Comic strips

--Inferring from Text chart




How do authors craft text to convey their ideas about the human experience through their characters?


Connect ED eavesdroppingacquaintanceroutejumblescornfullylogical

E2, E3, E4-SAMPLE LESSONS: Week 6 Reading – Evolution of Thought – Exploring Character ChangesRead Aloud:A Bad Road for Cats, RylantWeslandia, Fleischman

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Day 1

Explore Characters

Don’t Need Friends, CrimiCourage to Fly, HarrisonThe Boy Who Held Back the Sea, LockerSuki's Kimono, Uegaki

E2—Ask: “Do you think every story teaches a lesson? Do you think every author has a message?” If so, how do authors get their message across? How do authors teach you? Discuss. (Theme)

E3—Explain how character actions serve as a vehicle for the author’s message. Oftentimes this message is illustrated by a change in the character. What the character learns or experiences serves to tell the reader something about his/her own life.

E4-- Read a picture book that illustrates character change. As a class, discuss how the character’s experiences changed him/her. Ask students to reflect on the main character in their reading response journal.

Day 2

Analyze Characters

E2—Review a different story from the list:

Read Aloud:A Bad Road for Cats, RylantWeslandia, FleischmanDon’t Need Friends, CrimiCourage to Fly, HarrisonThe Boy Who Held Back the Sea, LockerSuki's Kimono, Uegaki

E3—Together as a class, fill out the Character Change Chart. Work with students to find text evidence to support their thinking.

E4—Allow time for students to think-pair-share. Ask them to infer the author’s purpose for writing the text and his/her message to the reader. After allowing for wait time as students think and jot notes on the back of their Character Change Charts, discuss as a class and provide feedback.

Day 3

Change Over

Time?

Read Aloud:A Bad Road for Cats, RylantWeslandia, FleischmanDon’t Need Friends, CrimiCourage to Fly, HarrisonThe Boy Who Held Back the Sea, LockerSuki's Kimono, Uegaki

E2—Read another picture book to the class as in Day 1.

E3—Review the class discussion from Day 2.

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E4—Allow students to work in pairs to complete a new Character Change Chart. Share and discuss. As a class, discuss the author’s purpose for writing the text and infer his message to the reader.

**This skill should be spiraled in reading groups and after read alouds as opportunities present themselves.

Day 4

Character Changes

Use Texas Treasures – Unit 4, Week 1-pg. 410- A Cricket in Times Square (an excerpt) by: George SeldenUse student practice page 139 – Theme ChartTell the students that this story is Fantasy. Fantasy: a story with invented characters and settings that could not exist in real life.

E2—Read this story to the class. In this story the main character undergoes a major change.

E3—Guide students in a discussion about the author’s purpose for writing the text and infer his message to the reader. Make clear that the message is illustrated by the change in character and the moral at the end of the story.

E4— Ask students to answer these questions about Chester:

How did Chester feel when he first arrived in New York? How does he feel later in the story? What brought about his change of mood? How do Tucker and Harry feel about Chester?

Discuss

Day 5

Character

& Theme

Use Texas Treasures – Unit 4, Week 1-pg. 410- A Cricket in Times Square (an excerpt) by: George SeldenUse student practice page 139 – Theme ChartTell the students that this story is Fantasy. Fantasy: a story with invented characters and settings that could not exist in real life.E2- Continue to read through this selection with students.

E3- Invite students to fill in the student practice page on “theme” as you read. What clues help you to infer theme?Ask students to complete the Comprehension Check on pg. 429. Discuss this as a class.

E4- Ask students to create a comic strip about this story. Retell the story through a cartoon strip. This can be done on ipads as well.

34




Essential Questions






18.a (i) Establish a central idea

18.a (ii) Include supporting sentences

18.a (iii) Contain a concluding statement

ELPS:

3B: Expand vocabulary by learning & using high frequency words.

3D: Speak using content area vocabulary in context/ new English words.

E5—• Authors choose precise language to convey meaning.• Authors write to a specific audience.• Authors craft their writing to create a specific meaning.


E2, E3, E4-SAMPLE LESSONS: Week 6 Writing – Writing to Inform or Explain – Expository WritingAsk students to write an essay to explain how we can help the environment.

E3- Explain to students that you are getting the groundwork laid today for their essays. You can explain it using this:

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Topic Sentence

Thesis Statement


Day 1

Revising Essay Plans Evidence

Evidence

Evidence Evidence

Evidence Evidence

This process will take 2 days at least. You will have to continually monitor and assist. Tell the students to use “expert eyes” and make sure that they are proving the boxes with the bullets. It will be much easier to get things right now instead of when we are writing the essay.

Day 2

Finish Essay Plans

E3- Using the information from yesterday, continue to fill in boxes and bullets.

As students are working on their rough drafts. They need to polish and package their essays. One way to start is to write an introductory paragraph. Expository writers can start a story by actions or by a journey of thought such as, I used to think…but now I realize. I once believed… but recently I’ve come to think that… You can give them the reminder that the leads are important here also. Think of movies, how the beginning starts out as a big panoramic view and the camera later zooms in on the single character that the movie focuses on.

E4- Ask students to plan their expository paper with a thesis, 1-3 topics with supporting details, and a conclusion.

Day 3

Draft of

E2- Remind students about the organization of this essay. Two categories that help determine the score point 3 or 4 papers are:

Organization – the organizer matches the writing sample. Word Choice – change everyday vocabulary words with synonyms, or choose vivid verbs to make the essay stronger.

E3- Ask students to begin a first draft of their essay.

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Topic SentenceTopic Sentence

Topic Sentence


Essay E4- Students can begin to write rough drafts. They will need to check for grammar, punctuation and spelling. They will use also use the MISD writing rubric.

Day 4

Final Copy of Essay

E2- Remind students about the organization of this essay. Each student will need to pair/ share their essay with a partner. Check for:

An interesting hook Thesis statement 1-3 Topics with supporting details Conclusion

E3- Ask students to work on their final draft of the essay. Punctuation and capitalization are essential to the flow of this essay.

E4- Students will produce a final draft of their essay.

Day 5

Share Published

Essays

E3 & E4- Students will share their published work. The students will also have 2 hearts and a wish to share with the student who shares their paper.

I like this about your essay…

I like this about your essay…

I wish that you would change/ add this…

37




Essential Questions




8.a Recognize sensory language – Identify the author’s use of similes and metaphors to produce imagery

Figure 19 d Provide text evidence to support claims

ELPS:

2G – Understand the important details of spoken language.

4F – Use visual and contextual support to enhance and confirm understanding.

--Observation



Certain themes pervade literature.


How does theme work with other elements of literature to create the total effect of a literary work?

In what ways do authors reveal themselves through the text they craft?


E2, E3, E4-SAMPLE LESSONS: Week 7 Reading – Evolution of Thought – Inferring Theme

E2—Show the power point on themes in literature: (this resource is also available on the MISD ELAR wiki)

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Day 1

Theme is the

Author’s Message

http://misdelar.wikispaces.com/data+reponse-+the+fix

Read Aloud:Patricia Polacco books work great for teaching theme!My Rotten Redheaded Older Brother

E3—Explain theme. Point out the difference between plot and theme. Point out the difference between topic and theme. Tell students that themes are the underlying ideas, issues, and lessons in a story that give it meaning. When thinking of a story’s theme it is necessary to use the text to infer the bigger ideas. Plot is what actually happens in the story—the events. Plot serves as a vehicle to illustrate theme. Themes are what you feel “in your gut.” When we feel anger, fear, joy, etc. we are usually responding to theme. Make an anchor chart. Some themes from this story include:

Families are important Siblings can be friends (even if it does not always feel like it) Perseverence

E4—Ask child to turn and talk about plot and theme. Monitor conversations and provide feedback as needed. This is an excellent time to reinforce metaphors and similes with this content. Ask students to come up with a simile for the rotten red headed older brother.

A simile is a figure of speech that directly compares two different things, usually by employing the words "like" or "as”

My older brother is as rotten as stinky cheese. (etc)

Day 2

Theme = the

message

Read Aloud:The Keeping Quilt by: Patricia Polacco

E2—Present the book to the class. (Kids need to really be impacted by this book in order for the lesson to be powerful and have the intended effect.) Show the front cover and do a short book talk. Then, read the story.

E3—Discuss the plot of the story. Work with students to create a story retell and/or summary.

E4—Independently, ask students to write one paragraph about how the story made them feel. Share and discuss.

Day 3

Read Aloud:The Lemonade Club by: Patricia Polacco

E2—Ask students to define the difference between plot and theme.

E3—Work with students to generate a list of possible themes. If necessary, read small portions of the text (1-3 paragraphs) where a theme is evident. Then, stop

39

http://misdelar.wikispaces.com/data+reponse-+the+fix


Theme and ask to think carefully about what was read. Students should suggest themes that might be addressed by that portion of the text.

Create a 2-column anchor chart—title the columns “Theme” and “Text Evidence.” Try to generate at least 5-10 theme ideas. Taking one theme at a time, work with students to locate text evidence, which supports their thinking. Teacher should use think-alouds to model locating textual evidence. Encourage students to use plot events, dialogue, and illustrations. Try to find at least two “supports” for each theme suggested. Complete several as a class.

E4—Assign one theme from the list to the class. Ask students to work in pars to locate text evidence for that theme. Then, share and discuss as a class and add evidence presented by students to the chart.

Day 4

Theme

Read Aloud:Bully by: Patricia Polacco

E2—Ask: “What do you know about plot and theme?”

E3—Clarify any misconceptions that the E2 surfaces.

E4—Place students into small groups of 2-3 students. Ask them to continue to locate text evidence for the themes on the list they created in Day 3 (1-2 themes are sufficient). This time, they should create their own two-column chart to record their thinking. Monitor students carefully and then discuss student ideas as class. Did everyone find the same evidence?

Day 5

Theme

Read Aloud:

Thundercake by: Patricia Polacco

E2—Ask students their opinion of the stories from this week. What have they learned about theme?

E3—Review ideas and concepts as needed.

E4—Students should write a 1-2 paragraph response to: This is what I know about theme… The response should show what they know about plot and theme. It should also reference at least one specific theme in the book. Encourage students to include their feelings, opinions, any changes in their thinking, and also anything they learned from the story. Share and discuss as time allows.

40




Essential Questions

17. Write personal narratives and expository text


ELPS:

3B: Expand vocabulary by learning & using high frequency words.

3D: Speak using content area vocabulary in context/ new English words.







E2, E3, E4-SAMPLE LESSONS: Week 7 Writing – Narrative WritingWrite a composition about a time you laughed the hardest you have ever laughed.

E2-Review qualities of Narrative writing. Discuss with students previous strengths and weaknesses in the class’s overall papers. Ask students: What makes a 4

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Day 1

The Prompt

paper and how can your paper become a 4? Allow students to discuss as a group. Make a list of what the students come up with to display for the week.


E4-Prompt: Write a composition about a time you laughed the hardest you have ever laughed. Brainstorm a list of words, feelings, and sayings that describe “laugh”. Leave on the board for students to use while writing. Have students brainstorm story ideas and begin planning their writing for their story.

**Be sure to conference and write your own model paper for students.

Day 2

A Beginning

E2-Review brainstorm words that describe “laugh”. Add to list as needed and remind students to use these words when writing their papers.



**Share your own example first of a good beginning. Allow students to discuss what is good or needs improvement in your own paper.

Day 3

Elaborate





Day 4

An Ending



E4-Have students continue working on introductions as needed and begin body of papers. Make sure to conference with students every step of the way. Discuss

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with students ways to elaborate and add meaningful details to their stories. While conferencing help students add elaboration, edit, and revise as needed.


Day 5

Success!





Give students a chance to share papers with each other.

43




Essential Questions




Figure 19 d Provide text evidence to support claims

ELPS:

2.c: learn new expressions during classroom instruction and interactions.

4.d: Use pre- reading supports such as graphic organizers to enhance comprehension of written text.

--Observation


--Advertisements


Certain themes pervade literature.


How does theme work with other elements of literature to create the total effect of a literary work?

In what ways do authors reveal themselves through the text they craft?


E2, E3, E4-SAMPLE LESSONS: Week 8 Reading – Evolution of Thought- Inferring Plot and ThemeRead Aloud:Use Patricia Polacco books to continue our work on theme:E2—Review plot and theme.

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Day 1

Theme & Plot

E3—Explain to students how to write an acrostic poem.

E4—Number students off into 1’s and 2’s. Ask “1” students to write an acrostic poem for “plot.” Ask “2” students to write an acrostic poem for theme. Share and discuss.

P- T-L- H-O- E-T- M- E-

Day 2

Wordless Stories = Theme

Read Aloud:Use a wordless story (video in this case) to create a situation where students will have to infer the theme without text evidence:

E2— Use: The Invention of Love: http://youtu.be/PTdzCAGH3lU

E3—Discuss the plot of the story. Work with students to create a story retell and/or summary.

E4—Independently, ask students to respond to these questions in their RRJ:

What is the theme? Are there more than 1 theme? How do you know?

Day 3

Theme is…


E2—Use: The Clocktower : http://youtu.be/nMIOuPxhCVI

E3—Work with students to generate a list of possible themes.

Create a 2-column anchor chart – Possible Themes & Evidence

Ask students to defend the theme they have chosen and support it with details from this wordless movie.

Day 4

Theme


E2—Use: The Bad Egg: http://youtu.be/2SKqRIS6FxI

This video actually gives a theme at the end so that students can see if they are getting it.

45

http://youtu.be/2SKqRIS6FxI

http://youtu.be/nMIOuPxhCVI

http://youtu.be/PTdzCAGH3lU


E3—Clarify any misconceptions that the E2 surfaces and discuss the themes from this animated short film.

E4— Invite students to get into pairs to create a story that has a simple theme. They may even want to draw a picture to go with their drawing. Present these to the rest of the class. These stories should be NO longer than 1 page.

Day 5

Theme

E2—Ask students to show you what they have learned about theme.

E3—Review ideas and concepts as needed.

E4—Students should write a 1-2 paragraphs about theme. Students may use their independent reading book or lit. circle book to write a paragraph about the book’s theme or message. Check for understanding.

46




Essential Questions

17 Write expository text


ELPS:

3g – Express ideas

3h – Describe/ explain with specificity/ detail

5b – Write using content based vocabulary

Final project will be graded based on a 1, 2, 3, or 4 rubric

• An author creates an individual style to express his own voice.

• Authors use words, sentence structures, figurative language, and sentence arrangement deliberately.

• Authors communicate ideas directly and figuratively.

• Authors use literary elements to convey meaning and to move a piece forward.


E2, E3, E4-SAMPLE LESSONS: Week 8 Writing – Expository WritingWrite a paper explaining how laughing out loud made you feel and why.


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Day 1

E3-Review how to brainstorm and plan for an expository. Discuss for new prompt as a class. Prompt: Many experiences in life make us laugh out loud. Think about something that has happened to you that made you laugh. Write a paper explaining how laughing out loud made you feel and why.



Day 2


E3-Review how to “catch” the reader’s attention. Discuss ways to begin an expository paper. Remind students to add in their thesis statement in the beginning of the paper. Have students review ideas and plansheet from Day 1.



Day 3



E4- Have student get out their papers from Day 2. Let them continue writing on their reasons. Conference with students as they progress to each reason. Discuss editing and changes that need to be made before moving on to the next reason.


Day 4




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Day 5




49


Week 9 Reading: Evolution of Thought- Poetry: Powerful Thoughts in Tiny Packages


Essential Questions

Poetry:

4 Explain how the structural elements of poetry (rhyme, meter, stanza, line breaks, etc) relate to form


9. a Read independently and paraphrase information maintaining meaning and logical order

ELPS:

4i: Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details.

E5-

*writing notebook *discussions *Poems * Personal Poetry

E1-

* Tone, mood, and voice enhance the subjective experience of language.

* Language is intentional – a tool for processing and communicating one’s ideas about the world.


MISD Poetry Plaoozarhymeversestanzameter

E2, E3, E4-SAMPLE LESSONS: Week 9 Reading – Poetry ~Powerful Thoughts in Tiny Packages

E2- Share with students that we will be starting a 2 week unit on poetry! Use Texas Treasures, Read Aloud Anthology, pg. 17- Some Rivers by: Frank Asch. This poem is an example of an ABCB pattern, where the second and fourth lines rhyme. Tell the students that this poem is about the Florida

50


Day 1

Learning About Poetry

Everglades. The TEKS for fourth grade poetry are as follows:4 Explain how the structural elements of poetry (rhyme, meter, stanza, line breaks, etc) relate to form

Discuss these attributes of poetry: (you may want to make an anchor chart with students on poetic terms)

Rhyme Verse Stanza Meter Line Breaks

E3: Tell students we will be keeping our thoughts about poetry in our reading response journal. Not everyone will get the same feeling from a poem or read the same mood out of a poem. That is what will make our discussions interesting. Using the poem you just read with the class make an anchor chart for the class that they need to add to their writing notebook for reflection upon later.

E4-After reading, ask students to answer the Think and Respond questions at the end of this selection.

Day 2

What Can Poetry Do?

E2- Brainstorm with the students by answering the question: What is Poetry? Start with: What Poetry Can Do, taken from Naming the World, a Year in Poems and Lessons, by Nancie Awell. If you have this book in your professional library, you may want to use this resource for background knowledge.

E3- Make a poster of What Poetry Can Do and add student’s thoughts to this list. You may decide to create your own anchor chart and lead students to Atwell’s responses. You may also want to use the list of Poetic terms on the MISD ELAR shared folder/ wiki

E4 - Give students the remaining time to look through poetry books, including ones from the professional library – they are FULL of good poems. Also give them time to look online at the MISD Poetry Palooza wiki and follow the link to Giggle Poetry for ideas.

Explain to the students that you will be writing poems along with reading and studying the purpose of writing poems.

Day 3

What is Poetry?

E2- Use Texas Treasures, Read Aloud Anthology, pg. 27- Take Me Out to the Ballgame (song) by: Jack NorworthExplain to students that you will be reading aloud the lyrics, or words, to a song that is popular at baseball games. Remind students that song lyrics can change slightly over time and point out that this version is from 1927. Even though students will probably recognize thefamiliar refrain, or repeating stanza, they may be surprised to learn about the larger context or story that is told in the rest ofthe song. Ask students to complete the “Think and Respond” questions at the end of this selection.

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Is a Song Poetry?

Make a chart that says:Why do we read & write Poetry? Collect responses from students and add to the chart:

E3- Allow students to review a few poems that you have selected. We have many on the MISD shared folder and in Texas Treasures. Discuss the academic vocabulary related to poems. (You may even want to make an anchor chart for this!)

Line, Stanza, Rhyme, Rhyme scheme

E4 – Students can document the poems that they are particularly drawn to for later reference. Have students discuss these items with a partner with the poem:

1. What is the theme of this poem? How do you know?2. Does the structure of the poem help you understand the meaning? How?3. What imagery do you visualize as you read this poem? Can you draw a picture of it?

Day 4

Exploring Poems

E2- Use Texas Treasures, Read Aloud Anthology, pg. 76- At the Flick of a Switch by: Pat Moon

Tell the students that this poem uses the poetic element of onomatopoeiaOnomatopoeia – Sounds used to make an emphasis

E3- Ask students to review the vocabulary associated with this selection:percolator: a type of coffee machine that forces water through the ground coffeeliquidizer: a type of blender or food processordeep-fat fryer: a container or pot that fries food in oil at high temperatures

E4- Ask students to complete the Think and Respond questions at the end of this selection.

Day 5

Theme in Poetry

E2- Read: Use Texas Treasures Read Aloud Anthology, pg. Darkness is My Friend by: Joanne Ryder

E3- Introduce students to the idea of theme. The theme of a poem is usually implied and students typically infer meaning. Read this poem and discuss the theme. Ask students to prove the theme with test evidence.

E4- Ask students to complete the Think and Respond questions at the end of this selection.

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Week 9 Writing: Writing Poetry


Essential Questions

18.b Write short poems w/ sensory details, meter, rhyme and patterns of verse.

ELPS:

5f: Write using a variety of grade appropriate sentence lengths, patterns, and connecting words.

E5-

* Writing notebook

* Discussions

* Poems

E1-




free verseelements of poetryframemood

E2, E3, E4-SAMPLE LESSONS: Week 9 Writing – Poetry ~Powerful Thoughts in Tiny Packages

Day 1 E2- Use the Poem – “Famous” for this lesson.

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Writing a Response to

Poetry

E3- Discuss the poem and the imagery that can be created while reading it. Using what we have talked about today in reading. I want you to write a short poem about something you would be famous for. It will be whatever you want it to be. Discuss the word choices used in this poem. Why did the author use those words? How do the words help paint a picture in our minds?

E4- Allow students to share and decorate a copy of their poem to hang up. Let students become excited about their poetry. This will be a learning experience for them. Hopefully, they will want to replace this poem with another one very soon.

Day 2

Elements of Poetry

E3- Use the famous poem that students have already written as mentor text. Ask students to trade with a partner and answer the questions that you ask yourself after you read a poem. The students can then partner back up and share their responses. This will also be a good time to allow for refection as to how poems can be perceived differently than they were intended by the author.

Students will begin a list of the elements of poetry to be listed in their Writing Notebook. Also make an anchor chart for the wall. Show examples and explain after they have written the definitions.

Elements of Poetry: Rhyme - a word that ends with the same or approximately the same sound as another word. Verse – one part of a poem or song; a verse is made up of 1 or more lines.

Day 3

I Write Poetry

E2 – Use the primary box of the Lucy Calkins writing, titled, Poetry: Powerful Thoughts in Tiny Packages. Pgs. 2-9 Bring out the What Poetry Can Do chart, and remind students that poetry comes from everywhere.

E3 – Share with students the poems in the Calkins lesson about objects in the classroom. Have students pick an object in the classroom and write a poem about it. Notice that the poem Ceiling, was one sentence. Children’s poetry can be whatever they see it to be. Encourage this free verse time. Use the guidance from pgs. 4-5. Confer with students as they write.

They may have done this activity in a lower grade, but it is a great warm up to the poetry series.

**Allow moments for students to share something they have written with the class.

Day 4

E2- Pre-read the lesson from the primary box of the Lucy Calkins set titled Poetry: Powerful Thoughts in Tiny Packages pgs. 47-53.

Tell students that in poetry, like all writing, it is important to show, not tell. Pretend you are waiting for somebody important to visit your room. Act out going to the door several times to check to see if they have arrived. Pace, and look at the clock. Now have students share in words, what you were doing. Lead them to describe your actions.

E3- Share the student poetry from the Calkins lesson with the students. Have the students go back to some of their poetry and find a place where they can

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Poems Have Rhythm &

Rhyme

show instead of tell.

E4- Use song lyrics as poetry. Pick some current song lyrics that are relevant and school friendly to use with students. Discuss the meaning of the song.Ask students to invent comprehension questions for their song.Discuss.

Day 5

Show What You Know

E2- Use Any Poem that students are not familiar with.

E3- Ask students to create comprehension questions on a post it note. Ask students to turn those into you as they finish them.

E4-Use these questions as an informal assessment of poetry.

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Week 10 Reading: Evolution of Thought – Understanding Poetry


Essential Questions

Poetry:

3.a Summarize and explain the lesson or message of a work of fiction and its theme

4 Explain how the structural elements of poetry (rhyme, meter, stanza, line breaks, etc) relate to form


9. a Read independently and paraphrase information maintaining meaning and logical order

ELPS:

4i: Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details.

E5-

*writing notebook

*discussions

*Poems

E1-




HaikuAcrosticCouplet

E2, E3, E4-SAMPLE LESSONS: Week 10 Reading – Poetry- Powerful Thoughts in Tiny Packages

Day 1 E2-Show students the examples from this link. http://www.edu.pe.ca/stjean/playing%20with%20poetry/Hickey/acrostic.htm#samara

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http://www.edu.pe.ca/stjean/playing%20with%20poetry/Hickey/acrostic.htm#samara


Working with Acrostic Poems

Add this type of poem to your anchor chart.

Structure of Poems: Acrostic poem- Choose a poem topic and then use each letter of the word to write a verse or line that describes your poem topic. The verse or line can be a word, phrase, or sentence. For third grade a sentence based acrostic poem would be most appropriate.

E4-Students will then practice writing their own acrostic poem. You can pick the topic or leave it open for the kids to decide. You could do your favorite season, favorite animal, or favorite sport. For fourth grade students should write an acrostic poem with a phrase.

Day 2

Understanding Poetry

E2- Read some poems that appeal to you and to the students. (We have many poems on the MISD shared folder to support this) or Use TT Read Aloud Anthology – for Poetry. Try to read a new poem everyday so that the students listen to your cadence as well as different author styles. Have a small class discussion about the meaning of the poem. You are modeling your thoughts during this time. The professional books in the library are filled with poems that are excellent.

E3- Use Texas Treasures, Read Aloud Anthology, pg. Another Op’ nin Another Show by: Cole Porter

E4- Discuss the narrative delivery of this poem and the vocabulary associated with it. Ask students to complete the Think and Respond questions at the end of this selection.

Day 3

Couplet Poems

E2- Share examples of couplets from Shel Silverstein. Such as Sarah Cynthia Stout Would Not Take the Garbage Out. Or, any of your other favorite Couplet poems. Many nursery rhymes are couplets.

Add this type of poem to your anchor chart.

Structure of Poems: Couplet Poem- Two line poems with rhyming words at the end of each line. Couplets can follow each other to make a longer poem.

E4- Students will then practice writing their own couplet poem. You can pick the topic or let the kids decide.

Day 4

Haiku

E2- Introduce students to the term Haiku: "Haiku" is a traditional form of Japanese poetry. Haiku poems consist of 3 lines. The first and last lines of a Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme.

Line 1- has 5 syllables Line 2 - has 7 syllables Line 3- has 5 syllables (rarely rhymes with the first line)

Read Aloud:

E3- You use computers IPods, mobiles, cameras

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Why not write letters?

E4- Discuss the overall message from this haiku about technology. Ask students to come up with a haiku about technology as a response to literature.

Day 5

Haiku

E2- Remind students of the work we have done with Haiku: "Haiku" is a traditional form of Japanese poetry. Haiku poems consist of 3 lines. The first and last lines of a Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme.

Line 1- has 5 syllables Line 2 - has 7 syllables Line 3- has 5 syllables (rarely rhymes with the first line)

E3- Read Aloud:

A breeze is blowingCrickets chirp and bird twitterMy heart leaps with the sun

E4- Ask students to complete a haiku about a season they know much about. Read these poems as mentor text. Ask students to discuss the elements of the haiku that add to the overall message from the poem.Discuss the word choices that students use.

58


Week 10 Writing: Evolution of Thought- Poetry


Essential Questions

18.b Write short poems w/ sensory details, meter, rhyme and patterns of verse.

ELPS:

5f: Write using a variety of grade appropriate sentence lengths, patterns, and connecting words.

E5-

* Writing notebook

* Discussions

* Poems

E1-* Tone, mood, and voice enhance the subjective experience of language.



E2, E3, E4-SAMPLE LESSONS: Week 10 Writing – Powerful Thoughts in Tiny Packages

Day 1 E2-Show students the examples from this link. http://www.edu.pe.ca/stjean/playing%20with%20poetry/Hickey/acrostic.htm#samara

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http://www.edu.pe.ca/stjean/playing%20with%20poetry/Hickey/acrostic.htm#samara


Acrostic Poems

E3- Read Aloud:Autumn: An Alphabet Acrostoc by: Steven Schnur

E4- Discuss the mood created by this book of acrostic poems. Discuss the theme of the poem and the elements used in these poems.Ask students to create an acrostic poem about the season of fall.

Day 2

Understanding Poetry

E2- Use Texas Treasures, Read Aloud Anthology – Same poem as in the reading block.

E3- Invite students to create a poem about a historical figure. Students may choose a significant person from Social Studies

E4- Ask students to write comprehension questions associated with their poem.

Day 3

The Couplet

E2- Review the structure of the couplet poem: Couplet Poem- Two line poems with rhyming words at the end of each line. Couplets can follow each other to make a longer poem.

E3- Use this link to some student examples of couplets: http://www.ecusd7.org/nelson/nelsonstaff/lburns/couplets05.htm

E4- Ask students to create a couplet about a friend they have in this class or a family member.

**Share these in author’s chair. Ask students to place a copy in their poetry folder.

Day 4

Haiku

E2- Continue working on unfinished poetry. Confer with students as they write their haiku poems. These can be very difficult for students. Allow them to use any mentor text that appeals to them.

**Allow moments for students to share something they have written with the class.

E3- Allow students to write other haiku poems about topics they find interesting.

Day 5

E2- Continue working on unfinished poetry. Confer with students as they write their haiku poems. These can be very difficult for students. Allow them to use any mentor text that appeals to them.

E3- Review all types of poetry from this unit. Be sure to review all poetic terms and academic vocabulary related to poetry.

E4- Ask students to share their favorite poems from the past two weeks with the class. Enjoy!

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http://www.ecusd7.org/nelson/nelsonstaff/lburns/couplets05.htm


Haiku & Celebrate

**This would be a great opportunity to invite parents in to see and hear the student’s poetry and celebrate!

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