Unit Theme: _4.5: Non-Fiction Study: Creating a Non-Fiction Book About Me Week: #:_2____
Teacher: Subject: English Grade: _ 4_____ Date: From _______to ______20____
Desired Result /Enduring Understanding
Example: Students will understand that ...
Enduring Understanding
Example: Students will understand that ...
EU1. Each person has unique qualities that make him/her and individual.
EU3. Writers use words wisely to create characters and to guide readers through transitions.
EU4. Good readers use strategies to figure out words they don’t know.
EU5. Non-fiction texts must include real facts and information related to a certain topic. /
Assessment Evidence /
Summative Evaluation (Performance Task)
(unit projects, exams, etc.)
Non- Fiction Presentation
Non-Fiction Books /
Learning Plan /
Suggested Learning Activities: /
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Language Arts, Reading , LIstening / Language Arts / Reading, Language Arts / Language Arts / Listening , Language Arts
Expectations / 4.LA.4
4.R.71
4.L.1 / 4.LA.2d
4.LA.4d / 4.R.4l
4.LA.4b / 4.LA.1b
4.LA.5b
4.LA.1 / 4.L.1b
4.LA.1k
Academic Strategy
Objective / The student will...
Analyze the text read by the teacher and will express their opinion about prefixes and suffixes. / The student will...
Verify spelling and meaning of unknown words using a dictionary. / The student will...
Construct a Word Square chart with a prior list of vocabulary words, given to the students. / The student will…
Generate reading response questions using verbs related to the state of mind. / The student will…
Create a graphic organizer by using different verbs to make inferences.
Initial Activities / The teacher talks about context clues and how they can help students in a reading. / The teacher will present to student a list of unknown words that are form with prefixes and suffixes. / The teacher will present the word list to the student for him/her to read and observe. / The teacher presents to the student a list of verbs with illustrations and explains how they are used in questions. / The teacher will provide the student a graphic organizer and a list of verbs from the text already read.
Development Activities / The teacher reads aloud non-fiction texts and models how to use context clues and to apply prior knowledge about prefixes and suffixes. / Teacher models how to use a dictionary and thesaurus both for checking spelling (pointing out alphabetical nature of these reference tools) and for finding definitions of unknown words. / The student completes word squares for vocabulary based on the text.(Attachment:4.5 Other evidence-Inference Chart) / The teacher reads aloud a text and models how to generate reading response questions using verbs related to state of mind or degree of certainty in order to build vocabulary. / The student practices this skill using a vocabulary specific graphic organizer related to making inferences (4.5 Other Evidence- Making Inferences With Vocabulary Graphic Organizer)
Closing Activities / After the discussion the teacher will clarify doubts in regards to the prefixes and suffixes. / After the teacher models the use of the dictionary the student will organize the word list in alphabetical order. / After completing the word square chart each student will share the work done and will make comments in among peers. / After discussing the text the student will underline the verbs and will create reading response questions. / After completing the graphic organizer each student will share their answers with classmates and will make comments about each work done.
Formative Assessment – Other evidence
Materials
Homework
Differentiated Instruction Strategies
___ Special Education ___ LSP/LEP
___ Section 504 ___ Gifted
Teacher Reflection