Grade 4, unit 4, week 1, mini lesson 10
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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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This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The lesson plan aims to teach students about point of view in literature. It includes learning objectives, materials, procedures and activities. Students will analyze passages from works to identify the point of view, discuss how point of view is useful in literature, and do group and individual activities designing their own poems, stories and advertisements from different points of view.
Benchmark 3 Power Point
The document provides definitions and examples of various literary elements and techniques used in fiction writing including:
- Plot which includes exposition, rising action, climax, falling action, and resolution.
- Cause and effect relationships and how events can be both causes and effects.
- Sub-plots, conflict (internal and external), theme, point of view, mood, foreshadowing, flashbacks, and evaluating problem solving processes. Examples are given for many of these elements.
Similar to Grade 4, unit 4, week 1, mini lesson 10 (20)
Creative Writing: The Short Story for Kids... YOU can do it!.pdf
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Grade 4, day 2, parta iii, iv, and v
The document outlines a lesson plan for independent reading practice and response writing. Students will practice independent reading using books of their choice and fill out reading logs to document their reading. They will then write responses to reading prompts in their journals, with examples given for writing about fiction versus nonfiction texts. The teacher models writing a response using a randomly selected prompt before students independently write responses to prompts about texts they read that day.
Grade 4, day 2, parta i abd ii
This document outlines objectives and activities for establishing routines in a Reader's Workshop classroom. It discusses transitioning efficiently between lessons, reviewing expected skills like listening actively and discussing reading. Students will practice reading, writing and talking about reading independently and in groups. The focus is on developing listening skills - students will listen to a read-aloud story and discuss what it means to be an active listener by maintaining eye contact, having a quiet body, and thinking about what is said. They will then practice these skills through games where they recall details about classmates and a story.
Grade 4, day 1, part iv
The document provides writing instructions to students. It asks students to write independently for 10 minutes about the reasons they chose their selected book. Students are told to write in complete sentences with proper punctuation and capitalization, and cite evidence from the text. If finished early, students can draw a picture related to their book. The document concludes by asking for volunteers to share their responses and reminds students to keep their writing journal and book in an organized place.
Grade 4, day 1, part iii
This document outlines the objectives and procedures for a lesson on independent reading. It begins by stating the objectives of actively listening in a group discussion about choosing books and expressing reasons in writing. It then introduces independent reading where students will read silently for 15 minutes and state the title, author, and reason for choosing their book. The document discusses having students write responses to reading that include ideas and details from the text. As a model, the teacher will state the book they chose and reason for choosing it, how they felt about it, and if they would choose differently next time. Guidance is provided on writing complete sentences with correct punctuation and capitalization.
Grade 4, day 1, part ii
The document provides instructions for a teacher to lead a reading lesson with students. The teacher will read a selected book aloud, have a discussion with students about why they chose their independent reading books, and then give students 15 minutes for independent reading. The teacher will create a chart to record students' reasons for selecting their own books and use example sentence frames to help students explain their choices.
Grade 4, day 1, part i
The document outlines the skills and expectations for students during an online Reader's Workshop. Students will transition between mini-lessons and reading groups, getting to their online stations quickly. They will be expected to actively listen, discuss what they're reading in whole class and small groups, and write about their reading. Students need to take responsibility for their learning by asking questions if they don't understand and helping others in small groups. They are responsible for materials at home like reading books, binders, and texts.
Grade 4, unit 1, week 1, mini lesson 15
This document provides the objectives and content of a Grade 4 mini-lesson on revising and editing writing. The objectives are to revise writing by providing conclusions, and edit for correct spelling, grammar and punctuation. The lesson models revising a text to make it more interesting by comparing an original and revised version. It also shows how to edit a quotation for proper capitalization. Students are then given time to add descriptive details to their own writing by revising.
Grade 4, unit 1, week 1, mini lesson 14
This document outlines a lesson plan for a 4th grade cross-text analysis activity. Students will compare and contrast the themes and features of an informational text ("Solving Problems") and a science fiction story ("The First Town Meeting"). They will fill out a three-column chart analyzing the genre, topic, focus, features and purpose of each text. Then they will write a paragraph comparing the genre features and messages of the two texts, using evidence and quotes from the readings. The goal is for students to think more deeply about how communities deal with crisis through analyzing multiple text genres.
Grade 4, unit 1, week 1, mini lesson 11
This document provides the objectives and lesson plan for a 4th grade word study mini-lesson. The lesson focuses on using long a letter patterns to read unfamiliar words, sorting words by sound, and participating in a group discussion. Students will read a passage highlighting long a and short a words, then complete a word sort chart and discussion questions about the reading. They will also fill out a spelling practice sheet for week 1.
Grade 4, unit 1, week 1, mini lesson 10
This document provides the objectives, instructions, and activities for a 15-20 minute Grade 4 mini-lesson on using context clues to determine the meaning of unfamiliar words. The lesson teaches students to use context clues in a text, consult reference sources to find precise definitions, and practice identifying context clues and defining words using their reading book.
Grade 4, unit 1, week 1, mini lesson 9
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.
Grade 4, unit 1, week 1, mini lesson 8
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 6
This document provides instructions for a grade 4 mini-lesson on gathering evidence from a source text to plan a narrative writing assignment. Students will analyze a writing prompt about imagining they are a government employee helping after a disaster. They will then re-read the source text "Solving Problems" to highlight and circle potential situations for their narrative, such as an earthquake or floods mentioned in paragraphs 1-2. Students are also instructed to consider writing about an economic crisis described in paragraph 3. The lesson models using text evidence and ends with students applying these skills to their own writing prompt.
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 3, mini lesson 9
This document introduces students to consonant-le syllable patterns. It has the students identify words with the consonant-le pattern in a text and sort words containing this pattern into columns based on whether they have a long or short vowel sound. Students practice spelling words with the consonant-le pattern, noting how many consonants come before the -le ending and what vowel sound each word makes. The purpose is for students to learn to read, spell, and analyze words with this common syllable type.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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1- مُترجمة ترجمة تُناسب جميع المستويات
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#فهم_ماكو_درخ
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
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Chapter 2
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Chapter 3
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Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Grade 4, unit 4, week 1, mini lesson 10
- 1. “Waiting for Stormy”: Analyze Third Person Point of View GRADE 4, UNIT 4, WEEK 3, MINI-LESSON 10 (15-20 minutes)
- 2. “Waiting for Stormy”: Analyze Third Person Narrative Point of View I will be able to: Identify third person point of view. Explain the effect of third person point of view on a narrative. Use examples from the text to support my conclusions. Collaborate with others.
- 3. Engage Thinking Who can tell me exactly what is happening in Mrs. Conant’s class right now? At this moment, what does the sky over London look like? Can anybody tell me the number I am thinking of?
- 4. Engage Thinking First Person Point of View: Limited to what the narrator is experiencing. Third Person Point of View: Describes multiple character’s experience.
- 5. Model Let’s think about how third person narration influences a story. Remember, a third person narrator is a spectator rather than a participant in the events. A third person narrator can describe the actions, thoughts, and feelings of various characters in various times and places. A third person narrator can also reveal things about a character that the character himself or herself may not even realize. Let’s turn to page 6 of “Waiting for Stormy” and identify features that establish third person narrative. (TE page 120 Sample Modeling)
- 6. Guided Practice You will now read the rest of “Waiting for Stormy.” We will use a yellow highlighter to identify details that reveal the story’s third person point of view. We will take notes as needed.
- 7. Guided Practice Let’s keep the following questions in our minds as we reread: If Maureen were narrating the story would it have the scene in Paul’s classroom? On page 7, would Paul’s distraction be as obvious if he were narrating the story? Where does the story shift on page 9? Would the scene be possible if either Maureen or Paul were narrating? Why or why not?
- 8. Reflect on the Strategy (TE page 121)
- 9. Apply Understaning Let’s take out our writing journals to rewrite the scene on pages 7-8 from Paul’s first person point of view. Before we start writing, let’s think about how the story might change, and what might stay the same if the story was limited to Paul’s observations and experiences.
- 10. Challenge Activity Rewrite the scene in Paul’s classroom on pages 7-8 from Mrs. Ogle’s first person point of view.