Grade 4, unit 1, week 1, mini lesson 9
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This document provides guidance for students on planning a journal entry about experiencing a disaster event. It instructs students to complete a Journal Entry Planning Chart with columns for Journal Elements (narrator, event/situation, narrator's role, and narrator's thoughts/feelings) and their own ideas. The teacher models filling out the first row about the narrator being a FEMA worker helping people displaced after a flood. Students are then instructed to discuss their journal ideas with partners and add more details to their planning charts about losses from the disaster and recovering.
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This document outlines a 4th grade mini-lesson on word study. The objectives are to use long-a letter patterns to read words, sort words by vowel sound, and participate in partner discussions respectfully. Students will underline words with the long-a sound in a passage, identify letter patterns that produce long-a, and create a word sort chart with categories for different long-a and short-a letter patterns. They will then apply this knowledge to better read another passage and this week's spelling words.
Grade 4, unit 1, week 1, mini lesson 5
This document provides guidance for a lesson on interpreting graphic features in nonfiction texts. It instructs students to analyze how a sidebar, pie chart, and photograph in a reading passage called "Solving Problems" contribute to understanding the text. The lesson emphasizes that graphic features such as these support the information in the text by providing specific examples, details, or ways to visualize concepts discussed.
Grade 4, unit 1, week 1, mini lesson 4
This document provides guidance for a grade 4 mini-lesson on identifying an author's point of view and evidence in informational texts. Students will re-read a passage and analyze the author's evidence using different colored highlighters. They will identify evidence signal phrases and discuss whether quotes are a kind of evidence. Finally, students will discuss a counter-example to the point that government is the only source of help during disasters and will write a paragraph using evidence from the text to support how government can influence how people live.
Grade 4, unit 1, week 1, lesson 2
This document outlines a mini-lesson plan for 4th grade students on reading an informational text titled "Solving Problems". The lesson instructs students to skim and scan the text to make predictions about its content before reading. It has them examine elements like the title, photos and a pie chart to develop questions. Based on these clues, the students predict the text will be about how government helps solve problems like storm damage and issues with shellfish production. The lesson then has students read sections of the text and annotate by underlining key details and marking possible main ideas. They are reminded that main ideas support the overall text main idea while details in paragraphs are less important. Finally, students read the full text and write a summary
Grade 4, unit 1, week 1, mini lesson 3
This document outlines a mini-lesson for 4th grade students on analyzing writing prompts. It discusses having students:
1) Read and analyze a sample writing prompt that asks them to imagine being a government employee writing a journal entry about a relief effort they helped with by using a situation from the text "Solving Problems".
2) Create a two-column note sheet to analyze prompts by identifying the text type, source material, required details, and how they will use details before writing.
3) Discuss in a collaborative conversation potential details for their character, their area of government work, the relief effort they helped with, and what they did to help.
Grade 4, unit 1, week 1, lesson 1
This document provides an overview of a 4th grade social studies unit on government. It introduces the unit's essential question of how government influences the way people live. It gives examples of different levels of government from the local town to federal level and how they provide services. It prompts students to discuss how government has impacted their own lives and share initial ideas on how government influences people.
Grade 4, unit 4, week 2, mini lesson 9
1) The document introduces the vowel-C-e syllable pattern, where a vowel is followed by a consonant and then the letter e, causing the vowel to usually make a long sound.
2) Students will analyze words from a text for this pattern and categorize words containing long a, i, and o vowels.
3) Working in partners, students will highlight sentences containing target words and fill out a note sheet with the words, definitions, and identified long vowel sounds.
Grade 4, unit 4, week 2, mini lesson 8
This document provides guidance for a lesson to teach 4th grade students how to draw inferences about characters. The lesson instructs students to reread passages and annotate evidence from the text to support inferences about how the owners feel about their dog, Lad, in the story "Quiet!". Students will discuss their inferences in partners and share with the class. The lesson models comparing point of view between stories and having students write an essay comparing the point of view in "Quiet!" and "My Breaking In".
Grade 4, unit 4, week 1, mini lesson 10
This document provides guidance for analyzing the third person point of view used in the story "Waiting for Stormy". It explains that third person point of view allows the narrator to describe the thoughts and experiences of multiple characters. It models how to identify elements that establish the third person perspective using an example from the story. It then guides students to re-read the story and identify other details revealed through the third person point of view and consider how the story might differ if told from different character's perspectives.
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Grade 4, unit 1, week 1, mini lesson 9
- 1. Grade 4, Unit 1, Mini-Lesson 9 (15-20 min.) Writing to Sources
- 2. OBJECTIVES I will be able to: Develop imagined experiences. Plan and order the important events in my narrative story. Share my ideas through collaborative conversation.
- 3. You have explored how writers analyze a narrative prompt and how they review a text source to find information for the narratives they will write. Today, I will model how to plan a journal entry that will successfully fulfill the requirements of the prompt. Why is it important to plan a piece of writing?
- 4. (TE p. 20)
- 5. Narrator FEMA worker in New Jersey.
- 6. Event/situation described A flood has forced people to leave their homes—they need emergency shelter, food, and clothing.
- 7. Narrator’s role in the event/situation Narrator spent the day working at a shelter where the displaced people are staying. She saw many families who had lost homes and belongings.
- 8. A FEMA shelter provides basic services such as food and a place to sleep to people who have been misplaced by a disaster,
- 10. The narrator is exhausted. She wishes she could have done more for the people. She feels guilty that she is sitting in her nice warm apartment at the end of a long day while other people are sleeping on cots and no longer have homes to go back to.
- 11. Now it is your turn to complete a Journal Writing Entry Prompt with on your own. Some questions you should ask each other are: What kind of person is your narrator? How do they feel about what has happened? What does your narrator do after the disaster?
- 12. Now that you’ve had time to think about your story, make a Jorunal Entry Planning Chart. We’ll set up our lined paper in two columns. One column will read Journal Elements the other will read My Ideas.
- 13. We will now create our first row by writing the word Narrator under Journal Elements. Think about who your narrator is: someone your age, an adult, a teenager, etc. Write who your narrator is under the column labeled My Ideas. (continue with the other three rows; guiding students)
- 14. Now it’s your turn to share our ideas for your or your partner’s journal entry.
- 15. Now that you’ve got some ideas, it’s time to add more details to your Journal Entry Planning Chart. Think about what the person may have lost in the disaster? How will they get their life back to normal? Did they have any pets that might be lost? Personal belongings such as computers? Did their place of work get affected by the disaster?
Editor's Notes
- Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 “Writing to Sources.”
- Model using ELMO.