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Fourth Grade Literacy Assignments

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Past Assignments

Due:

Whipping Boy Chapters 17-18

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

Foundational Literacy Review

 

The Whipping Boy - Chapters 17-18

 

Questions:

How does Prince Brat being whipped have an impact on his and Jemmy's relationship?

What is so surprising about the first time that Jemmy heard Prince Brat laugh?

What did Smudge help Jemmy realize? 

How did this event have an impact on Jemmy’s character?

What caused Jemmy to grab his battered bird cage and run?

 

Distance Learning Pack pgs. 75-76

 

Writing:

Prince Brat experiences many “firsts” in these two chapters.

 

Describe the events that occurred and explain how they have impacted Prince Brat and his relationship with Jemmy.

Due:

Whipping Boy 15-16

4.FL.VA.7a.ii - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Foundational literacy: -able and -ible (able to) FL pg. 11.3

 

Vocabulary:  coach, heir  

Read Chapters 15 and 16 and complete the questions on pgs. 73-74 of the distance learning pack. 

Vocabulary:  coach, heir

 

Writing: 

Write a paragraph to explain the events in chapters 15 and 16 that have the greatest impact on Jemmy and Prince Brat’s relationship.

 

Give at least two details from the text to support your answer.

Due:

Whipping Boy Chapter 14

4.FL.VA.7a.ii - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Foundational Literacy:  -able and -ible (able to) changes a noun to an adjective

 

Quick review of Chapters 12 and 13

 

Vocabulary: compass, resentment

 

Read The Whipping Boy Chapter 14.

Complete a character analysis of both Jemmy and Prince Brat using the information from Chapters 10-14. 

 

Distance Learning pack pg. 68-71

 

Writing: 

Write a paragraph describing the relationship between Prince Brat and Jemmy at the end of chapter 14.  Use examples from the text to show how their character traits influence their relationship.

Due:

Whipping Boy Chapter 12-13

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

Foundational LIteracy:  subject verb agreement with to be verbs 

FL pg. 11.2 

Read the Whipping Boy Chapters 12 and 13. Students will read Chapter 13 independently starting at the top of page 42.

 

Students will answer text-based questions. Distance learning pack pg. 66-67

 

Vocabulary: betrayed, foliage

 

Questions:

What was Jemmy’s plan for escaping when Hold-Your-Nose Billy left to deliver the ransom note?

Why did Prince Brat betray Jemmy's plan?

What did the Prince do and say to help us understand why?

 

Writing:

Who do you think has the right to be angry, Jemmy or Prince Brat, at the end of Chapter 13? Why?

 

Support your opinion with at least two reasons or examples from the text.

Due:

Whipping Boy Chapters 10-11

4.RL.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.
4.RL.IKI.7 - Make connections between the print version of a story or drama and a visual or oral presentation of the same text.

 Foundational Literacy: Subject-Verb agreement with (to be)verbs (am, is, are)

 

Read Chapters 10 and 11 in The Whipping Boy. Use pgs. 63-65 of distance learning pack.

 

Connect visual on page 35 to what we read in the text.  Use text to visual T-chart to connect what you read to what you see in the illustration on page 35.

 

Questions:

How do the cutthroats feel about delivering the ransom note? What words or phrases helped you to determine how they felt?

Why is Jemmy so surprised about Prince Brat’s reaction to bringing the ransom note?

Due:

Hurricanes text structure

4.FL.SC.6.g - Use commas and quotation marks to mark direct speech and quotations from a text.
4.RI.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

Foundational Literacy Focus: Commas and quotation marks review with whole group whiteboard practice Practice page 9.2 with excerpts from I Survived Hurricane Katrina, 2005

 

Lesson - Text Structure

 

Edulastic Practice Text Structure 

 

 

TEXT:

Hurricanes: Earth's Mightiest Storms by Patricia Lauber pgs. 28-34 

 

 

VOCABULARY:

seized, v. take hold of suddenly and forcibly

pinpoint, v. find or locate exactly

humidity, n. a quantity representing the amount of water vapor in the atmosphere

 

 

QUESTIONS:

Why do planes fly into hurricanes to take measurements such as temperature and water content?

Why do weather satellites have a different view of hurricanes than that of planes?

How can computers determine what a hurricane might do?

Due:

I Survived HK Chapter 16 and writing

4.FL.SC.6.g - Use commas and quotation marks to mark direct speech and quotations from a text.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Foundational Literacy Focus: Commas and quotation marks (set off quotes)Commas also indicate a pause in reading. Practice page 6.2 (Whole group, partners, and individual work)

 

Text:

I Survived Hurricane Katrina, 2005 (Chapter 16)

 

Questions Chapter 16

What does the author mean when she said “Barry had found some power of his own during the flood”?

Why do you think Barry and his family want to go back to New Orleans one day?

Writing Prompt: What kind of character is Nell? You must include at least 2 reasons why you chose this adjective to describe Nell. Use text evidence to support your description of Nell.

 

Students will take the AR test for I Survived Hurricane Katrina, 2005.

Due:

I Survived HK Chapter 14-15

4.FL.VA.7a.ii - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

Foundational Literacy Focus: Suffix (-ly) Practice with whiteboards to determine which fits in the sentence (easy, easily)(careful, carefully)(temporary,temporarily)

Practice pg. 4.4

Text:

I Survived Hurricane Katrina, 2005 (Chapters 14-15)

Make a prediction after Chapter 14 - What will happen to Barry?

 

Vocabulary:

astronomy - n. the branch of science which deals with celestial objects, space, and the physical universe as a whole

 

hypnotized - adj. acting in a way to show that your full attention and focus is captured by someone or something 

 

quivering - v. trembling or shaking with a slight rapid motion 

 

Questions Chapter 14

Why do you think there were no police, firefighters, or ambulances on the bridge to help the stranded people?

Chapter (15)

Do you think Barry would go to the Superdome without Cruz?

How does Barry know he is strong?

What kind of feelings do you think Barry had when he heard his father’s voice?

Due:

I Survived HK Chapter 12-13 and writing

4.FL.VA.7a.ii - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

Foundational Literacy Focus: Suffix (-ly) review adverbs vs. adjectives

Practice page 2.3 whole group

 

Text:

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapters 12-13)

Chapters 12 (read aloud) Chapter 13 (independent read)

 

Questions:

How does Cruz protect Barry from the snake?

How does Barry decide that Cruz isn't a killer dog & must have come from a shelter in New Orleans?

Why does Barry start singing "Blueberry Hill" at the end of Chapter 12?

How does Barry "repay" Cruz for saving him from the snake?

 

Writing Prompt:

What challenges is Barry facing due to the hurricane? You must include at least 2 challenges and pieces of evidence that support your response.

Focus: Transition Words

Due:

I Survived HK Chapter 9/10 writing and Chapter 11

4.FL.SC.6 - Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.
4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

 

Foundational Literacy:  Commas in a series, in dates, and between cities and states

 Whole Group practice, partner work, individual work (Practice page 4.3)

 

Writing Review:

After reading Chapters 9-10, how would you describe Barry?  Use text evidence to support your answer. 

Students will review the green, yellow, blue, yellow, blue, red organization of writing to respond in writing to the above prompt.

 

Text:

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapter 11)

 

Vocabulary:

hoisted - v. raised or hauled up 

 

Questions:

Why does Barry pause before letting Cruz off his leash?

Barry's opinion of Cruz has changed from the beginning of Chapter 11 to the end. 

Add a yellow, blue, and red to this green go statement to create a paragraph.

 

Due:

I Survived HK writing practice up to Chapter 10

This day will be used to finish any chapters and writing in I Survived Hurricane Katrina, 2005 up to chapter 10. Also, the 2 edulastic assignments (Character description and theme) should be complete. 

IXL | Is it a complete sentence or a fragment? | 4th grade language arts

Due:

I Survived HK Chapters 8-10

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

Hurricanes Unit

I Survived Hurricane Katrina, 2005

 

Foundational Literacy Focus: root arc and identify and correct sentence fragments

FL book pg. 34-36 Practice pg. 6.2 and 6.3 (found after pg. 36 in FL book)

 

Mini Lesson: Summarizing (focus on literature)

Evidence of Learning: Students will summarize the text to date. (Chapters 1-7)

 

Text:

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapters 8-10) 

Vocabulary:

levee - n. an embankment built to prevent the overflow of a river

rickety - adj. poorly made and likely to collapse

current - n. body of water or air moving in a definite direction, especially through a surrounding body of water or air where there is less movement 

shinny up the tree - pg. 56

 

Questions:

Why is Akivo important to Barry?

 

Why does Barry's father want the family to go on the roof?

 

What's the significance of the ax?

 

What do you think happened to Abe and grandma?

 

After reading Chapter 8, students should verify their predictions from yesterday. (What do you think has happened to Barry after having read the end of Chapter 7?)

 

Figurative Language Examples:

hot like an oven (p. 45)

felt like a shipwreck in the middle of the ocean (p. 56)

stinging his face like a million bees (p. 52)

Due:

I Survived HK Chapter 7 and theme

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

Hurricanes Unit

I Survived Hurricane Katrina, 2005

 

Foundational Literacy Focus: prefix review en- (pg. 32-33 FL book) Activity pg. 4.4 (after pg. 33 in FL book)

 

Mini Lesson: Theme

Evidence of Learning: Students will reread Chapters 5 and 6.  Students will complete a chart to determine a theme of those chapters. Text Evidence must be provided.

 

Edulastic assignment - Theme (daily grade)

 

 

Text 

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapter 7)

 

Vocabulary:

craning - v. stretch out (one's neck) so as to see something

deserted - adj. empty of people

stewardesses -n. women who are employed to provide meals for and otherwise look after the passengers on a ship or aircraft

commotion - n. confused and noisy disturbance

 

Questions

Why do you think Mom and Dad decide they were not going to go to the Superdome?

 

What item does Dad go for in the middle of the storm  Why?

 

What is "Blueberry Hill"?  Why is it important? pg. 38

 

Exit Ticket: According to how Chapter 7 ended, write a prediction of what you think will happen in Chapter 8.

Due:

I Survived HK Chapter 6 and Character Description

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks

Hurricanes Unit

I Survived Hurricane Katrina, 2005

 

Foundational Literacy Skills Focus: Prefixes un-, non-, and en-

 (pgs. 28 and 29 in FL guide)Activity Page 2.3 (after page 29 in FL book) 

 

Review character traits

Character Description of Barry and Jay (chart)

Edulastic assignment for daily grade

https://app.edulastic.com/assignments/embed/600d13fe0771580008055da4

 

Text:

I Survived Hurricane Katrina, 2005

Chapters 5 and 6

 

Vocabulary:

motto, n. a short sentence or phrase chosen as encapsulating the beliefs or ideals guiding an individual, family, or institution

drawl, n. a slow way of speaking or an accent with unusually prolonged vowel sounds

rummaged, v. search unsystematically and untidily through a mass or receptacle

 

 

Guided reading Questions:

What preparations do Barry and his dad do before leaving? Ch. 5

What is Cleo's misconception about Katrina? Ch.5

Describe Uncle Dave using his actions and words in Chapter 6. 

What happens to Cleo when the family is on the road stuck in traffic?

Why does the family head back home?

 

Writing:

How does mom feel prior to the hurricane arriving?  Provide at least 2 pieces of evidence to support your answer. 

 

Early Finisher Work: IXL H.1

IXL | Use actions and dialogue to understand characters | 4th grade language arts

Due:

I Survived HK Chapters 8-10

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

Hurricanes Unit

I Survived Hurricane Katrina, 2005

 

Foundational Literacy Focus: prefix review en- (pg. 32-33 FL book) Activity pg. 4.4 (after pg. 33 in FL book)

 

Mini Lesson: Summarizing (focus on literature)

Evidence of Learning: Students will summarize the text to date. (Chapters 1-7)

 

Text:

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapters 8-10) 

Vocabulary:

levee - n. an embankment built to prevent the overflow of a river

rickety - adj. poorly made and likely to collapse

current - n. body of water or air moving in a definite direction, especially through a surrounding body of water or air where there is less movement 

shinny up the tree - pg. 56

 

Questions:

Why is Akivo important to Barry?

 

Why does Barry's father want the family to go on the roof?

 

What's the significance of the ax?

 

What do you think happened to Abe and grandma?

 

After reading Chapter 8, students should verify their predictions from yesterday. (What do you think has happened to Barry after having read the end of Chapter 7?)

 

Figurative Language Examples:

hot like an oven (p. 45)

felt like a shipwreck in the middle of the ocean (p. 56)

stinging his face like a million bees (p. 52)

Due:

I Survived HK Chapter 7 and theme

4.RL.KID.2 - Determine a theme of a story, drama, or poem and explain how it is conveyed from details in the text; summarize the text.

LearnZillion Guidebooks

Hurricanes Unit

I Survived Hurricane Katrina, 2005

 

Foundational Literacy Skills Focus: Prefixes un-, non-, and en-

 (pgs. 28 and 29 in FL guide)Activity Page 2.3 (after page 29 in FL book)

 

Mini Lesson: Theme

Evidence of Learning: Students will reread Chapters 5 and 6.  Students will complete a chart to determine a theme of those chapters. Text Evidence must be provided.

 

Edulastic assignment - Theme (daily grade)

 

 

Text 

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapter 7)

 

Vocabulary:

craning - v. stretch out (one's neck) so as to see something

deserted - adj. empty of people

stewardesses -n. women who are employed to provide meals for and otherwise look after the passengers on a ship or aircraft

commotion - n. confused and noisy disturbance

 

Questions

Why do you think Mom and Dad decide they were not going to go to the Superdome?

 

What item does Dad go for in the middle of the storm  Why?

 

What is "Blueberry Hill"?  Why is it important? pg. 38

 

Exit Ticket: According to how Chapter 7 ended, write a prediction of what you think will happen in Chapter 8.

Due:

I Survived HK Chapters 5-6

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.
4.FL.VA.7b.i - Explain the meaning of simple similes and metaphors in context.

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks

Hurricanes Unit Lesson 21 

I Survived Hurricane Katrina, 2005

 

Foundational Literacy Lesson: Focus on Sentence Fragments (FL book pg. 30-31)

 

Mini Lesson Figurative Language - Similes, Metaphors, Personification

Find examples in text (pg.2, 3, 14)

Text:

I Survived Hurricane Katrina, 2005

Chapters 5 and 6

 

Vocabulary:

motto, n. a short sentence or phrase chosen as encapsulating the beliefs or ideals guiding an individual, family, or institution

drawl, n. a slow way of speaking or an accent with unusually prolonged vowel sounds

rummaged, v. search unsystematically and untidily through a mass or receptacle

 

 

Guided reading Questions:

What preparations do Barry and his dad do before leaving?

What is Cleo's misconception about Katrina?

Describe Uncle Dave using his actions and words in Chapter 6. 

What happens to Cleo when the family is on the road stuck in traffic?

Why does the family head back home?

 

Writing:

How does mom feel prior to the hurricane arriving?  Provide at least 2 pieces of evidence to support your answer. 

Due:

I Survived HK Chapters 1-4

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

LearnZillion Guidebooks

Hurricanes Unit Lesson  

I Survived Hurricane Katrina, 2005

Foundational Literacy Skill: recognizing complete sentences/subjects and predicates

 

Character traits Mini Lesson

 

Text:

I Survived Hurricane Katrina, 2005

Chapters 1-4

 

Vocabulary:

clinging, v.  hold on tightly to

scraggly, adj. having thin, uneven growth

levee, n. an embankment built to prevent the overflow of a river

 

Guided reading Questions:

What is wrong with Barry at the beginning of the text? How does he feel?

What happens as Chapter 2 begins?

What contest are the 2 friends entering?

What kind of person is Abe? How do you know?

What kinds of jobs do Barry's parents do?

Why has Barry not been concerned about the hurricane until his parents told him they were leaving?

How did the boys decide who would mail Akivo?

 

Character description of Barry and Jay using a chart for evidence to support description 

Due:

Practice Cold Read

4.RI.IKI.7 - Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

Foundational Literacy Focus: Review of subject and predicate

 

IXL: JJ.2 and JJ.3

IXL | Identify the complete predicate of a sentence | 4th grade language arts

IXL | Identify the complete subject of a sentence | 4th grade language arts

LearnZillion Guidebooks

Hurricanes Lesson 13

 

 

Complete and Review the Practice Cold Read Task

 

Text:

Hurricanes: Earth's Mightiest Storms by Patricia Lauber

Chapter titled, "Big Winds and Big Damage"

 

Whole group reading and checking responses of the practice cold read task.

Due:

Hurricanes Review the Practice Cold Read Task

4.RI.IKI.7 - Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

Foundational Literacy Focus: Review of subject and predicate/root word arch 

 

IXL: JJ.2 and JJ.3

IXL | Identify the complete predicate of a sentence | 4th grade language arts

IXL | Identify the complete subject of a sentence | 4th grade language arts

LearnZillion Guidebooks

Hurricanes Lesson 13

 

 

Review the Practice Cold Read Task

 

Text:

Hurricanes: Earth's Mightiest Storms by Patricia Lauber

Chapter titled, "Big Winds and Big Damage"

 

Whole group reading and checking responses of the practice cold read task.

Due:

Hurricanes Practice Cold Read Task

4.RI.IKI.7 - Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

Foundational Literacy Focus: root word arch 

focus on deciding which word fits best in the sentence (matriarch, patriarch) (archrival, anarchy)

 

LearnZillion Guidebooks

Hurricanes Lesson 12 

 

 

Practice Cold Read Task

 

Text:

Hurricanes: Earth's Mightiest Storms by Patricia Lauber

 

Students will read an excerpt from the text and then answer 9 questions about the text.

Due:

Hurricanes: Earth's Mightiest Storms Day 1

4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

Foundational Literacy focus: Root word arch (chief or main)

Practice with sentences to fill in words with the root arch

 

 

Guidebooks LearnZillion

Hurricanes Unit 

 

TEXT:

"How Do Hurricanes Get Their Names?"

Discuss location of hurricanes (discuss the word tropical).

Hurricanes: Earth's Mightiest Storms by Patricia Lauber pg. 35 

 

VOCABULARY:

catastrophic - adj. involving or causing sudden great damage or suffering

raging - v. continuing with great force or intensity

coastal - adj. of or near a coast

massive - adj. exceptionally large

retired - adj. no longer in use or ceased to work

 

 

QUESTIONS: 

How are hurricanes different from tornadoes?

What is the "eye" of the hurricane?

Why would the name of a hurricane be retired?

 

WRITING:

Write one paragraph to explain why a hurricane can be so catastrophic.

You must include at least two reasons from the text(s) we have read. 

Due:

Hurricanes Text Features

4.RI.IKI.7 - Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

Foundational Literacy focus: Review Subject and Predicate

Practice Page with focus on separating subject and predicate and marking parts of speech

 

LearnZillion Guidebooks 

Hurricanes Unit - Lesson 3 and 4 combined

Identifying and Analyzing Text Features

 

Text Features Mini Lesson

 

IXL K.1 IXL | Select and use text features | 4th grade language arts 

 

Text 

Surviving Hurricanes by Elizabeth Raum

Discuss and record text features on the text features chart (group work)

 

Questions

Which sentences from page 4 does the photograph help to clarify?

How does the chart help to clarify how frightening a hurricane can be?

How does the picture create an emotional impact that is often not gained through words alone?

 

If time allows, students will create a text feature to show comparison of 4 hurricanes (Galveston, Tracy, Katrina, and Sidr).  The text feature should contain the name, number of deaths, date, amount of damage)

Due:

Hurricanes Point of View

4.RL.CS.6 - Compare and contrast the point of view from which different stories are narrated.
4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.

Foundational Literacy Focus: Subject and Predicate

Review nouns and verbs 

 

Guidebooks Hurricanes Unit

Lesson 2 Analyzing Firsthand Accounts of Hurricanes

BrainPOP - Point of View

 

Create a T-Chart of same story told in 1st and 3rd person point of view.  Find indicators or keywords for each point of view. 

1st and 2nd hand account of stories (point of view)

 

 

Text

Surviving Hurricanes by Elizabeth Raum

Students should reread with group/partners (pages 6-29) Students will annotate using post-its to indicate when a 1st hand account (1st person) point of view is used.

  • Location of the post-its in this second read should correspond with yesterday's post-it placement.

 

Writing

How can I tell the difference between a story told in first person point of view and third person point of view?  Provide examples with your explanation. 

Block 2 PowerPoint is attached and is different from Block 1.

Due:

Hurricanes - Article and Hurricanes: Earth's Mightiest Storms paragraph writing

4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.
Foundational Literacy focus: Verbs and Adverbs, Prefix en-
  • graded assignment based upon weekly work

Guidebooks LearnZillion

Hurricanes Unit 

 

TEXT:

"How Do Hurricanes Get Their Names?"

Discuss location of hurricanes (discuss the word tropical).

Hurricanes: Earth's Mightiest Storms by Patricia Lauber pg. 35 

 

VOCABULARY:

catastrophic - adj. involving or causing sudden great damage or suffering

raging - v. continuing with great force or intensity

coastal - adj. of or near a coast

massive - adj. exceptionally large

retired - adj. no longer in use or ceased to work

 

 

QUESTIONS: 

How are hurricanes different from tornadoes?

What is the "eye" of the hurricane?

Why would the name of a hurricane be retired?

 

WRITING:

Write one paragraph to explain why a hurricane can be so catastrophic.

You must include at least two reasons from the text(s) we have read. 

Due:

Surviving Hurricanes - Text Features

4.RI.IKI.7 - Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.
Foundational Literacy focus: Prefix en-
  • use FL book pg. 17
  • Activity page 9.3 change #2 and #3

LearnZillion Guidebooks 

Hurricanes Unit - Lesson 3 and 4 combined

Identifying and Analyzing Text Features

 

Text Features Mini Lesson

 

IXL K.1 IXL | Select and use text features | 4th grade language arts 

 

Text 

Surviving Hurricanes by Elizabeth Raum

Discuss and record text features on the text features chart (group work)

 

Questions

Which sentences from page 4 does the photograph help to clarify?

How does the chart help to clarify how frightening a hurricane can be?

How does the picture create an emotional impact that is often not gained through words alone?

 

If time allows, students will create a text feature to show comparison of 4 hurricanes (Galveston, Tracy, Katrina, and Sidr).  The text feature should contain the name, number of deaths, date, amount of damage)

Due:

Surviving Hurricanes - Point of View (firsthand and secondhand)

4.RL.CS.6 - Compare and contrast the point of view from which different stories are narrated.
4.FL.VA.7a.ii - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

Foundational Literacy Focus: prefix en-

  • FL book pg. 13 and 14
  • Activity pg. 6.3 (before pg. 15 in FL book) change sentences 2 and 6

 

Guidebooks Hurricanes Unit

Lesson 2 Analyzing Firsthand Accounts of Hurricanes

BrainPOP - Point of View

 

Create a T-Chart of same story told in 1st and 3rd person point of view.  Find indicators or keywords for each point of view. 

1st and 2nd hand account of stories (point of view)

 

 

Text

Surviving Hurricanes by Elizabeth Raum

Students should reread with group/partners (pages 6-29) Students will annotate using post-its to indicate when a 1st hand account (1st person) point of view is used.

  • Location of the post-its in this second read should correspond with yesterday's post-it placement.

 

Writing

Choose one of the children in the text (Sarah, Antony, Chris, Lamia) and write a story of his/her experience. (secondhand account - third person)

Due:

Surviving Hurricanes - Before, During, and After Emotions

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.

Foundational Literacy focus:  Using Adjectives and Adverbs correctly

  • use FL book pgs. 15-16
  • Activity pg. 9.2 (found after pg. 17 in FL book)

Guidebooks Unit Hurricanes 

Lesson 1 Identifying Emotions about Hurricanes 

 

Vocabulary

condense, condensed, condensation

rotate, rotation, rotated

predict, predictor, predicted, predicting

register, registered, registering, registration

 

Before beginning, complete a brainstorm list of possible emotions before, during, and after a hurricane.

 

Text

Introduce text (discuss glossary so that students may find information about bold vocabulary)

Surviving Hurricanes: Children's True Stories by Elizabeth Raum pgs. 6-29

As students read, evidence that shows emotions before, during, and after a hurricane will be marked using different colored post-its.

 

We will add to the brainstormed list of emotions using evidence from the text. 

 

Questions

What emotions and feelings might people experience before, during, and after a hurricane?

How do the emotions and feelings of the people in the text help to reveal the main idea of the text?

 

Evidence of Learning

Write one main idea sentence for this text.

Write a sentence or two that explain how one person's experience living through a hurricane helps to support the main idea of the text.

Due:

Surviving Hurricanes and Narrative Writing

4.RI.KID.1 - Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.

Foundational Literacy focus: Verbs and Adverbs

  • Chart paper activity and mini lesson as found on pages 9-12 in Foundational Literacy book. 
  • Activity page 6.2 (after pg. 14 in the FL book)

 

Continue from Friday's Lesson

Texts

"Earth Science: Hurricanes" article 

Surviving Hurricanes by Elizabeth Raum

 

Questions

Text B 

What happens when a hurricane crosses cold water or land?

"However, if the storm remains over warm water, it becomes larger and more powerful."

Which of the following is a synonym for remains? leaves, passes, stays, jumps

 

Writing

Narrative Writing characteristics

Narrative Writing Rubric 

Due:

Hurricanes - Surviving Hurricanes Point of View

4.RI.CS.6 - Compare and contrast two accounts of the same event or topic; describe the differences in focus and the information provided.
4.FL.VA.7a.ii - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

 

Assignment for Nouns/Adjectives and Prefixes un- and non-

 

BrainPOP - Point of View

 

Create a T-Chart of same story told in 1st and 3rd person point of view.  Find indicators or keywords for each point of view. 

1st and 2nd hand account of stories (point of view)

 

 

Text

Surviving Hurricanes by Elizabeth Raum

Students should reread with group/partners (pages 6-29) Students will annotate using post-its to indicate when a 1st hand account (1st person) point of view is used.

 

Writing

Narrative Writing characteristics

Narrative Writing Rubric 

Choose one of the children in the text (Sarah, Antony, Chris, Lamia) and write a story of his/her experience.

Due:

Hurricanes - Day 2 Article and Surviving Hurricanes

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.

Un- and Non- prefixes review/practice

Main Idea Mini Lesson

 

BrainPOP - Hurricanes

 

Text

"Earth Science: Hurricanes" article 

Surviving Hurricanes by Elizabeth Raum

 

Questions

Text A

Where do tropical storms start?

Using the text, what can be concluded about a tropical storm as it moves away from the equator?

As used in the passage, what does the word "grave" most nearly mean?

What is the main idea of the passage?

Based on the text, explain which part of the hurricane is most dangerous.

Text B 

What happens when a hurricane crosses cold water or land?

"However, if the storm remains over warm water, it becomes larger and more powerful."

Which of the following is a synonym for remains? leaves, passes, stays, jumps

Due:

Hurricanes Day 3

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.

Un- and Non- prefixes review/practice

Main Idea Mini Lesson

 

BrainPOP - Hurricanes

 

Text

"Earth Science: Hurricanes" article 

Surviving Hurricanes by Elizabeth Raum

 

Questions

Text A

Where do tropical storms start?

Using the text, what can be concluded about a tropical storm as it moves away from the equator?

As used in the passage, what does the word "grave" most nearly mean?

What is the main idea of the passage?

Based on the text, explain which part of the hurricane is most dangerous.

Text B 

What happens when a hurricane crosses cold water or land?

"However, if the storm remains over warm water, it becomes larger and more powerful."

Which of the following is a synonym for remains? leaves, passes, stays, jumps

Due:

Hurricanes - Set the context Day 2

4.RI.KID.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

Nouns and Adjectives Bellringer

Prefixes Un- and Non-

  • What are prefixes?
  • meaning of un- and non- 
  • Look at example sentences 

The students were unfamiliar with the procedures in the new classroom.

Graph paper and different colored highlighters are nonessential items for 4th grade. 

Lesson 1 What is a Hurricane? - Review question to practice using words in the prompt to answer a writing question. 

  • What did you see and hear in the video that helps you to understand what it is like in a hurricane?

 

Lesson 2 Why does Louisiana Face So Many Hurricanes? - Questions

  • What do you see that makes New Orleans vulnerable to hurricanes?

 

Lesson 3 The Power of Reading Art - Questions

  • What clues did the artist show to show what it's like to be in a hurricane on the ocean?
  • What are three details from this painting that help you understand what it is like in a hurricane on the ocean?
  • What emotions do you think the artist is showing in this picture? 

Writing

Write 3 facts about hurricanes.  These must be written as complete sentences. 

Due:

Benchmark Assessment Day

4.RL.KID.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or actions.

 

Nouns and Adjectives Review

  • definitions
  • identifying
  • whiteboard practice

TestNav Reading Benchmark

Prefixes Un- and Non-

  • What are prefixes?
  • meaning of un- and non- 
  • Look at example sentences 

The students were unfamiliar with the procedures in the new classroom.

Graph paper and different colored highlighters are nonessential items for 4th grade.