Grade+4+Unit+1

= **Common Core ELA Grade 4** = =**Jeanine McGee**= =**Unit 1**=

** “Humanity” by Elma Stuckey **

 * T: Poetry **
 * PO: SWBAT discuss the meaning of the title, “Humanity” **
 * Analyze the poet’s perspective **
 * AN: Discuss what it means to be saved. Would it matter if you liked or disliked the person who rescued you? Would it matter what the person looked like? What language they spoke? **
 * P: Tell the students that in order to prepare for the poem, they need to do a visualization exercise. Tell them to close their eyes and imagine they are swimming. Tell them they are to imagine that they are good swimmers who enjoy gliding through the water and diving deep below the surface to see the undersea life. **
 * Imagine you are swimming in a beautiful bay. The sun is shining down and the water feels cool on such a warm day. You are enjoying yourself and have been surfacing and diving for quite sometime. This time **
 * as you dive you suddenly feel a sharp pain in you side. It takes your breath away and you are gasping. You are trying to swim back up to the surface but you just can’t. Just when you think you can’t possibly hold on any longer, someone takes your hand. Suddenly you are being pulled up to the surface where you can breathe again. It feels so good to be in the sunlight and breathing again. **
 * Tell the students to open their eyes. Ask how they felt when the pain began and couldn’t swim. Ask how they felt when someone took their hand and pulled them to safety. Ask the students if they thought about who was rescuing them at that moment or if they were just happy to be rescued. **
 * Write the title of the poem on the board, “Humanity” by Elma Stuckey. Explain to the students that the word humanity means to show compassion, tenderness, and sympathy. Read the poem “Humanity” by Elma Stuckey. **
 * IP: Answer questions in small groups. Analyze each stanza. Who keeps us safe from harm? Discuss how we are all the same no matter what race or language we speak. Discuss the last sentence. Are you living the life God intended? Using the talents that God gave you? Does it matter who saves you or that you get saved? **
 * C: Tomorrow we are going to discuss another poem that is relates to the theme of being saved. Research other poems that have the similar theme. Think of the careers that save people. For example, doctors, police officers, firefighters. Why is it important for people to choose this occupation? Discuss and share responses. **
 * HW: On kidsblog; answer questions and comment on a fellow classmate responses. **


 * T: Poetry **
 * PO: SWBAT discuss the following dream, disillusionment, poverty and frustrations, Identify the use of similes and metaphors in the poem. **
 * AN: What are your dreams? What do you want to be when you grow up? What does the title reflect? How do you plan to achieve your dreams? What steps will help you guide your way? What are some obstacles that could hinder you dreams? **


 * P: Read the poem, “Dreams” by Langston Hughes. Discuss each stanza as a class. In small groups, discuss what the speaker compare life in the first stanza? Interpret the metaphors. What does each suggest about life? Restate in your own words the advice that this poem offers. Tell the students that the American poet Delmore Schwarts once wrote, “In dreams begins responsibilities.” How might Hughes interpret this statement? Base your answers on the poem you just read. **


 * IP: Write a poem reflecting your attitude toward “dreams”. Base your understanding of the dream on Hughes’s poem. What would our life be like without dreams? Complete the sentence, Life is. As a group expand on the sentence and share thoughts and ideas with one another. **


 * C: Research how to accomplish your dreams. Ways to achieve your goals in life. What steps you need to complete in order to accomplish your dreams. Research other poems with the meaning of “Dreams”. **


 * Tales of a Fourth Grade Nothing **
 * T: Novel **
 * PO: SWABT read, comprehend, and apply skills to everyday life. **


 * AN: Read the title of the story. Ask the class of any tales or stories of the 4th grade that were interesting or funny. Discuss any stories from home that may apply or enhance the story that were are about to read. List and explain the main characters in the story. Think about how you can relate to the family and characters. **


 * P: Read about the author as a class. Introduce vocabulary words for each section. Make predictions about what the story may be about. Read each chapter and answer Reading Response questions for each chapter. Allow time to share and discuss each reading response answers. **


 * Throughout the story, engage in activities that enhance the lesson: **


 * Plan a Park, collect pictures of Central Park in New York City so the students get a sense of this park within the city. To integrate Social Studies, also research city parks in PA. Hang them in the class room. **


 * Create a commercial. Peter’s dad works at an advertising agency. A commercial is designed to get people to buy a certain item instead of buying another company’s item. Commercials are used to get your point across. Discuss what it means to persuade. Create a commercial to persuade someone to do something. Whether it is to purchase, travel, or buy. Share and present to the class. **


 * Math Link: Graphing Write a survey, conduct a poll, design a graph showing your gathered information, and summarize the results. Discuss the different types of graphs; bar, pie, line, and picture graphs. Collect data, survey /take a poll, gather information and present data in a correct graph format. **


 * Create “How to” speech individually. The students will present these steps of making/creating something. This will stress the importance of proper sequencing to the students. Present to the class. **


 * Compare and Contrast the main characters in the story; Fudge and Peter. Think about how you are alike/different with another classmate. Share with the class. **


 * Introduce means of travel throughout history and begin research for transportation reports. Research and include means of transportation, bus, subway, trains, planes, boats, etc. Include map of Philadelphia and public transportation. **


 * Research the careers of doctors, nurses, and medical professionals. Discuss the importance of technology and x-rays. Research the digestive system and abdomen. This is helpful to study to incorporate with Fudge’s experience. Discuss any time that the student may have gone to the hospital care. What was the problem? How was it solved? **


 * C: After completing the novel, share and discuss the story. Write a book report to share knowledge of the story. Throughout the story read and discuss each chapter through the journal response questions. Complete the evaluation with a test. **

Jeanine McGee Unit 2 Weather or Not ** Owen & Mzee ** ** The True Story of a Remarkable Friendship ** By: Isabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumba

T: Short Story PO: Understand the true meaning of friendship, perserverence, and relisiency. AN: Discuss how things automatically go together; peanut butter and jelly, milk and cookies, salsa and chips, chip and dip, milk and cereal, bread and butter. P: Discuss the vocabulary words for the story. Include relisency, friendship, and location on Kenya. Integrate Social Studies into the lesson. IP: Research the story individually. Incorporate stories, articles, and videos that were written about Owen & Mzee. HW: Write a reflection on Kidsblog on the story of Owen & Mzee. GP: Create a power point or slide show of Owen & Mzee. SB: Students will present & share power point with the class.
 * 1) Read Owen & Mzee together as a class.
 * 2) Discuss the story together.
 * 3) Relate the story to your own personal life. How is the story similar, how is it different?

Additional Sites: [] []

Informational Texts Kenya's Long Dry Season by Nellie Gonalez Cutler T: News Article PO: Students will read and discuss the news article regarding Kenya's dry season. Compare and Contrast present weather conditions. Reflect and discuss why and how the weather can effect the people of Kenya. AN: Ask questions, if the students know where Kenya is located. Does anyone know any information about Kenya? Has anyone traveled to Kenya? Family Members? Today we are going to travel to Kenya through the Smartboard. (Show maps and location on the smartboard) P: 1. Read the article [] 2. Divide students into small groups to discuss Who? What? When? Why? Where? How? 3. Create a newsreport to share with the class to explain the information that was gathered. 3. Research in small groups on current weather conditions in Kenya. Create a weather report using information gathered. IP: Research how PA and Kenya weather conditions are similar and different. HW: Write a compare and contrast paragraph on Kenya and PA weather conditions. C: Share Compare and Contrast Essays with the class.

Informational Texts Let's Investigate Marvelously Meaningful Maps by Madelyn Wood Carlisle T: Seasons and Weather PO: Students will learn all kinds of maps including weather, topographic, road, and undersea; and explains such terms as scale, projections, symbols, latitude, and longitude. They will use the knowledge to integrate the short story of Owen & Mzee. AN: Ask the students several questions about the weather in PA. Discuss the 4 Seasons that occur throughout the yeat. Ask if the students traveled to any other areas in the state, country, and world. Set sail and discover the world by using maps to create a 4th Ship that sails all along the sea and using map skills to navigate their journey. P: First the students will look up the definitions of each of the words listed in the PO. Next, read the book together as a class. Divide the class into 5 sections, give each group a topic to investigate even further. They will create a powerpoint that includes the topic and information to the class. Next, they will create a map game, including latitude &longitude to move from one location to another. The goal is to write clear and accurate directions for each of the classmates to follow. Each group will create their own boat and captain and set sail! IP: Each group member must include own portion of directions. Reasearch the amount of time it will take to get to point A to point B. Calculate the miles traveled. H: Research cruise ships to help create a path and location. C: Each group of students will share with the class the map and destination to travel. The students will be graded on accuracy of the trip. Additional Website

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(daily plans for 1 week)
**__ Monday __** ** T: ** Human Emotions ** PO: ** SWBAT tell what indicators equal specific emotions in humans. ** A: ** Read aloud one of the following: //The Way I Feel// by Janan Cain///Today I Feel Silly and Other Moods That Make My Day// by Jamie Lee Curtis/// How Are You Peeling? Foods with a Mood// by Saxton Freymann and Joost Elffers ** P/GP: ** Teacher will open up with questions to guide discussion on the emotions written about in the book. Together, we will create a table on the SmartBoard (SB) listing the emotions in the book and inferring why that was the emotion. These would be the indicators. ** IP: ** Divide class into groups. Give each group a list of 8 emotions. Each student must choose 4 different emotions. Folding an 8”X10” piece of paper into fours the student will draw a face in each quarter to depict one of the 4 emotions they have chosen and label it. They will write a sentence about a time they felt that way themselves. ** C: ** Fact: According to //Humaine// // Emotion Annotation and Representation Language (EARL) // there are 48 human emotions. Use your exit card to list at least 3 emotions that were discussed today. Choose 1 emotion from the three and give 2 indicators that were talked about when discussing that emotion. **HW/A:** In your journal - create or find a picture displaying an emotion. Give 3 indicators why the picture is expressing that emotion. Enter this in your journal.

** T: ** Jack’s Initial Emotions and Transformation ** PO: **** SWBAT ** tell what factors caused Jack’s initial reaction to Ms. Stretchberry’s suggestion of poetry. As the novel-poem progresses, we notice a change in Jack’s attitude. Tell what the change is and what factors caused it?. ** A: ** Short bio on Walter Dean Myers found at: [] ** P/GP: ** Vocabulary introduced and defined. Genres discussed. This book is fiction and a novel-poem. Read aloud excerpts from the book that hint at Jack’s dislike for poetry. Discuss what Jack’s reaction was to poetry at the beginning of the book. Read excerpts from the latter part of the book that show Jack’s acceptance and ultimately enjoyment of poetry. Discuss Jack’s transformation and reasons for it. Find book page to backup their reasons. ** IP: ** In groups assigned by teacher, students will create a chart with two columns on chart paper. The first column will detail what Jack thought, said and did at the beginning of the school year (beginning of the book-to page 29). Give page number in book that supports your charted reaction of Jack’s. In the second column of the chart, list what Jack thought, said and did at the end of the school year (end of the book- pages 29 -86). Give page number in book that details your charted reaction. ** C: ** In a paragraph, use the information compiled in the independent practice to summarize how Jack feels about poetry. Be sure to include his feelings as the story begins and ends; inferring what causes that change. ** HW/A: ** In your journal - make a comparison list of how you and Jack are alike. What do you have in common?
 * __ Tuesday __**

**__ Wednesday __** ** T: ** Sequencing ** PO: ** SWABT tell how the order of events unfolding in this novel-poem lead Jack to enjoy poetry. ** A: ** Brainstorm sequence words with the students. Place them on the SmartBoard or chart paper for reference throughout the lesson. ** P/GP: ** Given a list of emotions sequence those emotions in order from most positive to most negative. From that list choose 4 emotions that were present in //Love That Dog.// Detail the events surrounding those emotions on a Sequencing Map. ** IP: ** In groups, sequence the story by using the poems Jack writes or talks about in the book. Since the book’s entries are dated, as they are in a journal, add the date to that sequence. Next, create a timeline with the poems and dates and include a comment on what Jack is feeling at that time. ** C ** : The group must draft a statement of analysis as to why they believe the order of the events with the poems as accents lead Jack to embrace poetry. This should be attached to the group’s timeline. ** HW/A: ** In your journal - write a paragraph sequencing the ways you have changed from one year to the next.

**__ Thursday __** ** T: ** Comprehension/Literature Circle ** PO: ** SWABT tell what the significant events were that occurred in the story and their effects on the outcome of the story. ** A: ** Tag-Tell the story. (A type of story retell - each student tells one thing that happened, but in sequential order. This way you have a short summary of the story.) ** P/GP: ** Model a literature circle question/answer about a significant event. Teacher will be sure to incorporate the question into the answer and support the response with details. Students will be expected to do this as they participate in their literature circle. Teacher will guide the students through a second question with the students formulating the response. ** IP ** : In groups, assigned by the teacher (mix students for best results), the students will discuss the novel-poem with the use of literature circle questions. Every group must come to a consensus on their answer for the question. ** C ** : Two groups will meet, compare and discuss their answers. They will need to submit to the teacher their written collaborative decision on what the significant events in the story were and their effect on the outcome. ** A: ** Quiz on story.

**__ Friday __** Vocabulary words: literary device, repeating sound, alliteration, simile, imagery, multi-meaning words Give examples of the literary devices that are the vocab words. Reference the book for this purpose. Imagery: pgs. 77, 81, 83 Similes: pgs. 8, 9, 67, Alliteration: pgs. 46, 67 and Repeating Sounds: pgs. 9, 26&27, 35, 47, 67-71, 79, 82&83. **HW/A:** In your journal - 1) Write a paragraph creating an image of Ms. Stretchberry with the use of 1 imagery phrase and 1 alliteration or repeating sound phrase. 2) Write 3 similes that would describe Jack or Skye.
 * T: ** Literary Devices and Words
 * PO: ** SWABT tell how the words and literary devices Sharon Creech used in the story created interest.
 * A: ** A small brown bag will have various strips of paper inside containing similes, alliterations, imagery words, multi-meaning words and repeating sound words. Have students pull out strips and read them aloud. The other students will try to guess what literary device it may be from a list on the SmartBoard.
 * P/GP: **
 * IP: ** Find five words in the dictionary that can be use in alliteration. Create five alliterations using those words. Create 3 repeating sound phrases with 3 new words found in the dictionary. Using a thesaurus, create 5 imagery phrases.
 * C ** : In a paragraph explain your thoughts on how the literary devices created an interesting story.

//SAFARI JOURNAL// by Hudson Talbot
[] (scenery of Kenya) and []( photos of people with native music/singing) Discuss what was seen in the video clips – the sights and sounds. __Social Studies__: Use this website: [] to discover information about Kenyan life and country. Working in groups: Have each person in the group summarize an aspect of what they learned about Kenya from the site. (Ex: language, geographic info, natural resources, food, history, traditions, clothing, etc.) Then enhance this informal report by using research resources to add to their topic. Share using a color code round robin system until each student has shared with 5 other color-coded students. Students will respond in their journals to this question: What new information did you learn from your peer sharing. Response can be in words, art or word search form. __Social Studies/Science Cross Curricular__: Use Google Earth to locate Kenya for a look at the geography. Discuss what is seen. Infer how the geography affects the life of the people, food production, and weather. __Science : __ [] 1) This website gives general weather for Kenya. After exploring the site, students will compare and contrast Kenya’s weather vs. U.S weather – specifically where we live. Draw conclusions on how it affects that country and relate this information in a class sharing/discussion session. 2) Use [] to become informed on the animals of Kenya. Google images for safari animals. Discuss the endangered animals. 3) Research the “top 5” animals of Kenya (in groups) compiling the information into one report to be share with the class. Each student has unique part in the research. (Ex: drawing of the lion, habitat diorama, food facts and pictures, etc.) 4) Lesson on Clouds (part of CCS Unit 2) – see separate lesson plan. __Math/ Social Studies Cross Curricular__: Map skills - Using maps, measure difference aspects of Kenya’s geography and U.S. geography (metric measurement system used in Kenya). Use population per square mile in Kenya and U.S (atlas) to teach square inch, foot, mile. Use a bar graph to indicate the population of Kenya’s top 3 cities vs. the population of the top 3 cities in the U.S. __Math/Art__: Have students work on African pattern poster that reinforces translations, rotations, and reflections. __Writing__: 1) Write an information or explanatory piece on a chosen topic relating to Kenya. (Teacher provides a list of topics) 2) Have the students use their imagination – interview an animal of Kenya and tell about their life. (research animal first) 3) Write riddles about animals for the class to solve. 3) Write poetry about animals (Ex: simile, haiku, couplets) __Art__: 1) Students can draw pictures of animals found in Kenya and make a collage. 2) Origami-Have the children (with help) paper fold animal found in Kenya.
 * T:** Fiction/Novel
 * PO:** SWABT discuss and support with examples from the text the differences in settings and their impact on the story.
 * AN:** video clips on Kenya
 * P/GP:** Keep a journal to record all that is learned for/about the book. Read a bio of the author. Introduce vocabulary. Read the book by sections. In your journal summarize the sections. Allow sharing and discussion.
 * IP:** __Reading:__ 1) At intervals have students compare and contrast events and settings from the book (in Kenya) inferring how they would be similar or different in the U.S. (2 Venn Diagrams). Also include for each journal entry, their perception of how the weather and setting impact the story. Use details/examples from the text to back up conclusions. 2) In groups, have the students scan the text for figurative language used. Record these in their journals. Then have the students discuss and write down what they interpret the figurative language to mean. Share with class and correct misconceptions. 3) Again in groups, have the students categorize words from the book (ex: colors, clothing, foods, etc.)
 * HW:** 1) Update journal daily as story and activities progress. 2) Answer a series of literature circle type questions.
 * A:** 1) Written response to the question: How does the setting of a story add to that story? What would the impact be on the story if it was given another setting? 2) A collage of student drawings (3-4) detailing the effects of Kenya’s weather on their culture. 3) Teacher-made assessment on the adventures of Carey Monroe in Kenya. 4) Student will write a Kenyan/African folktale based on what they learned this unit - including impacts of weather and setting in the story.

** St. Andrew School ** **// The Cloud Book //**** by Tomie de Paola **
 * Unit 2 - Literature Settings - Weather or Not**

**T:** Clouds - Weather **PO:** SWBAT identify types of clouds and explain the weather conditions that result from each **AN:** Read aloud **The Cloud Book** by Tomie de Paola. Have students look out window to notice what clouds (if any) look like today. **P/GP:** Go through book again, this time listing, in journal, types of clouds mentioned and weather associated with each. Use [|www.weatherwizkids.com] to demonstrate each type of cloud and weather and to find answers to common questions students may have regarding clouds. Students will be provided with an outline to complete as the class progresses through each type of cloud. (attached) **IP:** **__Reading__:** Have students refer to list of cloud types in journal. Explain to them that cloud names come from Latin words. Have students, in pairs, use [|www.translate.google.com] to find meaning of each word part. (“nimbus” = rainstorm, “cirro”= curl, “stato” = layer, “alto”= high, “cummulo”= heap/pile). Decide why each name is fitting to the type of cloud it identifies. **__ Science __** **:** Students will create their own “clouds in a bottle”. Upon completion, have students theorize as to what two things are needed to form clouds (water/water vapor and particles in air/dust). // 1. //// Pour just enough warm water in the bottle to cover the bottom of the container. // // 2. //// Light the match and place the match head inside the bottle. // // 3. //// Allow the bottle to fill with smoke. // // 4. //// Cap the bottle. // // 5. //// Squeeze the bottle really hard a few times. When you release the bottle, you should see the cloud form. It may disappear between 'squeezes'. // **__ Social Studies/Science __** **:** Display, on SmartBoard, list of top 10 cloudiest cities in US. Use Google Earth to view cities and explore the amount of cloud cover seen from satellite photos. Students will take note of where most of the cities are located (West Coast) and use prior and learned knowledge to understand why these cities may be so cloudy. (ex. Close to ocean, colder temperatures in northern area) **__ Art __** **:** Using cotton balls and cotton batting, students will work in small groups to create and label each type of cloud on black poster board.
 * // Let's Make Clouds //**
 * ** Location ** ||  ** Days a Year **
 * With Heavy Cloud ** ||  ** % of Days **  ||
 * ** Mt. Washington, New Hampshire ** || ** 244 ** || ** 67 ** ||
 * ** Astoria, Oregon ** || ** 239 ** || ** 65 ** ||
 * ** Quillayute, Washington ** || ** 239 ** || ** 65 ** ||
 * ** Olympia, Washington ** || ** 228 ** || ** 62 ** ||
 * ** Seattle Airport, Washington ** || ** 226 ** || ** 62 ** ||
 * ** Portland, Oregon ** || ** 222 ** || ** 61 ** ||
 * ** Kalispell, Montana ** || ** 214 ** || ** 59 ** ||
 * ** Elkins, West Virginia ** || ** 212 ** || ** 58 ** ||
 * ** Binghamton, New York ** || ** 212 ** || ** 58 ** ||
 * ** Beckley, West Virginia ** || ** 210 ** || ** 58 ** ||

**__ Writing __** **:** After referring back to The Cloud Book (pages 24-27), students will use knowledge of types of clouds and associated weather to create an original rhyme/saying about each type of cloud. **__ Math __** **:** Distribute cloud chart handout. Students will use information from the chart to solve word problems (assigned by teacher) regarding the different heights of specific clouds. Students will then create their own original word problem to be solved by classmate. **HW:** In journal, make a daily entry detailing what type of clouds they see in the sky each morning. Follow up at the end of each day to see if weather of the day corresponded with type of cloud you wrote about earlier in the day. **A:** 1) Students will be presented with a series of photographs showing different types of clouds in the sky. Students will identify the type of cloud and list what type of clothing you would want to wear if you the sky looked like this when you woke up. 2) Students will compete in teams at Cloud Jeopardy to answer questions based on information covered in class. 3) Teacher made assessment on three major types of clouds.

**Unit 2 - Literature Settings - Weather or Not**
= **//"Clouds//** " by Cristina Rosetti =

Read "Clouds by Cristina Rosetti (poem). She used sheep to talk about clouds. Briefly discuss alternative comparisons. Discuss the process of writing a quatrain and the expectation of using specific scientific verbiage. Write a sample one together. The students will gather in their pre-assigned groups to explore weather/clouds by reading and answering questions given to each group. They will answer the questions using Seymour Simon's book **//Weather//.** After gathering this information, the students will return to their desks and compose a quatrain poem utilizing the vocabulary and asnwers from their group research. Interview with Seymour Simon: [] book: **//Cloud Dance//** by Thomas Locker
 * T:** Poetry
 * PO:** SWBAT write a quatrain using scientific facts about clouds.
 * A:** How are clouds formed? What makes the wind blow? What words would you use to describe these occurrences? (posted on the board)
 * P/GP:** Review the different type of clouds learned about in science class by playing a brief game on []
 * IP:** Analyze each others' poems by tallying the number of specific scientific words used and by determining the correct pattern for this type of poem.
 * A:** Write a new quatrain and draw a picture to demonstrate knowledge of what a cloud is and what makes the wind blow.
 * HW**: Type both of their quatrains into [|www.wordle.net] to form a "cloud" of poetic scientific words.
 * Additional Resources:**