FOURTH GRADE LITERARY ESSAY WRITING UNIT
|Unit: _Social Issues/Book Clubs (Reading) |
|Grade:____3rd_____________ |
|Desired Results for the Unit |
|GOALS (What are our relevant goals for this unit?) |
|- Students will become good listeners. |
|- Students will effectively interact in good book talk. |
|- Students will be able to identify and relate to social issues in mentor texts. |
|OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) |ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide our|
|Students will understand… |actions?) |
|- Conflict empathy and a sense of experiencing a similar conflict such that the reader can relate to the |- How did your thoughts reshape with your understanding of the social issue? |
|internal and/or external struggle the characters endure. |- What is the story really about? What are the underlying issues within your story? |
|- The need to reread and revise thinking and the desire to revisit, reread, or explore other texts in |- Who’s perspective is this story being told by and who’s voice is left out? How does this make you think|
|order to learn more about a concept. |differently? |
|Assessment Evidence |
|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: |INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data |
|- Students will be able to talk about the pros and cons of a social issue in a debate format. |should be collected?) |
|- Students will choose a book to which they made a connection to and share their thoughts and ideas about|- Conferencing |
|how they made a connection to it. |- Buddy talks |
|Resources |
|UNIT RESOURCES: (What materials and resources are needed to support this unit?) |STUDENT RESOURCES: |
|Picture Books |- Leveled books |
|Short Texts |- Reader’s notebooks |
|Chapter Books |- Post-its |
|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY |FRIDAY |
|WEEK 1: |TP: Good talk lies in good listening |TP: Citing the text improves |TP: Thought provoking questions get |TP: Readers talk for a long time about|TP: |
|Immersion | |conversation |conversations started |one thing before moving on |*Decide according to what your |
|of different issues |Chart: Good Talk Grows from Good | | | |class needs |
|each day |Listening (TC Book Talk and |- Readers notice that books have |-Readers read with a social issue |- Readers notice elements of the story| |
| |Management) |meaning beyond the obvious and can |lens. We stop, look for, and name |that are similar to our own world and |-Readers ask, Is this story fair? |
|*TP are: | |analyze texts through different lenses|social issues we see in the text |real life experiences. |Is this how things are in real |
|Developing Book Talk|-Question whether there is a social | |*Full lesson in Grade 4 social issues | |life? |
|Skills |issue or not | |unit | | |
|Students work in |-What is the issue? | | | | |
|groups of 3 |-How significant is it to my life? | | | | |
| | | | | | |
|*TC Gr.4 Reading for|MODIFICATION TO BEGIN UNIT FOR GRADE | | | | |
|SI |3 STUDENTS | | | | |
|Week 1 |Brainstorm from Real Life: What are | | | | |
| |the problems you face every day that | | | | |
|*Read Aloud – Begin |have to do with human interaction | | | | |
|with picture books, |(Mom-Child, Friend-Friend, | | | | |
|move into chapter |Friend-Stranger) (ex. Getting to | | | | |
|(ex. Because of |school late/Time Managaement) | | | | |
|Winn-Dixie by Kate | | | | | |
|DeCamillo) |Who do you interact with? | | | | |
| |What issues come or problems come up? | | | | |
| |What’s on your mind? | | | | |
| | | | | | |
|WEEK 2: |TP: Readers read with empathy, imagine |TP: Readers think about character |TP: Readers consider interactions |TP: Readers pay attention to how |TP: Readers notice any resistance |
|Readers pay |what it would be like to be in the |motivation and how characters’ |between characters and how the social |different characters are allowed to be |to the characters or the author’s |
|attention to |characters’ shoes, and think about what|actions may be influenced by the |issue could be a driving force |from one another. We ask, how do other |choices and ask ourselves, what |
|characters’ actions |we would do if we were in the |social issue | |characters respond to those who are |about this bothers me? |
|and look for |characters’ place | | |different? | |
|underlying causes |*Full lesson in Grade 4 SI unit | | | | |
| | | | | | |
|*Groups change every|-Continue book talk and management | | | | |
|day to explore new |lessons as fit with your class | | | | |
|issues |throughout the unit | | | | |
| | | | | | |
|*TC Gr.4 Reading for| | | | | |
|SI | | | | | |
|Week 2 | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|WEEK 3: |TP: Readers notice what groups are |TP: Readers consider whether or not |TP: As readers we ask ourselves, whose |TP: Readers think about point of view |TP: Readers think about which |
|Readers notice |being presented in the text and think |characters face a difficulty because |perspective is being told in the story |and speculate how the story might be |groups have power in the text and |
|people are members |about what groups we personally have |they are members of a particular |and whose is being left out |different if told from the missing |how that power is shown. Then we |
|of particular groups|membership in |group |*Full lesson in Grade 4 SI unit |perspective or if missing voices were |ask ourselves, is this |
|that represent |*full lesson in Grade 4 SI unit | | |included. We ask, how does it feel to |distribution of power justified? |
|multiple | | | |be on the other side? | |
|perspectives and | | | | | |
|consider how power | | | | | |
|is not necessarily | | | | | |
|distributed equally | | | | | |
|amongst groups | | | | | |
| | | | | | |
|*TC Gr.4 Reading for| | | | | |
|SI | | | | | |
|Week 3 | | | | | |
| | | | | | |
| | | | | | |
|WEEK 4: |TP: When reading with a particular |TP: Readers develop big ideas or |TP: Readers support their big ideas |TP: Readers continue reading other |TP: Readers think about these |
|Readers use texts to|lens, readers maintain sight of the |opinions about the social issues |about the social issue with examples |texts about the same social issue to |social issues and how we might |
|inform opinions and |whole story | |from the text |gain more insight into topics that |combat them in our own lives |
|look for ways to | | | |engage us |*Full lesson in Grade 4 SI unit |
|take action in our | | | | | |
|own lives | | | | | |
| | | | | | |
|*TC Gr.4 Reading for| | | | | |
|SI | | | | | |
|Week 4 | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- fourth grade literary essay writing unit
- analogy essay samples luzerne county community
- competency examples with performance statements
- new topics released 9 02 2015 department of health
- sample prompting questions topics for circles
- ethics and social issues sacramento state
- skill concept radical math
- suggested term paper topics southern methodist university
Related searches
- fourth grade writing prompts pdf
- free fourth grade writing printables
- fourth grade writing worksheets
- fourth grade writing examples
- informative writing unit fourth grade
- fourth grade informative writing examples
- fourth grade essay writing samples
- fourth grade writing lesson plans
- fsa fourth grade writing samples
- fourth grade writing samples
- fourth grade narrative writing samples
- fourth grade expository writing prompts