McKinney ISD Instructional Planning Guide Reading & Writing

3rd Quarter 2012-13 Grade Level- 4th Grade

(ELEMENTARY ELAR IPG)

Week 1 Reading: Determining Importance in Text

ELAR TEKS: Student Expectations

ELL Resources

Assessment/ ProductEnduring Understandings-Essential Questions

3. a Summarize message or theme

3. b Compare and Contrast characters

7 Draw conclusions of nonfiction texts and provide evidence from text to support understanding

9 Read independently SSR

11.c Identify explicit & implicit cause & effect relationships

11.d Use text features to locate info and verify predictions

ELPS:

4.d: Use pre- reading supports such as graphic organizers to enhance comprehension of written text.

--Observation

--Written assessment

--Written summaries

Enduring Understanding:

All reading and writing centers around audience and the desired effect on that audience.

Essential Questions:

How do time and place affect the story?

Science & Social Studies Integration

Web 2.0 Tools/ Apps

Vocabulary

Social Studies

3. a Analyze causes, major events and effect of Texas Revolution

http://www.comeandtakeit.com/txhist.html

http://www.tamu.edu/faculty/ccbn/dewitt/dewittflgs2.htm

Alamo

revolution

soldiers

historical fiction

E2, E3, E4-SAMPLE LESSONS: Week1 Reading Determining Importance in Text Historical Fiction

Day 1

Historical Fiction

E2- Introduce a historical fiction book such as:

A Line in the Sand by: Roberts and Olsen

Johnny Texas by: Carol Hoff

A Line in the Sand: The Alamo Diary of Lucinda Lawrence by: Sherry Garland

or any historical fiction book about Texas or The Alamo

Discuss the genre (historical fiction) and point out that this book will include many true historical facts and will be realistic, although the story has some fictional characters. Examine the cover of the book, have students make predictions/connections.

E3- Pass out 2 sheets of cardstock and 15 sheets of notebook paper to each student. Place cardstock on the outside and the notebook paper in the middle, staple on one side to create a diary for each student. Explain to students that this diary will be used to record their thoughts and feelings while reading the book.

E4- Students write the title on the front cardstock piece The Diary of (first name) (last name). On the first notebook page, students write the date in upper right hand side of the page, and then write a prediction about what they will learn from the book and/or what the book will be about.

Day 2

Historical Fiction

E2- Discuss how the author organized the book and how characters are introduced and described.

E3- Read your historical fiction book selection aloud to your students and make connections as you read. Discuss the characters that have been introduced and the time period.

E4- In groups or individually, students read chapters 1 and 2. When finished, students will record their second diary entry. Write the date at the top right hand side of paper, and then write a paragraph comparing and contrasting their life (students lives) to that of the main character. Students may also use a Venn Diagram to compare.

*Monitor students while independent/group reading to make sure they are making connections and completing diary entries.

Day 3

Historical Fiction

E2- Discuss Stephen F. Austins and Santa Annas influence and impact on Texas. Skim through Social Studies textbook.

E3- Read 2 more chapters aloud to students. Stop to make connections to Texas History.

E4- In groups or individually students read. In their journal students will write their 3rd journal entry: Write a descriptive paragraph about how he/.she would feel about the Mexican government based on events from the story thus far.

*Assess open responses by looking at grammar, conventions, main idea and details.

Day 4

Historical Fiction

E2- With students read pages 170-171 in Social Studies textbook. In small groups, students make a list of facts from information read.

E3- Read more of your historical fiction book as a read aloud. Discuss the Battles of Goliad and Battles of Gonzales. As a class, make a cause and effect chart (on board, chart paper, SMARTboard, etc.) over the Battle of Gonzales. Locate information from both social studies text and your book.

E4- In response diary, students will replicate your cause/effect chart. They will fill in the chart using the causes and effects from the Battle of Goliad. Encourage students to use both books.

*Monitor students and assist during this process. If student is struggling, give cause and help he/she look for an effect or vis versa.

Day 5

Historical Fiction

E2- With students read aloud pages 167 & reread 171 in Social Studies textbook. Locate specific facts about the Battle of Gonzales and the Come and Take It flag.

E3- Use one of the links from Additional Resources below to locate more information on the flag, and to show students a picture of the flag.

E4- In response diary, students should draw a picture of the Come and Take It flag. Below the flag, students will write one paragraph describing what the flag looks like. (Students should use details from the Line book to state in this paragraph.) Next, students write a second paragraph explaining the meaning of the flag and what it represents.

Additional Resources:

http://www.comeandtakeit.com/txhist.html

http://www.tamu.edu/faculty/ccbn/dewitt/dewittflgs2.htm

Week 1 Writing: Narrative Writing

ELAR TEKS: Student Expectations

ELL Resources

Assessment/ ProductEnduring Understandings-Essential Questions

15.a Generate ideas first draft- by selecting a writing genre for intended meaning

15.b Develop drafts by categorizing ideas/ organize Ps

15.c Revise drafts: for coherence, organization, audience, and sentence structure.

15.d Edit drafts: grammar, punctuation, spelling using rubric

15.e Publish for audience

17 Write personal narratives

ELPS:

3G: Express opinions, ideas, and feelings.

3H: Describe and explain with specificity and detail.

Final Completed Paper to be assessed using the STAAR rubric.

Authors choose precise language to convey meaning.

Authors write to a specific audience.

Authors craft their writing to create a specific meaning.

Authors use literary devices to create an overall tone and mood in their writing.

Authors have individual voices.

Science & Social Studies Integration

Web 2.0 Tools/ Apps

Vocabulary

narrative

story critical character (you)

elaborative detail

organization

E2, E3, E4-SAMPLE LESSONS: Week 1 Writing Narrative Writing

Day 1

First Impressions

Ask students to write a story about a time they went on an adventure or trip:

E2- The beginnings of stories, just like first impressions, are extremely important. If the beginning lags or sags the reader will put the story aside. The authors challenge is to create an opening that is entertaining and interesting enough to compel the reader to read on. Here are some typical story beginnings:

One sunny day

One dark and story night

This story is about

Hi, my name is

E3- Ask the students to tell you what is wrong with these openings? Answer: None of them immediately draw the reader into your world. None of them give a hint of what is to come. The opening line should capture the readers attention and hook the reader into reading on.

E4- The story should begin as close to the main event as possible. This is a very important skill due to the limitation of 26 lines! The beginning should include:

An action, dialogue, a thought or question, or a sound.

Ask students to begin a plan for this narrative story. The plan MUST include a great beginning! Plan and confer with all students

Day 2

Start Off on the Right Foot

E2- Read Aloud:

Ratzo by: Marty Crisp

Fox Trap by: Jane Resh Thomas

E3- Ask students to listen to the great beginnings of some of your favorite stories. Make an anchor chart with some of the great beginnings to draw students attention to this type of writing skill.

E4- As you read the beginning lines of several books ask students to determine the strategy used in each:

Action

Dialogue

Thought or question

Sound

Day 3

Whats in the Middle

E2- After the great beginning, a story MUST have elaborative detail about the story critical character (YOU- the student) to hold the readers attention.

E3- Authors use elaborative detail to allow the reader to experience important elements of the story through the five senses of the main character. Powerful elaborative detail is what brings the writing to life. Vivid elaboration also helps entertain the reader.

E4- Explain to the students they will be writing about themselves on an adventure:

What did you see?

What did you do?

What did you hear?

What did you feel?

What did you taste?

Etc.

Ask students to write the body or the middle of the paper. Be sure to confer with students so that they handle the middle of the paper with original el