unit5927010 · Web viewModel/Teach: Teacher will model comparing and contrasting the two texts presented in the lesson while filling in the remainder of the graphic organizer. AP

Curriculum: Deborah HallCourse: ELA 04

Learning-Focused ToolboxDate: December 2, 2010 ET

Page 1 of 4

Topic: 5. NonfictionSubject(s): English Language Arts

Days: 20

Grade(s): 4th

Know: Understand: Do:

Base words and affixes

Entomology RLA.0.4.1.02

Characteristics & functions of types of texts (reference, children's newspaper, biographies, practical/ functional texts such as recipes, "how-to" instructions, topical area tests such as science, animals, history) (inductive reasoning) RLA.0.4.1.14

Text features (format, graphics, sequence, legends, maps, diagrams, illustrations, charts, table of content, glossary, headings RLA.0.4.1.16; RLA.0.4.1.15

Format of expository essay RLA. 0.4.2.05; RLA.0.4.2.07

Rules for:- subject/verb agreements- noun/pronoun agreements- apostrophe in singular possessiveRLA. 0.4.2.03

Types of pronouns (subjective, objective and demonstrative) RLA. 0.4.2.03RLA.O.4.1.13 - judge the reliability or logic of informational texts.

Non-fiction is the presentation of facts and beliefs by a writer which they believe to be true.

The main purpose of non-fiction is providing information so being simple, clear and organized is important.

Use base words and affixes to determine meaning of unfamiliar and complex words

Apply structural analysis including entomology and context clues RLA.0.4.1.02

Recognize and explain characteristics of genre in text RLA.0.4.1.12

Increase independent reading RLA.0.4.1.17

Examine meaning clues to aid comprehension RLA. 0.4.1.06

Locate, explain and use text features for locating information, skimming for predicting or big idea, or determining purpose for reading. (inductive reasoning) RLA.0.4.1.08

Compare fiction and non-fiction (compare/contrast) RLA.0.4.1.14;RLA.0.4.1.13;

Organize ideas using graphic organizers to make a plan for writing in a logical sequence RLA.0.4.1.15

Write expository essay with introductory, body and concluding paragraphs using the writing process. RLA.0.4.2.04; RLA.0.4.2.05

Create interesting leads through the use of quotations, questions or descriptions (classifying and categorizing) RLA.0.4.2.05

Identify and apply conventions of spelling in written composition RLA.0.4.2.10

Use editing strategies for sentence structure RLA. 0.4.2.09

Edit for subject/verb agreement (error


Days: 20

Grade(s): 4th


RLA.O.4.1.12 - recognize and explain the defining characteristics of genre in literary and informational texts:

• fairy tales• folk tales• myths• poems• fables• fantasies• biographies• short stories• chapter books• historical fiction• plays• autobiographies• magazines• newspapers• textbooks• electronic

databases• reference

materials

RLA.O.4.1.16 - use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts). RLA.O.4.2.03 - identify and produce a sentence with proper word choice to include:

• verb tense• verb usage

analysis),noun/pronoun agreementRLA.0.4.2.03

Edit for correct use of types of pronounsRLA.0.4.2.03

Edit for apostrophes in singular possessive(error analysis)

Read biographies, newspapers, topical area textsRLA.0.4.1.15; RLA.0.4.1.16

Write an article with text features RLA.0.4.1.15; RLA.0.4.1.16; RLA.0.4.2.04; RLA.0.4.2.05

RLA.O.4.2.04 - compose a written composition from a prompt using the writing process in a timed and un-timed setting.RLA.O.4.1.14 - select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources). RLA.O.4.1.15 - use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols).RLA.O.4.1.16 - use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).RLA.O.4.1.17 - increase the amount of independent reading to build background knowledge, expand vocabulary and comprehend literary and informational text. RLA.O.4.2.03 - identify and produce a sentence with proper word choice to include:


Days: 20

Grade(s): 4th


• subject/verb agreement

• pronoun usage• adjectives and

adverbs

RLA.O.4.2.05 - develop proper form in written composition:

• beginning-middle- end

• indentation• topic sentence• introductory and

concluding paragraphs

• related details• related and

cohesive paragraphs

• transitional and descriptive words

RLA.O.4.1.06 - examine meaning clues to aid comprehension of content across the curriculum (e.g., pictures, picture captions, titles, headings, text structure, topic).RLA.O.4.1.08 - interpret and extend the ideas in literary and informational texts to summarize, determine story elements, skim andscan, determine cause and effect, compare and contrast, visualize, paraphrase, infer, sequence, determine

• verb tense• verb usage• subject/verb agreement• pronoun usage• adjectives and adverbs

RLA.O.4.2.05 - develop proper form in written composition:

• beginning-middle-end• indentation• topic sentence• introductory and concluding

paragraphs• related details• related and cohesive paragraphs• transitional and descriptive words

RLA.O.4.2.11 - use reference skills to identify words.RLA.O.4.1.06 - examine meaning clues to aid comprehension of content across the curriculum (e.g., pictures, picture captions, titles, headings, text structure, topic). RLA.O.4.1.08 - interpret and extend the ideas in literary and informational texts to summarize, determine story elements, skim and scan, determine cause and effect, compare and contrast, visualize, paraphrase, infer, sequence, determinefact and opinion, draw conclusions, analyze characterize and provide main idea and support details.RLA.O.4.2.07 - develop a composition that demonstrates an awareness of the intended audience using appropriate language, content and form.RLA.O.4.2.09 - use editing strategies to correct errors in sentence structure (fragments and run-on sentences), capitalization, punctuation and grammar. RLA.O.4.2.10 - identify and apply conventions of spelling in written composition (e.g., spell commonly


Days: 20

Grade(s): 4th


fact and opinion, draw conclusions, analyze characterize and provide main idea and support details.

misspelled words from appropriate grade level lists, use syllable constructions to spell words, use vowel combinations for correct spelling, use affixes). RLA.O.4.1.02 - apply structural analysis including etymology and context clues to decode and encode words.

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Days: 20

Grade(s): 4th

Common Assessments on what students should know and do in this unit:

Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved.To purchase a copy of this document visit www.LearningFocused.com and click on Model Curriculum or call 866-955-3276.

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Days: 20

Grade(s): 4th

Key Learning: Nonfiction is the presentation of facts and beliefs by a writer which they believe to be true.The main purpose of nonfiction is providing information so being simple, clear and organized is important.

Unit Essential Question(s):

How is nonfiction written and read to view clear and meaningful information in an organized manner?

Concept: Concept: Concept:Nonfiction Text Features Writing Expository Essays

RLA.O.4.1.08 , RLA.O.4.1.12 , RLA.O.4.1.14, RLA.O.

4.1.16, RLA.O.4.1.17, RLA.O.4.1.02

RLA.O.4.1.15, RLA.O.4.1.16, RLA.O.4.1.06 RLA.O.4.2.05, RLA.O.4.1.14, RLA.O.4.2.03 , RLA.O.4.2.07

, RLA.O.4.2.04, RLA.O.4.1.13

Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):What are the characteriistics and functions of a variety of non-fiction texts? (inductive reasoning) (ET)

How do formats of nonfiction text differ? (A)

How do I compare and contrast fiction andnonfiction? (compare/contrast) (A)

How are text features used to locate and organize information? (A)

How are text features used prior to reading? (inductive reasoning) critical analysis strand (ET)

How do readers scan text to locate information? (A)

How do writers plan and organize an expository essay? (A)

How do writers write an expository essay with introductory, body and concluding paragraphs? (A)

How do writers create interesting leads? (classifying, categorizing) (ET)

Vocabulary: Vocabulary: Vocabulary:nonfiction, reference, practical, functional, format, biography, article

text features, graphics, legends, diagrams expository essay

http://www.LearningFocused.com/


Days: 20

Grade(s): 4th

Concept:Grammar

RLA.O.4.2.09 , RLA.O.4.2.10 , RLA.O.4.2.03

Lesson Essential Question(s):How do writers edit for subject/verb agreement? (error analysis) (ET)

What types of pronouns may be used in sentences? (A)

How do writers edit for noun/pronoun agreement? (A)

How is the apostrophe used to show possession? (error analysis) (A)

Vocabulary:Subject/verb agreement, Noun/pronoun agreement, Subjective pronoun, objective pronoun, demonstrative pronoun, possessive, apostrophe

Additional Information:

Text structures are being taught in a separate unit from the non-fiction because of the amount of curriculum content. The unit begins with an extending thinking because the students have already been reading many of the types of non-fiction. So, in the first lesson, they are looking at several examples of non-fiction and using inductive reasoning to note the characteristics and functions of each type. Inthe lesson in creating leads, students should be given several leads containing quotes, questions or descriptions to sort. In the error analysis lessons, teachers may need to review rules; particularly if the rule is often abused in everyday language by students. Students should read a variety of non-fiction during the unit, including reference materials, children's newspaper, biographies, articles, speeches, topical area texts such as animals, science and history. This is a great unit for integrating reading/writing with science, health and social studies.

Spelling: base-words, prefixes, suffixes

Vocabulary: on-going

Attached Document(s):

Page 1 of 1

Vocab Report for Topic: 5. NonfictionSubject(s): English Language Arts

Days: 20

Grade(s): 4th

Concept:

Nonfiction

nonfiction - reference - practical - functional - format - biography - article -

Concept:

Text Features

text features - graphics - legends - diagrams -

Concept:

Writing Expository Essays

expository essay -

Concept:

Grammar

Subject/verb agreement - Noun/pronoun agreement - Subjective pronoun - objective pronoun - demonstrative pronoun - possessive -apostrophe -

Learning-Focused ToolboxDate: December 2, 2010 ETCourse: ELA 04

Topic: 5. NonfictionSubject(s): English Language ArtsConcept: Nonfiction

5. Acquisition Lesson

Days: 20

Grade(s): 4th

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How do formats of nonfiction text differ?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: Students will create a graphic organizer containing various formats of nonfiction textAssessment Prompt 2: Students will choose two formats from their graphic organizer to contrast.

Activating Strategy:

Teacher and students create a list of all the products they could make out of an apple. The products are different but they all contain an apple.

Key vocabulary to preview:

format

Teaching Strategies:

Graphic Organizer:

T-Chart

Instruction:

Model/Teach: Teacher will model various formats of nonfiction text while fill infin a t-chart to show the similarities and differences.

AP #1: Students will create a graphic organizer containing various formats of nonfiction text.

Model/Teach: Teacher will then choose two formats from the t-chart created at the beginning of the lesson to model finding the differences.

AP #2: Students will choose two formats from their graphic organizer to contrast.

Summarizing Strategy:

3-2-1

Name three different formats of nonfiction. (examples: newspaper, text book, reference book)

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Days: 20

Grade(s): 4th

Name two differences between the texts.

Explain your thinking.

Time (in days):

1

Page 1 of 2



Days: 20

Grade(s): 4th



How do I compare and contrast fiction and nonfiction? (compare/contrast)


Assessment Prompt 1: Students will list the characteristics of fiction. Assessment Prompt 2: Students will list the characteristics of nonfiction.Assessment Prompt 3: Students will compare and contrast a fiction and nonfiction selection.


The students will compare and contrast a pen and a pencil. The students will discuss how they are alike and different.


Graphic Organizer:

Compare and Contrast (other examples are a t-chart, venn diagram. etc.)

Instruction:

Model/Teach: Teacher will model the characteristics of fiction using a text of their choice and fill in a graphic organizer.

AP #1: Students will list the characteristics of fiction on a graphic organizer.

Model/Teach: Teacher will model the characteristics of nonfiction using a text of their choice and fill in a graphic organizer.

AP #2: Students will list the characteristics of nonfiction on their graphic organizer.

Model/Teach: Teacher will model comparing and contrasting the two texts presented in the lesson while filling in the remainder of the graphic organizer.

AP #3: Students will compare and contrast a fiction and nonfiction selection while filling in their graphic organizer.


Learning Logs. Students will write a one paragraph explaining how fiction and nonfiction texts compare and contrast.

Time (in days):



Days: 20

Grade(s): 4th

0

Page 1 of 2

Topic: 5. NonfictionSubject(s): English Language ArtsConcept: Text Features


Days: 20

Grade(s): 4th



How are text features used to locate and organize information?


Assessment Prompt 1: Students will create a list of text features.Assessment Prompt 2: In pairs students will choose a text and explain how it's organized and how to locate information.


Brainstorm Web. The students and teacher will brainstorm what they know about text features.

Key vocabulary to preview:

diagrams, legends


Graphic Organizer:

Matrix

Instruction:

Model/Teach: Teacher will model different types of text features using a variety of teacher chosen texts while filling out a graphic organizer (Examples of text features: headings, charts, graphs, subheadings, pictures, index, bold print, etc.)

AP #1: Students will create a list of text features based on a chosen text.

Model/Teach: Teacher will use a text to model how it is organized and how to locate information.

AP #2: In pairs students will choose a text and explain how it's organized and how to locate information.


Ticket Out The Door. Students will explain how text features are used to locate and organize information.

Differentiation:

Students will have text choice.



Days: 20

Grade(s): 4th

Time (in days):

1

Page 1 of 1



Days: 20

Grade(s): 4th



How do readers scan text to locate information?


Assessment Prompt 1: Students will scan a text and highlight important information.


Teacher will display a picture and ask the students to scan the picture to find a certain image. Students will discuss what they did to find the picture. (Examples: hidden picture books, Where's Waldo, etc.)


Graphic Organizer:

T-chart

Instruction:

Model/Teach: Teacher will model how to scan and highlight important information from a text. Teacher will list the steps on a graphic organizer. (Examples of texts: social studies book, science book, health book, etc.)

AP #1: Students will scan a text and highlight important information. (Teacher will provide a selection of texts or passages for the students from which to choose.)


The Important Thing. Students will write about what is the most important step in the scanning process.

Differentiation:

Student choice and partially filled out graphic organizers.

Time (in days):

1

Topic: 5. NonfictionSubject(s): English Language ArtsConcept: Writing Expository Essays


Days: 20

Grade(s): 4th



How do writers plan and organize an expository essay?



Time (in days):

0



Days: 20

Grade(s): 4th



How do writers write an expository essay with introductory, body and concluding paragraphs?



Time (in days):

0

Topic: 5. NonfictionSubject(s): English Language ArtsConcept: Grammar


Days: 20

Grade(s): 4th



What types of pronouns may be used in sentences?



Time (in days):

0



Days: 20

Grade(s): 4th



How do writers edit for noun/pronoun agreement?



Time (in days):

0



Days: 20

Grade(s): 4th



How is the apostrophe used to show possession? (error analysis)



Time (in days):

1


6. Extending Thinking Lesson

Days: 20

Grade(s): 4th


What are the characteriistics and functions of a variety of non-fiction texts? (inductive reasoning)

Mini Lesson(s):

Model/ Teach: Teacher will model the characteristics of nonfiction text (examples: captions, photographs, charts, graphs, etc.) using an expository text (teacher's choice). Teacher will use the same text to model the functions of nonfiction text (examples: research, clarification, current events, etc.).

Task:

In pairs students will choose one nonfiction text and create a presentation explaining the characteristics and functions of that text.

Summarize / Share:

Students will present their text and project to the class. Classmates will prepare questions for each pair.

Differentiation:

Choice of text and format of presentation.

Time (in days):

1



Days: 20

Grade(s): 4th


How are text features used prior to reading? (inductive reasoning) critical analysis strand

Mini Lesson(s):

Model/Teach: Teacher will use a text book to model how to use text features prior to reading. (Examples: teacher will show how to use the index or table of contents to locate important information or will walk through a chapter showing how to use the headings, captions, bold print, etc. to preview what will be read).

Task:

Students will create a list of instructions that explains to other students how to use text features prior to reading.

Summarize / Share:

Students will complete a gallery walk.

Time (in days):

1



Days: 20

Grade(s): 4th


How do writers create interesting leads? (classifying, categorizing)

Time (in days):

1



Days: 20

Grade(s): 4th


How do writers edit for subject/verb agreement? (error analysis)

Time (in days):

1

Curriculum: Deborah HallCourse: ELA 04

Learning-Focused ToolboxDate: December 2, 2010 ET


Days: 20

Grade(s): 4th

8. Differentiating the Unit

What accommodations will you make in order to meet the varied interest, learning styles, and ability levels of all students?

Differentiation Associated with the Unit:

Differentiation Associated with Lessons and Activities:

Acquisition Lesson 3:

How are text features used to locate and organize information?

:

Students will have text choice.

Acquisition Lesson 4:

How do readers scan text to locate information?

:

Student choice and partially filled out graphic organizers.

Extended Thinking Lesson 1:

What are the characteriistics and functions of a variety of non-fiction texts? (inductive reasoning)

:

Choice of text and format of presentation.


Days: 20

Grade(s): 4th

What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities?Put the Lesson Essential Questions, activities, and experiences in order.


Days: 20

Grade(s): 4th

What resources and materials do you need for this unit, the lessons, and the activities?

Resources Associated with the Unit:

Resources Associated with Lessons and Activities:

Documents

unit5927010 · Web viewModel/Teach: Teacher will model comparing and contrasting the two texts presented in the lesson while filling in the remainder of the graphic organizer. AP