Unit Big Idea: Authors use both internal and external conflicts to develop the character Essential Unit Question



Download 54.88 Kb.
Date conversion13.04.2016
Size54.88 Kb.

Kris McKinney Feb 24-28

Unit Big Idea: Authors use both internal and external conflicts to develop the character

Essential Unit Question: How does an author use internal and external conflicts to develop a character?

CCSS: L.4.5, L.4.5a, L.4.5b, L.4.5c, L.4.6, W.4.4, W.4.3d, W.4.3c

QUE Book Editing & revising practice-2 questions per day




Monday

Tuesday

Wednesday

Reading

Lesson Focus Question: How did the ‘Aha Moment’ change the events of the story?

Procedures:

1. Review Aha Moment- maybe list key phrases again

2. Shared Read: Chapter 12 (tell students to look for aha moment as you read along)

3. Class Discussion:



What is the Aha Moment? What does Barry realize?

How does this change his actions or the events in the story?


Lesson Focus Question: What inferences can you make about the tone of this chapter?

Procedures:

1. Shared Read: Chapter 13

2. Class Discussion: (infer)

Why was Barry’s skin burning in the water?

What is tone the author creates in this chapter? What words or phrases support your answer?


Lesson Focus Question: What can you infer about the character traits of Barry and Nell based their actions?

Procedures:

1. Shared Read: Chapter 14

2. Class Discussion:

Compare and contrast Akivo and Nell.

Why doesn’t Barry think he is brave? What does it mean to be brave? Do you think Barry was brave?


Guided Reading

See attached GR Plan

See attached GR Plan

See attached GR Plan

Word Study

Word game in iPad

Word game in iPad

Word game in iPad

Reading Response










Independent Reading

Sticky Notes:

F: Is your story in first or third person?

NF: What is the main idea of what you read today? What is this section mostly about?

Sticky Notes:

F:

NF:


Sticky Notes:

F: Write the 3 main events that happened in your story today.

NF: Write a summary of what your section was about today.

Writing

Standards: W.4.3, W.4.5,

Lesson Focus Question: After reading my personal narrative, what changes can I make to make it stronger?

Procedures:

1. TTW hand out writing rubric and discuss with class.

2. TTW show an example of student writing from last week, demonstrating good & poor content & development.

3. TSW assist teacher in pointing out what is strong in the good paper and what can be improved in the poor paper. Create anchor chart outlining improvements.



Standards:

Lesson Focus Question:

Procedures:

SUB


Students write what roles they would have taken on had they been a woman during the Revolutionary War.

Standards:

Lesson Focus Question: After reading my personal narrative, what changes can I make to make it stronger?

Procedures:

1. TTW hand out writing rubric and discuss with class.

2. TTW show an example of student writing from last week, demonstrating good & poor organization.

3. TSW assist teacher in pointing out what is strong in the good paper and what can be improved in the poor paper. Create anchor chart outlining improvements.






Unit Big Idea: Authors use both internal and external conflicts to develop the character

Essential Unit Question: How does an author use internal and external conflicts to develop a character?

CCSS: L.4.5a-c, L.4.6, RI.4.7




Thursday

Friday

Reading

Lesson Focus Question:

Procedures:

Use Chapters 15 and 16, and Scenes 4-6 for assessment




Lesson Focus Question: How does a visual stimulus aid in my understanding?

Procedures:

1. TTW display a visual stimulus of the Titanic.

2. TTW activate prior knowledge by discussing the schema that students have for the Titanic. (What do you already know about this topic?)

3. TSW read page. 1 of Exploring the Titanic and summarize using the 5W’s.

4. TTW facilitate a class discussion.


Guided Reading

Agnew:

See attached GR Plan



See attached GR Plan-read assessment

Independent Reading

Sticky Notes:

F:

NF:

Sticky Notes:

F: Describe your character in depth. Does he/she change? How?

NF: Choose 2 words that are specific to your topic. Define them.

Word Study




Word game in iPad

Reading Response







Writing


Standards:

Lesson Focus Question: After reading my personal narrative, what changes can I make to make it stronger?

Procedures:

1. TTW hand out writing rubric and discuss with class.

2. TTW show an example of student writing from last week, demonstrating good & poor voice.

3. TSW assist teacher in pointing out what is strong in the good paper and what can be improved in the poor paper. Create anchor chart outlining improvements.



Standards:

Lesson Focus Question: After reading my personal narrative, what changes can I make to make it stronger?

Procedures:

1. TTW hand out writing rubric and discuss with class.

2. TTW show an example of student writing from last week, demonstrating good & poor conventions.

3. TSW assist teacher in pointing out what is strong in the good paper and what can be improved in the poor paper. Create anchor chart outlining improvements.






SOCIAL STUDIES: Unit Big Idea: Demonstrate an understanding of conflict between the American colonies and England AMERICAN REVOLUTION

Essential Unit Question: What were some major conflicts between the American colonies and England that resulted in the American Revolution?

SCSS: 4-3.4

Monday

Tuesday

Wednesday

Lesson Focus Question: How did Abigail Adams and Martha Washington contribute to the American Revolution?

Procedures:

1. TTW explain to the students that they will participate in a chalk talk activity analyzing text on the following women: Martha Washington, Abigail Adams, and Mary Ludwig Hayes.

2. TSW walk around the room and visit a piece of chart paper with three informational text pieces relating to Martha Washington, Abigail Adams, Pillis Wheatly, and Mary Ludwig Hayes.


Will take 2 days
3. Each group will annotate information gained while reading the text on each of the ladies. TSW write annotations around the text on each individual (important information gained from the text).

Digital Media: Abigail Adams Eminent Woman (1:05) and Martha Washington Eminent Woman (1:15)
http://www.youtube.com/watch?v=2zRguWLC3Rk
Purpose: Why are these women important to our history?

Abigail-http://www.youtube.com/watch?v=lCMm-u5QOVw




Lesson Focus Question: How did Mary Ludwig Hays contribute to the American Revolution?

Procedures:

1. Once students are at the station they began at they will take a moment to read annotations added by other groups.

2. TTW present each woman by reading annotations written by students and discussing the important role each woman played in the American Revolution.

3. TSW will listen and take notes using graphic organizer. This will be used by students to study for culminating assessment to be given the following week.



Class Discusion: (opitional)

What are examples of ‘jobs’ women held during the AR?

Irony: Despite what the women did in the AR, what could they NOT do?

Digital Media: Mary Ludwig Hays (2:10)
http://www.youtube.com/watch?v=iqTjC0wxvs8
Purpose: What was Mary Ludwig Hays nickname and how did she get that name?

*If time allows Phillis Wheatley Digital Media* http://www.youtube.com/watch?v=M-Qw5TzjA4U




Lesson Focus Question: Why did the notion of slavery change for some during the AR?

Procedures:

1. Shared Read / Guided Highlighted Reading: ‘African Americans and the American Revolution’. TSW read the handout and answer the questions provided.

In paragraph 1, how many salves were able to gain freedom by fighting for the British?

In paragraph 2, what did African Americans feel that fighting for freedom meant?

In paragraph 2, which battles did African Americans fight in?

In paragraph 2, what is Peter Salem is famous for?

In paragraph 3, how is Crispus Attucks related to the Boston Massacre?

In paragraph 4, what is Salem Poor famous for?

In paragraph 5, what word means to gain or be given freedom to a group of people? (emancipation)



2. Class Discussion: If you were a slave that was promised freedom after the war, and then was DENIED that freedom, what would you have done?

Opitional (if time allows):

3. Visual Stimulus: TTW provide the class with a painting of an African American in battle at Cowpens. TSW Observe, Question, Reflect on handout. (Library of Congress activity) Discuss.


Digital Stimulus: The Invention of the Cotton Gin’battle of cowpens

Purpose for viewing: TSW explain how the cotton gin made an impact on slavery.




SOCIAL STUDIES: Unit Big Idea: The settlement of North America was influenced by the interactions of Native Americans, Europeans, and Africans.

Essential Unit Question: How were the settlements of North America influenced by the interactions of Native Americans, Europeans, and Africans?

SCSS: 4-2.1, 4-2.2

Thursday

Friday

Lesson Focus Question: What was the significance of the involvement of Poor, Attucks, and Salem in the AR?

Procedures:

Shared Read / Guided Highlighted Reading: ‘African Americans and the American Revolution...Cont.’. TSW read the handout and answer the questions provided. *This reading will pertain to the 3 Africans mentioned in the SCSS (Poor, Attucks, & Salem)
Digital Stimulus: The Role of AA in the AR

Purpose for viewing: TSW explain how the video clip pertains to the attitude of slavery during the AR. Discuss.


Lesson Focus Question: How did the AR affect the Native Americans?

Procedures:

1. Shared Read: ‘Effects of the American Revolution on the Native Americans ‘ (from the SCSS)

2. Class discussion: (on handout) TSW use the text, map, and visuals provided to answer the following questions:

Turn and Talk:


-According to the text, what did the Native Americans lose?
-Where were the Native Americans forced to move?

-How do the visuals above support the text?





The database is protected by copyright ©essaydocs.org 2016
send message

    Main page