Intraedu.dde.pr
5194935-614045Region: __________________ District: ____________________School: ___________________ Reform Strategy: ____________4000020000Region: __________________ District: ____________________School: ___________________ Reform Strategy: ____________-386715-59182000Unit Title: 4.1 Writing DialoguesWeek: # 4 Teacher: Subject: EnglishGrade: 4th Date: From to 20____Desired ResultIn this introductory unit, the student further supports the idea that reading and writing involve thinking. He / She uses strategies such as inference, graphic organizers, making connections and context clues to improve comprehension and to decode and understand new vocabulary words, particularly homophones, synonyms and antonyms. The student explores character traits in fictional texts and makes connections to his/her life and the lives of others. He / She learns the art of writing dialogue.Assessment EvidenceAutobiographical Posters Become a Character Funny Dialogues Using HomophonesLearning PlanSuggested Learning Activities:Day 1Day 2Day 3Day 4Day 5StandardsLanguageLanguageLanguageLanguage/WritingLanguage/WritingExpectations4.LA.1i4.LA.1i4.LA.1i(4.LA.1 / 4.W.4)(4.LA.1 / 4.W.4)Academic StrategyInstructional Strategy and PhaseObjectiveAfter the teacher presents a set of homophones, the students will define and identify homophones. The teacher can present the concept using different techniques, activities or strategies.After the students review the concept of homophones they will practice with different exercises.After the students review the concept of homophones they will practice with different exercises.After the teacher explains the Performance Task: Funny Dialogues Using Homophones, the students will work on their task.After the teacher explains the Performance Task: Funny Dialogues Using Homophones, the students will work on their task.Depth of Knowledge (DOK)____ Memory ____ Procedural ____ Strategic____ Extended____ Memory ____ Procedural ____ Strategic____ Extended____ Memory ____ Procedural ____ Strategic____ Extended____ Memory ____ Procedural ____ Strategic____ Extended____ Memory ____ Procedural ____ Strategic____ ExtendedInitial ActivitiesRoutine ActivitiesThe teacher will present different words with the same sound but different spelling. Routine ActivitiesThe teacher will review different words with the same sound but different spelling. Routine ActivitiesThe students review the concept of homophones lead by their teacher.Routine ActivitiesThe teacher will explain the performance task and discuss it with the students. The students will create a funny dialog using homophones.The teacher will hand in the students’ work. The students will continue working on creating a funny dialog using homophones.Development ActivitiesThe students will create a definition for the concept of homophones. Teacher can also talk about the etymology of the word: homophone. (from Greek?homos?"same", phone?"sound,")Students will identify different words (homophones) and their meanings. Students can use drawing or any other materials available in the classroom.The students write sentences using homophones. Students will be divided in pairs and they will work on their dialogues.The students work on their Performance Task.Closing ActivitiesStudents will complete a matching exercise on homophones.Students will complete a worksheet on homophones using pictures as a mean for understanding. (See Resources & Attachments.)Students share their work in groups.The teacher collects the students’ work and monitors their progress.Students hand in their work to the teacher.Formative Assessment – Other evidenceMaterialsHomeworkDifferentiated Instruction Strategies___Special Education___LSP/LEP___Section 504___GiftedTeacher’s Reflection ................
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