Understanding By Design Unit Template (Revised & adapted)

Title of Unit Thematic Unit: Literature Review of a Theme

Grade Level Grade 4

Subject Reading Time Frame Jan 13, 2014 – Feb 28, 2014Developed By The 4th Grade teachers

Stage 1 - Identify Desired ResultsNarrative about this Unit of Study: (including the Big Idea)Big Idea: How does the author’s use of craft help readers interpret the meaning of a text?The first step in solving the problem is to identify the problem correctly and then share with others. Communication, coping, collaboration, the need to brainstorm about your problem will guide you to multiple solutions. Thought and discussion will lead to the ideal answer. Action without proper analysis of the benefit and consequences will bring greater problems/challenges. The difference between stumbling blocks and stepping stones is how one uses them. Adversity is a fact of life. It can’t be controlled. What we can control is how we react to it. Your attitude determines whether the opportunity you face is a stepping stone or a stumbling block.

Students will compare and contrast how authors address the theme – overcoming adversity, analyzing how the authors’ similarities and differences on handling problems will broaden the students’ ability to resolve problems in their own lives.

Learning Outcomes – Identified Primary StandardsWhat relevant goals will this unit address?

CCLS Reading Standards:RL 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL 4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL 4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RL 4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the

quest) in stories, myths, and traditional literature from different cultures.RL.4.10 By the end of the year read and comprehends literature, including stories, dramas, and poetry, in the grades 4–5 text complexity

band proficiently, with scaffolding as needed at the high end of the range.UnderstandingsWhat understandings about the big ideas implied in the PLOs are desired?

Essential QuestionsWhat provocative questions will foster inquiry into the content?

Students will understand that...

Readers can relate to character’s problems. Character’s change after working through their personal

problems, and the reader can too. Problems can be resolved. It is only as big as you make it.

What did the author want me to get out of this piece?What techniques did the author use to get his/her point across?How were those techniques used to develop theme? character? etc...How were those techniques used to manipulate the reader?

Knowledge:What knowledge will student acquire as a result of this unit?

SkillsWhat skills will students acquire as a result of this unit?

Students will know...

Stories have problem(s) and a solution (there are internal and external problems).

Characters change/grow throughout the story. Different authors provide different solutions to the similar

problems. It takes time to solve the problem across a story

Students will be able to…

Ask why and how questions help to develop hunches, theories and eventually draw conclusion about how the characters are acting and responding the way they are and how that may change over time

Use talk to grow and develop ideas (using Talk Moves) Examine the character’s action to help the character

overcome their problems; analyze how the character’s change helped him or her grow

Compare and contrast across texts Comparing and contrasting author’s treatment of adversity

using a variety of graphic organizers

Stage 2 – Assessment EvidencePerformance TaskThrough what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?

Brief Written Description of the Performance Task

Pre AssessmentTask: Have the students write a Response to Literature by asking the following: “In each passage the author communicates a clear message to the reader. Write a response comparing and contrasting what the theme of each passage is. Explain what decisions the authors made in order to make this message clear. Use details from both passages to support your answer.”In your response, be sure to:

Compare and contrast the theme of each passage Describe what the author did in order to communicate the theme (message) to you Use details from both passages to support your answer

Texts: My Rotten Redheaded Older Brother by Patricia Polacco Ryan and Allie by Monireh Kazemzade

Timing: 2 periods (1 period – read the text; 1 period – plan and writing)

Materials: My Rotten Redheaded Older Brother by Patricia Polacco Ryan and Allie by Monireh Kazemzade Extended Response Writing Sheet

Post Assessment

Task: Have the students write a Response to Literature by asking the following: “In each passage the author communicates a clear message to the reader. Write a response comparing and contrasting what the theme of each passage is. Explain what decisions the authors made in order to make this message clear. Use details from both passages to support your answer.”In your response, be sure to:

Compare and contrast the theme of each passage Describe what the author did in order to communicate the theme (message) to you Use details from both passages to support your answer

Text: “Slower than the Rest” in Every Living Thing by Cynthia Rylant The Marble Champ (excerpt) by Gary Soto

Timing: 2 periods (1 period – read the text; 1 period – plan and writing)

Materials: “Slower than the Rest” in Every Living Thing by Rylant The Marble Champ (excerpt) by Gary Soto Extended Response Writing Sheet

Additional Assessment Option: ELA Response to LIterature Grade 4 on PARCC Public Assessment for Exclusion

Reading Rubric – See AttachmentOther EvidenceThrough what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?

On-going AssessmentOne on one student conference using Student-Friendly Checklist during Independent Reading (See Appendix)Students’ contribution to Thematic Attribute Chart during Shared Reading and Interactive Read Aloud (See Appendix)Student responses from the Thematic Unit Response JournalsGuided Reading with the F&P Conferring Menu (Teacher focus on comprehension skills)

Objective(s)Related to knowledge, skills or both?

Listed Aim or Learning Intention of Each Lesson.

Assessment Resources

Session 1 (Passage 1) Read the book Get details and make

inferences

Who are the characters in the story? What do we know about these characters?

How do Andrew and his father feel about characters they encountered in the book? Use evidence in the text to support your thinking.

Why do Andrew and his father live at the airport?

Refer to page 6 – 8. Why did they try not to get noticed? What do you think the dad means when he said, “Delta, TWA … we love them all.”

How do you think the dad must feel in this situation? Give evidence from the text to support your inference.

How do you think Andrew must feel in this

Fly Away Home by Eve Bunting

Chart students’ responses

situation? Give evidence from the text to support your inference.

Refer to the first line on page 25. Ask students what this information tells us. Why do you think they ended up in the airport?

Session 2 Summarizing

Chart the main events in the story Encourage students (in pair) to condense the

content of the story into 2/3 sentences(Framing question: If you had to tell someone what this book was about in only 2/3 sentences, what would you tell them?)

Share their summaries(Summary: Andrew and his father live in the airport because they are homeless.)

Discuss/justify which statement best summarize the text. Why?

Session 3 Determine Theme

Have different themes written on different cards. Discuss what each one means. Examples: hope, believe in yourself, teamwork/cooperation, compassion, forgiveness, accept the situation, differences, courage, kindness, never give up, loyalty, honesty. acceptance, tolerance (Refer to grade 3 and 4 server)

Discuss what some of these mean Give real life examples

Server files: Common themes in

books Theme anchor chart Theme example

definitions

Anchor chart: different themes

Session 4 Continue determining theme

Review the theme cards and their meanings from session 3

Pair students and ask them: “If you have to choose one or more of these cards to describe the theme of the book, which one would you choose? Justify your thinking.”

If you have to select only one theme, which one would you choose? Justify your thinking.

Share their themes. Discuss with the students which of the

themes would best support the story’s content.

Suggested Strategy:Think-Pair-Share

Session 5 Determine symbolism

Discuss with students: “What is symbolism?” Explain the symbolism is when the

symbol/object is used to represent an idea.Examples of symbolism:Statue of Liberty – FreedomAmerican Flag – Unity, stars and stripes represent states and original 13 coloniesRed for blood; blue for courage; white for

Chart their responses

purity.Hearts – LoveSmiley face – HappinessDove – PeaceDragon – Chinese

Pair students brainstorm symbols that they know. Share their symbols they came up.

Session 6 Continue determining

symbolism

Revisit the concept of symbolismQuestions: The author has included a symbol in this

book, what do you think it might be? Explain your thinking. (If the students cannot identify the brown bird, then focus on page 16.)

What do you think the significant of the bird might be?

Why did the author choose the bird, but not a cat or a dog?

Make the connection with the Eagle being the symbol of freedom.

The author has used significant words/phrases in this page. Identify them.

Why do you think the author made the choice to name the book and mention it in the story “Fly Away Home”?

Alert them to the back cover to confirm the significant of the bird.

Discuss the concept of metaphor.Session 7 Connection between theme,

symbolism, and metaphor

Read the book again. Stop at pivotal points and ask the students: How they are feeling? Make self to text connection.

Describe what the author is doing to make you feel this way.

Why is the author doing this? How does this help communicate or convey

the theme (message) to you? Use T-chart of what and why to chart

students’ responses in order to look for patterns occurring throughout the text.

Encourage students to identify author’s craft in their independent book. (Students may use the thematic attribute chart)

T-chartThematic Attribute Chart (school server)

Session 8 (Passage 2) Read the book Get details and make

inferences

Who are the characters in this story? Where does this story take place? Refer to page 6. Why do you think some of

the students give her a cruel smile? How does she feel at the beginning of the

One Green Apple by Eve BuntingChart students’ responses

story? How do you know this? What words/phrases

or sentences does the author use to tell us about her feelings?

How is she feeling at the end of the story? What events led to this change?

What words/phrases or sentences does the author use to tell about this change?

Session 9 Summary

Chart the main events from the story. Encourage the students to condense the

content of the story into 2- 3sentences. (In pairs)

Framing Question” If you had to tell someone what this book was about in only 2 to 3 sentences, what would you tell them?”

Get them to share their summaries. Discuss with the students which are the best

summaries and why.Session 10 Determine theme

Have different themes written on different cards. Discuss what each one means. Examples: hope, believe in yourself, teamwork/cooperation, compassion, forgiveness, accept the situation, differences, courage, kindness, never give up, loyalty, honesty. acceptance, tolerance (Refer to grade 3 and 4 server)

Discuss what some of these mean Give real life examples

Session 11 Continue determining theme

Review the theme cards and their meanings from session three.

Pair the students. Ask them “If you had to choose one or more of these cards to describe the book’s theme, which ones would you choose? Justify your thinking.

If you had to select only one theme, which one would you choose? Justify your thinking.

Get them to share their themes. Discuss with the students which of the

themes would best support the story’s content.

Suggested Strategy:Think Pair Share.

Session 12 & 13 Determine symbolism

Review the concepts and examples of symbolism.

Teacher’s note on what the symbolism is of the Green Apple. Taken from website.The author used the apple as a form of

symbolism. For example, in this story the green apple is not just a green apple; it represents something much bigger to the main character, which is defined as symbolism. Being from another country, Farah doesn’t fit in because she is not use to the customs of the other students in her class. When she is picking apples, she sees a small green apple and comments that, “it is small and alone, like me.” In this sentence, Farah is associating herself with the apple. To Farah, the apple symbolizes her because she feels small and alone compared to her classmates, just like the green apple does compared to the red ones. Later, after Farah drops the apple into the cider maker, she comments that, “I will blend with the others the way my apple blended with the cider.” Again, the author has Farah relate herself to the apple because Farah will one day too be able to blend and fit-in with the other students like her green apple blended with the red apples. I think the author uses symbolism to allow you to see a connection between people and everyday objects—only the object represents a “bigger picture.” For example in this story, the apple represented the ability to blend with others that are not like you. You can use this technique in your writing by allowing your character to have something in common with a non-human object. Throughout the story, your character can keep connecting himself and referencing to this object, and the character and object can change/connect at the end of the story to represent a “bigger picture” for the reader, much like Farah did with the blending of the green apple with the red.

Questions for discussion with the students. Why did the author call this book “One

Green Apple?” What makes you think this? Refer to and read page 14 of the book.

What does the girl have in common with the green apple? Which words, phrases or sentences tell you this?

Why do you think she says the apple fits perfectly in her hand? Justify your thinking.

Why was it a green apple she chose and not a red one?

How do you think she feels about picking this apple?

Refer to and read page 28 – 29 of the book. What statement strongly suggests that Farah’s feelings changed about herself?

How does the picture support your thinking? Revisit the picture on pg. 6, how does the

picture reflect the change in Farah’s feeling?

Suggested strategy to assist students with the concept of symbolism. Bring in some red apples and one small green apple. (Make the concept more tangible for the students) Discuss how the child with the green

apple must be feeling? Cut the apples and mix them together and

have the children select pieces. Discuss with the child how they feel now

and why their feelings have changed. Extension Questions:

Refer to pages 18 & 19. What do you think the teacher’s thinking?

Why does she shrug and smile? Justify your thinking.

Why does the boy shout “Hey” What do you think the boy is thinking? Why do you think he is thinking this?

Session 14 Compare

Theme/craft/content (Passage 1 and 2)

Ask the students what was similar about each book. Chart these onto a T Chart. Explain your thinking. Give evidence.

Note for teacher: SimilaritiesChild facing a difficult situationChild who is different from other kidsBlending In

T-Chart

Never giving upHaving HopeBoth written from the perspective of the child.First personCourageBoth used symbolismTypes of pictures but different illustrators.Same authorSymbolism in the title

Session 15 Continue Comparing

Theme/craft/content (Passage 1 and 2)

Refer back to the T chart and ask them what was different. Explain your thinking. Give evidence.

Note: for DifferencesSetting- Why was the setting important for each book? How did it help the author tell their story?One included a family memberTime frame of eventsUsed different symbolismThey both faced different situations.The way the books are written.

Session 16 (Passage 3) Get details and determine

theme

Who are the main characters in the story? What does Tony want to do? What does Tony

have to do? How do you think Tony feels when he hears

his Father talking about him to his Grandfather? What makes you think that?

How does Grandpa encourage Tony? Go back to the text to give evidence.

Review the theme cards and their meanings from session 3.

Pair the students. Ask them “If you had to choose one or more of these cards to describe the book’s theme, which ones would you choose?” Justify your thinking.

If you had to select only one theme, which one would you choose? Justify your thinking.

Get them to share their themes. Discuss with the students which of the

themes would best support the story’s content.

A Special Talent (ELA Lesson 7)

Suggested Strategy:Think Pair Share

Session 17 Author’s Craft

Review and define: Similes, Metaphors and Personification.

Have the students give examples of each. Examples:Similes/MetaphorsA quiet as a mouse

Think, pair Share with you partner

As hungry as a horseIt’s fleece was white as snowFly like an eagleAnts in my pantsI’m all tied up nowPersonificationClouds floated across the skyThe stars danced in the skyThe wind howledThe tide crept upTime creeps up on you Look at the passage and see if the students

can identify the similes, metaphors and personification.

Why do you think the author used these in the story?

How does this make the story sound better? How does this paint better pictures in your

mind?Session 18 & 19 (Passage 4) Get details, determine theme

and author’s craft

Look at each line separately. Identify what subjects they are talking about, then the action, and finally the author’s craft.

Look at each Chart in the three columns table, see below:

Subject(What?)

Action Author’s Craft

The wind Rustled Like a woman shaking a rug (Similes)

The branches

Creaked and clapped

The leaves Falling / tumbling

Were dancers;Running and leaping(Personification)

The birds Held on Stirred their feathers and rumpled their form – the wind(Visualization)

The clouds Moving Playing follow-the-leader with the wind (Personification)

Autumn Storm

The rain Falling Like the grains of falling rice (Similes)

The wind Blew Colder and colder(Adverbs)

The land Silvery, shadowy glow of autumn ice(Adjectives)

Model the first stanza, and then have students work in pair to see if they can complete the second stanza.

Share their findings Continue to fill out the chart. After filling out the story, look at the third

column and see if the students can actually identify the similes, metaphors and personification.

How does this paint a picture in your mind? How does the author make it better?

Then set the students off to continue with the third stanza.

Bring them back to share. Ask students what is this about? What is the

theme? Have the children act out each stanza.

Session 20 (Passage 3 and 4) Compare / Contrast theme

and author’s craft

Ask the students what was similar about each passage. Chart these onto a T Chart. Explain your thinking. Give evidence.

Note for teachers: SimilaritiesPersonificationSimilesAdjectives/adverbs that lead to richer visualizationClear setting in bothStructure: Beginning, Middle, End Refer back to the T chart and ask them what

was different. Explain your thinking. Give evidence.

Note for teachers: DifferencesThemeStructure: narrative vs. poemOne uses stanza (poem)One has a plot (narrative)Narrative has a life lesson – believe in yourself (theme)Poem is purely descriptive (interaction of the nature)

T-Chart

The use of capitalization and punctuationUniversal Design for Learning

REPRESENTATIONThe ‘what’ of teaching & learning..

ACTION & EXPRESSIONThe ‘how’ of teaching & learning…

ENGAGEMENTThe ‘why’ of teaching and learning…

Student Friendly Checklist to Guide Teacher Questioning during 1-1 conference

Independent Reading Students choose independent level books

Thematic Attribute Chart, Venn Diagram, Character Traits & Story Summary Organizers, “Somebody wants something, but…” Anchor Chart, “Know/Wonder” Chart, Sentence Frame/Discussion Starter Chart

Shared Reading, Interactive Read Aloud, Guided Reading

Students Response Menu (See Appendix), Instructional level texts, Grade level/complex text, Movie clip – Because of Winn Dixie

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

Appendix

Read aloud and accountable talk will be valuable components of this unit. Teacher think alouds, turn and talks, and stop and jots will all be utilized throughout read alouds. Prompts for accountable talk will aim to trigger interpretation, empathy, and personal response skills:

Interpretation What is this story really about? What is the author’s message or purpose for writing this book? Why do you think the author made this choice or wrote this part in this way? What social issues do I see in this book? What does this book say about the social issue? Why do you think the character did this or acted this way? How are characters’ interactions affected by the social issue and/or group membership? Does the character’s involvement in a group affect the way he or she is treated? Whose perspective is being told? Whose perspective is missing? Why? How might this story be different if told from the opposing point of view?

Empathy How do you think the character feels? What would you do or how would you feel if you were the character? Would you do things the same or differently as the character? Role play and imagine you are a character from the book, what would you say? How different are characters allowed to be? How do characters respond to those who are different? What groups have power? Is power distributed equally? Is this fair?

Personal Response Has something like this happened in your own life? Do we see this in the world around us? How is this book similar to my life? How is it different? Is this a fair or accurate depiction of how life really is? What do you like about this book? What do you dislike? Is this social issue still affecting people today? What groups are represented in this book? Am I a member of those groups? What groups do I belong to? What have I learned about this social issue by reading this book? What’s my big idea about this issue? How can I address this social issue in my own life?

In addition, students will be held accountable to listening to each other and engaging with one another in meaningful conversation by

building off of each other’s comments. These skills should have been introduced earlier in the year, but will undoubtedly be reinforced

throughout all future units, including this one. Prompts may include:

In my opinion… I agree with because… I disagree with because… Adding on to what said… I think we’re getting off topic. Going back to what said… How did we get from to ? Another example of that is… An example of that is on page… Could you explain what you mean? So what you’re saying is…? What do you mean by…? Can you show me what part of the book made you think that? Are you sure about that? Remember when happened? You look like you want to say something. What do you think ? (inviting in quieter voices)

Additional Recommended Children’s Literature

Animals and People/Animal RightsEvery Living Thing Cynthia RylantFamily Relationships/IssuesPinballs Betsy ByarsThe Janitor’s Boy Andrew ClementsThe House on Mango Street Sandra CisnerosAbsolutely Normal Chaos Sharon CreechWalk Two Moons Sharon CreechBaby Patricia MacLachlanSarah, Plain and Tall Patricia MacLachlanSkylark Patricia MacLachlanFelita Nicholasa MohrGenerational IssuesThe Lemon Sisters Andrea ChengMiss Rumphius Barbara CooneyWilford Gordon McDonald Partridge Mem FoxSaturdays and Teacakes Lester LaminackThe Hundred Penny Box Sharon Bell MathisJunebug and the Reverend Alice MeadMy Feet are Laughing Lissette NormanThe Tree is Older Than You Are Naomi Shihab NyeCircle Unbroken Margot RavenOur Granny Margaret Wild

Sibling RivalryBarfburger Baby: I Was Here First Paula DanzigerShe Coming Bringing Me That Little Baby Girl

Eloise Greenfield

My Rotten Red-Headed Older Brother Patricia PolaccoDivorceDear Mr. Henshaw Beverly ClearyAmber Brown Sees Red Paula DanzigerArthur for the Very First Time Patricia MacLachlan

My Mother Got Married (and Other Disasters)

Barbara Park

Zachary’s Divorce (from Free to Be You and Me)

Linda Sitea

Accidental Lily series Sally WarnerLoss/LonelinessFlying Solo Ralph FletcherLove You Soldier Amy HestThe Island of the Blue Dolphins Scott O’DellThe Graduation of Jake Moon Barbara ParkMick Harte Was Here Barbara ParkBridge to Teribithia Katherine PatersonAn Angel for Solomon Singer Cynthia RylantMissing May Cynthia RylantA Taste of Blackberries Doris B. SmithCharlotte’s Web E.B. WhiteSocial Pressure/BullyingBlubber Judy BlumeTales of a Fourth Grade Nothing Judy BlumeRiding the Tiger Eve BuntingYour Move Eve BuntingHow to Be Cool in Third Grade Betsy DuffyStars in the Darkness Barbara JooseMartin Bridges: Sound the Alarm! Jessica Scott KerrinKing of the Playground Phyllis Reynolds NaylorJunie B. Jones and a Little Monkey Business Barbara ParkPriscilla and the Wimps Richard PeckFreak the Mighty Rodman PhilbrickHoles Louis SacharMarvin Redpost: Why Pick on Me? Louis SacharHope ShaggyCrash Jerry SpinelliFourth Grade Rats Jerry SpinelliStargirl Jerry SpinelliWringer Jerry Spinelli

Fitting In/Being NewMy Name is Maria Isabela Alma Flor AdaBlubber Judy BlumeFreckle Juice Judy BlumeChalk Box Kid Robert Clyde BullaThe Hundred Dresses Eleanor EstesLittle by Little Jean LittleFame and Glory in Freedom, Georgia Barbara O’ConnorFlip-Flop Girl Katherine PatersonMarvin One Too Many Katherine PatersonThe Monument Gary PaulsenFreak the Mighty Rodman PhilbrickLoser Jerry SpinelliManiac Magee Jerry SpinelliGrowing UpJust Us Women Janette CainesEleven (from Woman Hollering Creek) Sandra CisnerosFig Pudding Ralph FletcherThe Last Kiss Ralph FletcherKnots on a Yo-Yo String Jerry SpinelliThe Giving Tree Shel SilversteinGender IssuesBe Boy Buzz bell hooksCatching the Moon: The Story of a Young Girl’s Baseball Dream

Crystal Hubbard

Baseball Snakes and Summer Squash Donald MurrayMy Feet Are Laughing Lissette NormanGirls Hold Up This World Jada Pinkett SmithLanguageRed Hot Salsa: Bilingual Poems on Being Young and Latino in the U.S.

edited by Lori Marie Carlson

Frindle Andrew ClementsLaundry News Andrew ClementsDonovan’s Word Jar Monalisa DeGrossThe Girl’s Room (from Tripping Over the Susan Shreve

Lunch Lady and Other School Stories) edited by Nancy MercadoThe Color of My Words Lynn JospehCommunityNo Jumping on the Bed Tedd ArnoldSmoky Night Eve BuntingDonovan’s Word Jar Monalisa DeGrossSeedfolks Paul FleishmanGracie Graves and the Kids from Room 402 Michael ParaskevasAunt Chip and the Great Triple Creek Dam Affair

Patricia Polacco

Chicken Sunday Patricia PolaccoThe Memory Box Mary Kay ShanleyHow to Live Forever Colin ThompsonSomething Beautiful Sharon Dennis WyethThe Other Side Jacqueline WoodsonIdentityRed Hot Salsa: Bilingual Poems on Being Young and Latino in the U.S.

edited by Lori Marie Carlson

Border Crossing Colleen M. CruzBecoming Naomi Leon Nancy FarmerSkin Again bell hooksEsperanza Rising Pam Muñoz RyanMental/Physical DisabilitiesThe Wild Kid Harry MazerFreak the Mighty Rodman PhilbrickSmall Steps Louis SacharHank Zipper: The World’s Greatest Underachiever: The Night I Flunked My Field Trip

Henry Winkler & Lin Oliver

IlliteracyMore Than Anything Else Marie BradbyThe Wednesday Surprise Eve BuntingThe Most Beautiful Place in the World Ann CameronJust Juice Karen HesseThank You Mr. Faulker Patricia Polacco

Immigration/AssimilationHow Tia Lola Came to (Visit) Stay Julia AlvarezA Days Work Eve BuntingOne Green Apple Eve BuntingThe Name Jar Yangsook ChoiEverybody Cooks Rice Norah DooleyHow My Parents Learned to Eat Ina R. FriedmanSoledad (from The Circuit: Stories from the Life of a Migrant Child)

Francisco Jimenez

My Name is Hussein Hristo KyuchukovIn the Year of the Boar and Jackie Robinson Betty Bao LordDay of Ahmed’s Secret Florence H. Parry & Ted LewinGrandfather’s Journey Allen SayComing to America Bernard WolfApple Pie Fourth of July Janet S. WongRacism/DiscriminationIggie’s House Judy BlumeThe Jacket Andrew ClementsWhite Socks Only Evelyn ColemanSister Anne’s Hands Marybeth LorbieckiNumber the Stars Lois LowryMouse Rap Walter Dean MyersThe Other Side Jacqueline WoodsonHomelessnessFly Away Home Eve BuntingThe Family Under the Bridge Natalia CarlsonMonkey Island Paula FoxA Shelter in Our Car Monica GunningSlake’s Limbo Felice HoffmanPovertyThe Most Beautiful Place in the World Ann CameronBud, Not Buddy Christopher Paul CurtisTight Times Barbara Shook HazenSable Karen Hesse

Just Juice Karen HesseOut of the Dust Karen HesseSidewalk Story Sharon Bell MathisA Year Down Yonder Richard PeckJ.T. Jane WagnerWarThe Wall Eve BuntingNumber the Stars Lois LowryWhen My Name Was Keoko Linda Sue ParkBrothers in Hope: The Story of the Lost Boys of Sudan

Mary Williams

The Librarian of Basra: A True Story From Iraq

Jeanette Winter

Thematic Attribute Chart

Title/Author Lesson Learned by the Character

Message (theme) you can take from the story

What is the author doing? (example)

Why is the author doing?

Name: ______________________________________ Class: _________________________________

Date: __________________________________

Character Traits Graphic OrganizerCharacter’s Name:

What character says

What character does

Character’s Traits _______________

___________________________

_______________ ___________________________

_______________ ___________________________

What character thinks

What other characters say, do, think towards character

Name :Student Teacher

Reading: Theme Study I M P I M PI can give important details of a storyI can make inferencesI can give a summary of a storyI can determine the theme of a storyI can find symbolism within a storyI can compare themesI can identify author’s craft

Writing: Review of Literature

I can explain the problems in my storiesI can give a summary of my storiesI can put the events of my stories in orderI can explain how the characters deal with their problemsI can compare and contrast how 2 characters deal with their problemsI can explain how the events of my storiesI can compare and contrast how 2 author’s write about the same themeI can group ideas together into paragraphsI can revise my own writingI can edit my own writingI am proud of my writing

Grade 4 Unit 4 English Language Arts Reading Performance Level RubricAnchor Standard Performance Level 4 Performance Level 3 Performance Level 2 Performance Level

1*Students read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (CCR R1)

Demonstrate an in-depth understanding by referring to illuminating details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Demonstrate a thorough understanding by referring to appropriate details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Demonstrate a basic understanding by inconsistently referring to appropriate details when explaining what the text says explicitly and when drawing inferences from the text.

* Level 1 PLDs describe students who did not demonstrate sufficient evidence to be classified into Level 2; Level 1 contains the widest range of performance on the test: from the lowest-scoring students, including those students who attempted but got no answers correct, to those students who are on the cusp but just below Level 2

Students determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.(CCR R2)

Demonstrate an in-depth understanding of a literary text by noting subtle connections between details in the text and the theme; provide a detailed, nuanced, and accurate summary of the text.

Demonstrate an in-depth understanding of a text by formulating a sophisticatedstatement of the main idea of a text and providing a sophisticated explanation ofhow it is supported by key details; provide a detailed, nuanced, and accurate summary

Demonstrate a thorough understanding of a literary text by determining a theme of a story, drama, or poem from details in the text; provide a thorough summary of the text.

Demonstrate a thorough understanding of a text by determining the main idea of a text and explaining how it is supported by key details; provide a thorough summary of the text.

Demonstrate a basic understanding of a literary text by determining the subject matter addressed in a story without noting how the details in the text support a theme; provide a summary of the text that is insufficient in detail and/or scope.

Demonstrate a basic understanding of a text by determining the subject matter addressed in a text without providing an explanation of how details support a main idea; provide summary of the text that is insufficient in detail and/or scope.

of the textStudents interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.(CCR R4)

Determine with precision and detail the meaning of words and phrases as they are used in a literary text, including those that allude to significant characters found in mythology (e.g., Herculean).

Determine with precision and detail the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Determine the meaning of words and phrases as they are used in a literary text, including those that allude to significant characters found in mythology (e.g., Herculean).

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Determine inconsistently and/or inadequately the meaning of words andphrases as they are used in a literary text, including those that allude to significant characters found in mythology (e.g.,Herculean).

Determine inconsistently and/or inadequately the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Students analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.(CCR R9)

Demonstrate an in-depth textual analysis by aptly and insightfully comparing and contrasting the treatment of similar themes and topics (e.g., opposition of goodand evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Demonstrate an in-depth textual analysis by aptly and insightfully integrating information from two informational texts on the same topic in order to write about the subject knowledgeably.

Demonstrate a thorough textual analysis by comparing and contrasting the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Demonstrate a thorough textual analysis by integrating information from two informational texts on the same topic in order to write about the subject knowledgeably.

Demonstrate a limited or basic textual analysis by insufficiently or inaccurately comparing and contrasting the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Demonstrate a limited or basic textual analysis by insufficiently or inaccurately integrating information from two informational texts on the same topic in order to write about the subject knowledgeably.