Download 4th Grade Unit 1

Fourth Grade - Unit 1
Tales of the Heart
Week 4: ________________
Focus
Standards:
RL.4.2
RF.4.3a
W.4.2
Core Text:
“On the Way to School” by Charles Ghigna
“Monday’s Child Is Fair of Face” by Mother Goose
“They Were My People” by Grace Nichols (E)
“Humanity” by Elma Stucky
“Dreams” by Langston Hughes (EA)
SL.4.1a
L.4.4
SL.4.1b
L.4.4a
Tier II Words:
Guided Reading Texts
Materials:
Suggested poems
chart paper
markers
reader’s/writer’s notebooks (journals)
Fourth Grade - Unit 1
Tales of the Heart
Week 4: ___________________
Monday
Focus Lesson
Teacher and students
read the poem “On the
Way to School”
Discuss theme with
students. Determine
theme of poem;
summarize text.
*Anchor T-Chart:
Theme / Evidence from
the text
Discuss similarities and
differences between
literary and informational
text.
RL.4.2
Word Study
Tuesday
Teacher and students
read the poem
“Monday’s Child is Fair
of Face”
Discuss theme with
students. Determine
theme of poem;
summarize text.
*Anchor T-Chart:
Theme / Evidence from
the text
Wednesday
Thursday
Teacher and students
read the poem “They
Were My People” (E)
Teacher and students
read the poem
“Humanity”
Teacher and students
read the poem
“Dreams”.
Discuss theme with
students. Determine
theme of poem;
summarize text.
Discuss theme with
students. Determine
theme of poem;
summarize text.
Discuss theme with
students. Determine
theme of poem;
summarize text.
*Anchor T-Chart:
Theme / Evidence from
the text
*Anchor T-Chart:
Theme / Evidence from
the text
*Anchor T-Chart:
Theme / Evidence from
the text
Discuss similarities and
differences among
poems read during the
week.
Discuss similarities and
differences between the
“On the Way to School” and
“Monday’s Child is Fair of
Face”
RL.4.2
Friday
RL.4.2
RL.4.2
RL.4.2
Discuss vocabulary from
poem read during focus
lesson. (hue, startled)
Discuss vocabulary from
poem read during focus
lesson. (grace, woe,
Sabbath, gay)
Discuss vocabulary from
poem read during focus
lesson. (sunbeat)
Discuss vocabulary from
poem read during focus
lesson. (faint,
worthwhile)
Discuss vocabulary from
poem read during focus
lesson. (barren)
Students will continue to
add to independent word
lists/class anchor charts
while reading self-selected
text.
Students will continue to
add to independent word
lists/class anchor charts
while reading self-selected
text.
Students will continue to
add to independent word
lists/class anchor charts
while reading self-selected
text.
Students will continue to
add to independent word
lists/class anchor charts
while reading self-selected
text.
Students will continue to
add to independent word
lists/class anchor charts
while reading self-selected
text.
L.4.4, L.4.4a
L.4.4, L.4.4a
L.4.4, L.4.4a
L.4.4, L.4.4a
L.4.4, L.4.4a
Fourth Grade - Unit 1
Tales of the Heart
Week 4: ____________________
Monday
Guided Reading
Independent Reading
Tuesday
Wednesday
Thursday
Friday
Continue to establish
routines and
procedures for reading
and writing workshop.
Continue to establish
routines and
procedures for reading
and writing workshop.
Continue to establish
routines and
procedures for reading
and writing workshop.
Continue to establish
routines and
procedures for reading
and writing workshop.
Continue to establish
routines and
procedures for reading
and writing workshop.
Reinforce determining
theme; summarize text.
Reinforce determining
theme; summarize text.
Reinforce determining
theme; summarize text.
Reinforce determining
theme; summarize text.
Reinforce determining
theme; summarize text.
Review routines and
procedures for
independent reading.
Review routines and
procedures for
independent reading.
Review routines and
procedures for
independent reading.
Review routines and
procedures for
independent reading.
Review routines and
procedures for
independent reading.
Encourage students to
determine the theme
while reading their selfselected text; support
with evidence. Record
in reader’s notebook.
Encourage students to
determine the theme
while reading their selfselected text; support
with evidence. Record
in reader’s notebook.
Encourage students to
determine the theme
while reading their selfselected text; support
with evidence. Record
in reader’s notebook.
Encourage students to
determine the theme
while reading their selfselected text; support
with evidence. Record
in reader’s notebook.
Encourage students to
determine the theme
while reading their selfselected text; support
with evidence. Record
in reader’s notebook.
Read!
Read!
Read!
Read!
Read!
Fourth Grade - Unit 1
Tales of the Heart
Week 4: _____________________
Writing & Language
Speaking & Listening
Monday
Tuesday
Wednesday
Thursday
Friday
Continue to establish
routines and procedures
for writing workshop.
Continue to establish
routines and procedures
for writing workshop.
Students will write and
share a response to
poetry (thoughts,
feelings, actions)
Students will write and
share a response to
poetry (thoughts,
feelings, actions)
Students will write and
share a response to
poetry (thoughts,
feelings, actions)
Complete report and
opinion writing from
previous week.
Complete report and
opinion writing from
previous week.
Continue “Matter of the
Heart Poetry”
Complete “Matter of the
Heart Poetry”
Grammar mini-lesson
Grammar mini-lesson
“Matter of the Heart
Poetry”--Write a poem
about a family member
who is a matter of your
heart. Follow this format:
___(family member) is
someone...or write an
acrostic poem about a
family member.
Peer revise and edit
before publishing.
Create class book with
students’ published
work.
W.4.2
W.4.2
W.4.10
W.4.5
W.4.5
Discuss with students
the importance of public
speaking. Model how a
fluent reader sounds
while reading the poem
during the focus lesson.
Explain what prosody
means.
Students will perform
“Monday’s Child is Fair
of Face” with a partner.
Students will perform
“They Were My People”
with a partner.
Students will perform
“Humanity” with a
partner.
Students will perform
“Dreams” with a partner.
Practice reading the
poem with emotions as
the poet intended.
Practice reading the
poem with emotions as
the poet intended.
Practice reading the
poem with emotions as
the poet intended.
Practice reading the
poem with emotions as
the poet intended.
SL.4.1b
SL.4.1b
SL.4.1b
SL.4.1b
Students will perform
the poem with a
classmate. Remind
students as they recite
the poem, they are
practicing their fluent
reading and speaking
skills.
SL.4.1b
Fourth Grade - Unit 1
Tales of the Heart
Week 4: _____________________
Monday
Tuesday
Wednesday
Thursday
Friday
Introduction: Use nonexemplar texts and/or
videos from the science
resources page to have
students pick out vocabulary
words while they work.
Words could be written on
sticky notes, etc. and
shared through Kagan Jot
Thoughts or One Stray
structures. Set up words for
the week in science
journals, where students will
record the meaning and
function of each part of the
circulatory system.
Many of the videos are
listed in segments, such as
Bill Nye or KidsHealth, so
an introductory or overview
segments about this system
would be most fitting for
today.
Introduction: Choose a
video from the science
resources page about the
parts and functions of the
circulatory system or a
similar text from the nonexemplar page in the unit
resources. Give students
an outline of the nervous
system so they can fill in the
names of each part and
their functions within the
system. Students should
label- nerves/neurons
- spinal cord
- brain
- cerebrum (brain)
- cerebellum (brain)
- brain stem (brain)
Consider questions to direct
discussion about this
system: What causes a
muscle to move? How does
your brain work to help you
complete simple tasks, like
eating an apple? Which
part of the brain is always
sending and receiving
messages, even if you
aren’t awake?
Introduction: Review parts
and functions of the nervous
system from yesterday
using a link given on the
science resources page.
Students can practice
labeling each part on the
interactive whiteboard.
Lesson: Look at models of
the spine (do a google
search of the spine to look
at examples) with students
of both humans (old and
young) and animals you
think your class might find
interesting. Create a model
of the spine using pipe
cleaners, life savers, and
pasta. Direct instructions
are included on the science
resources page. Focus
students attention on how
the spine moves and how
that is important for our
bodies. Students reflect in
their journals on how their
model represented each
part of the spine in our
nervous system. Also
consider how the spines of
old and young humans and
animals are the same and
different. Are the functions
of the spine within each
organism the same or
different?
Introduction: Review parts
and functions of the nervous
system and make sure all
vocabulary terms have been
described in science
journals from Monday.
Lesson: Trace a signal of
what happens in your body
when you touch something
hot, etc. For example, when
you sit down in front of a
bowl of soup and pick up
the spoon, your brain
immediately knows it is hot,
even though you haven’t
tasted it. How are these
signals transmitted through
the body? What happens if
the spine is somehow
damaged? Will signals still
be transmitted? Have
students read again in their
biography books from the
past 2 weeks of study to
learn about scientists that
work in this field and their
inventions to help the body
systems.
Introduction: Review parts
and functions of the nervous
system. Focus specifically
on the parts and functions of
the brain for today.
Lesson: Students should
use their knowledge of the
scientific method to conduct
an experiment in how their
brain works. Refer to the
link on the science
resources page titled
“Science Notebooking.” Put
the picture on your
whiteboard and allow the
class a small amount of time
to look at it and make
observations (about a
minute or so). Then take
the picture away and ask
students a mix of general
and detailed questions
about what they can
remember from the picture.
Discuss with students how
many they got correct, or if
their brain played any
“tricks” on them (like
remembering a red flower in
the picture even though it
was actually yellow). What
was the cause? Maybe the
person’s favorite color in the
situation listed above is red,
making them lean more
towards that color.
Social Studies
Connections
Science Connections
Mississippi Science
Framework Objective:
3f, 3b - nervous
system