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4th Grade Literacy Assignments

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Past Assignments

Due:

City of Ember Chapters 5 and 6

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.
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.

 

Text:

The City of Ember by Jeanne DuPrau

Chapter 5: "On Night Street" 

 

Chapter 5 Questions:

Why did Lina like having Mrs. Murdo at her house?

What information does Lina discover that immediately excites her, and why is this information so exciting?

Who owns the store on Night Street? Why is he familiar to Lina?

Describe the character (man) who is selling the colored pencils. Provide evidence to support your description.

When faced with the decision of purchasing the colored pencils, Lina thinks of another item she could or should buy. What is the other item?

 

Individual read aloud questions to answer:

What terrifying thing happens IMMEDIATELY after Lina buys the colored pencils?

Up until this time, how long had the longest blackout been?

Who is the person who helps Lina after the blackout by fixing Lina's terrifying problem? How has this person "helped" Lina before?

 

Writing Prompt:

On pg. 83, the text says, "They were not quite as beautiful as they had been." This is referring to the colored pencils. Why do you think they were not quite as beautiful?

 

Chapter 6: "The Box in the Closet"

 

Whole Group Reading Chapter 6 up to pg. 89 final paragraph

Individual reading pg. 89 final paragraph to end of chapter.

 

Chapter 6 Questions:

People usually like to talk about the blackouts when they happen. Why does no one want to talk about the long blackout that has just recently occurred?

How long had the most recent blackout lasted?

Why doesn't Lina bring Poppy to the big town hall meeting?

When the mayor is giving his speech, several words are severely misspelled. Why has the author chosen to write the words like this?

What was the mayor's speech actually about? 

According to Doon's father, when anger controls you, what do you get?

The simile on pg. 89 "He's as mild as a glass of water" is about Doon's father. What does it mean? 

 

Individual questions:

Why is Granny in the closet? 

What important object does Poppy have in her mouth?

Due:

City of Ember Chapters 3 and 4

The City of Ember by Jeanne DuPrau

Chapter 3: "Under Ember" 

 

Chapter 3 Questions:

  • What is the name of the director of the pipeworks who helps Doon out when he arrives on the first day of his new job?
  •  As Doon descends deeper and deeper downwards he begins to hear a rumble. What is making the noise?
  •  How does Doon know where he needs to go in order to not get lost within the pipeworks?
  • How does Doon get into the generator room?
  • After Doon tells the old man in the generator room that he wants to learn about the generator, the old man doesn't reply. Why not
  • After leaving the generator room, Doon is horrified. Why is he horrified?On his way home, who does Doon see from school standing on a roof?

 

INDEPENDENT READING PAGES 49-53 (END OF CHAPTER)

Students will choose 2 of the following questions to answer in writing: 

 

  • Why does Doon feel like he would be able to understand the generator when other people who have worked on it their entire lives does not?
  • Who does Doon hit with a shoe heel after throwing it because he was so angry?
  • What is Doon's father's advice to Doon after Doon feels unsure of how to help the city?
  • Why doesn't Doon catch spiders and moths any more to study?

 

WRITING PROMPT:

 

•  Describe Assignment Day. How are jobs assigned?  

In your opinion, what's wrong with this method? What could be done differently in assigning the jobs?

 

Chapter 4: "Something Lost, Nothing Found" 

 

Chapter 4 Questions:

  • What important thing has Granny forgotten about at the beginning of this chapter?
  • Who is Evaleen Murdo and what is surprising about her?
  • Why is Lina sad to have to visit the greenhouses?
  • What was one reason Lina used to like working with the plants after her parents died?
  • What has happened to Sadge Merrall, the supply depot clerk, and what happens to him after he tells his story?
  • What is the one thing preventing people from exploring the unknown regions?

 

Writing:  Describe or explain what Lina thinks is outside of Ember.  How does this compare to what Ember is like?

Due:

City of Ember 2

The City of Ember by Jeanne DuPrau

Finish Chapter 2: "A Message to the Mayor

 

 

Chapter 2 Questions:

Why did Lina choose to take the shortest route home?

What is the rumor about light bulbs?

What is beyond the City of Ember?

What happened to Lina's parents?

Why are Doon and Lina no longer friends?

Why do people not really know what the date is in the City of Ember?

Prediction:  What do you think Doon wants to say to Lina or talk to her about?

 

Students will use Chapter 1 and 2 to complete the graphic organizer to describe the setting of the City of Ember. 

Due:

Aimsweb Spring Benchmark

Aimsweb Spring Benchmark

 

Silent Reading Fluency, Reading Comprehension, Vocabulary

Due:

City of Ember Chapter 1

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.

 

 

The City of Ember by Jeanne DuPrau

"The Instructions"

Chapter 1: "Assignment Day"

 

 

Introduce the novel and read "The Instructions" and Chapter 1 together to page 12.  Students will finish reading Chapter 1 and respond to text-based questions.

Due:

TNReady writing review and practice compare and contrast essay

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

We will be looking at TNReady texts and prompt for informative writing.  We will review exemplars.

 

 

George Washington's Socks Chapter 16

 

What frightens and then surprises Matt as he rides through the woods?

What do we discover about Adam Hibbs in this chapter?

What happened to Katie and Q, and why didn’t the same thing happen to Hooter and Tony?

Due:

Lesson 24 American Revolution

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

 

Text:  Katie's Trunk

 

Theme - Mini Lesson

 

IXL B.1

 

https://www.ixl.com/ela/grade-4/determine-the-themes-of-myths-fables-and-folktales

 

 

 

Work toward finding the theme of Katie's Trunk.

 

Questions:  How has Katie's community changed?

 

Katie runs back inside to protect her home.  What happens once she is inside?

 

What does Katie realize about John Warren's actions?

Select a topic for a possible theme. What message does the author most likely want to share about the topic you selected? Discuss possible themes.

George Washington's Socks Chapter 15

 

Why did Matt reveal who he really was to Mr. Hornbee?

What reaction did this create in both Mr. and Mrs. Hornbee?

What factors influenced the Hornbees actions toward Matt?

Vocab:  outhouse, rump, wall to wall carpet

Due:

Lesson 23 American Revolution

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

Review Paul Revere

Text:  Katie's Trunk

-Describe the narrator of Katie's Trunk.

-Summarize the events of Katie's Trunk.

George Washington's Socks Chapter 13-14

As Israel gets weaker, what choice does Matt face?
Pg. 77 Henry says, “Let him be. There’s enough here to take care of the Hessians. Israel’s fighting is over. Let him be.” What is he telling Matt?
Henry gives Matt the wool strips from his hands. What does this tell us about his character?
What is the significance of the promise Matt makes to Israel?
What is the mood of Chapter 14? How does Mr. Hornbee’s appearance contribute to the mood?
Why did Matt reveal who he really was to Mr. Hornbee? What reaction did this create in both Mr. and Mrs. Hornbee?
What factors influenced the Hornbees actions toward Matt?
What does Matt promise Israel in chapter 13? Using evidence from the text, write about whether or not you think Matt will be able to keep his promise.

 

What was the promise that Israel asked Matt to make?

Why did he ask him to make that promise?

*Discussion of progression of the friendship between the 2 boys*

 

Matt from Chapter 13 to the end of Chapter 14 (what happens to him, how do his feelings change)

Due:

American Revolution Lesson 16

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.

Guidebooks Lesson 16

Text:  And Then What Happened, Paul Revere?  by Jean Fritz

 

After reading pgs. 5-14, pgs. 17-24, and 25-33 students will answer specific questions as indicated on the Jigsaw directions.

At the conclusion of the reading and sharing information that is learned, students will complete the 1st row on the evidence chart. 

Flex Time - George Washington's Socks Chapters 10,11, 12

 

How does Matt’s perspective influence his feelings?

Why does Israel accept the way Matt is dressed.

Why did Matt give Israel his sock and sneaker? What does this tell us about his character?

How did Israel come to be in the army?

Why has he decided not to reenlist?

What finally brings Matt to tears?

Why is Matt excited when he recognizes Henry Knox?

How are the luxuries Matt is used help him to understand how different things are for the men he is encountering?

What important military plans Israel and Matt overheard?

Who are the Hessians?

Why is Matt so fearful of the upcoming battle at Trenton?

Due:

American Revolution Lessons 5 and 6

4.RI.IKI.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.SL.PKI.5 - Add multimedia such as audio and visual elements to presentations when appropriate to enhance the development of main ideas or themes.

Learnzillion Guidebooks

 

The American Revolution

Lesson 5 Who Were the American Colonists?

 

Visual Presentations:

 

Students will create a visual presentation with illustrations and captions using the texts 

 

Where did the colonists originate (come from)?

What types of jobs did colonists perform?

How did colonists live?

What were the colonists' opinions of the British?

 

Texts:

If You Lived at the Time of the American Revolution

Liberty!

Video:

The 13 American Colonies

Due:

American Revolution Lesson 4

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

 

The American Revolution

Lesson 4 - Integrating Information from Two Sources

 

Foundational Literacy:  Review who and whom

 

Writing:

Students will need any information and work from the week to gather information.

 

Use information from the two texts, Liberty! How the Revolutionary War Began and If You Lived in the Time of the American Revolution to answer the following question:  

 

What caused the American Revolution? Use at least two pieces of text evidence to support your answer.

Texts:

If You Lived in the Time of the American Revolution

Liberty! How the American Revolution Began

Due:

American Revolution Lesson 3

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.
4.FL.SC.6.g - Use commas and quotation marks to mark direct speech and quotations from a text.

Learnzillion Guidebooks

 

The American Revolution

Lesson 3 Identify Each Side of the Conflict

 

Foundational Literacy:  conjunctions and compound sentences Complete pg. 14.2 for a daily grade

 

Vocabulary:

 

declaration

interested

invading

direct

controlled

stirred

representation

We will be reading the first 5 sections of the text, If You Lived at the Time of the American Revolution.

 

Writing Prompt: 

 

Why might the colonists on the left side of the image be upset while the colonists on the right side of the image seem excited? 

Text: 

 

If You Lived in the Time of the American Revolution

Due:

American Revolution Lesson 2

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

Learnzillion Guidebooks

 

Foundational Literacy - Coordinating Conjunctions (intro FANBOYS) Worksheet 11.3

IXL | Identify coordinating conjunctions | 4th grade language arts

 

The American Revolution

Lesson 2 - Liberty! How the American Revolutionary War Began

 

Writing: 

Students will use an organizer to summarize main events leading to the Revolutionary War

 

Texts:

Liberty!  How the Revolutionary War Began

Reread pages 2-9 of Liberty! with a partner. As you read, record events or ideas that led to the American Revolution on the split-page notes handout.

Writing Prompt:

•What were some events or ideas that led to the American Revolution? Be sure to include at least 2 events or ideas in your writing.

Due:

American Revolution Lesson 1

4.FL.F.5.c - Use context to confirm or self-correct word recognition and understanding of words; reread as necessary.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

 

Foundational Literacy - Review quotation marks and compound sentences

 

The American Revolution

Lesson 1 - Introduction to the American Revolution

 

Questions:

 

What liberty did colonists gain in America?

What liberty did colonists not gain in America?

Why were the British willing to support the colonies?

 

Vocabulary:

 

liberty

subjects

opportunity

ally

possession 

 

 

 

Texts:

 

If You Lived at the Time of the American Revolution

Liberty!: How the Revolutionary War Began

Read pages 2-5 of Liberty! with a partner to answer one question.

 

Writing Prompt:

 

Students will pick one of the following prompts to answer in writing:

 

Why was America a land of opportunity for colonists? Why were the British and colonists allies in the French and Indian War? What were the results of the French and Indian War?

Due:

Atalanta's Race and Narrative Writing

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.
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

"Atalanta's Race"

Students will complete an assignment using the text "Atalanta's Race". We will focus on rewriting the story from Atalanta's point of view.

Due:

Culminating Writing Final Day

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Finish Culminating Writing Task

Due:

Culminating Writing Task Day 1

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

Culminating Writing Task

 

Culminating Writing Task Directions

A quest is a search for something and is a commonly used motif in literature around the world. Explain how the quest motif is part of The Lightning Thief. Describe Percy’s goal, the challenges he faces, and how he changes along the way.

 

Write a multi-paragraph essay that demonstrates an understanding of the text and uses proper grammar, conventions, spelling, and grade-appropriate words and phrases. Use linking words (e.g., another, for example, also, because) to link ideas.

Due:

Common Assessment Day 2

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

Common Assessment Day 2 

  • 2 informational texts with questions
  • 1 text with editing task/foundational literacy questions

Due:

Common Assessment Day 1

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.

Common Assessment Day 1

  • 2 stories with questions
  • 1 poem with questions
  • 1 text with editing task/foundational literacy questions

Due:

Culminating Writing Lightning Thief

4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

Culminating Writing Task

 

Culminating Writing Task Directions

A quest is a search for something and is a commonly used motif in literature around the world. Explain how the quest motif is part of The Lightning Thief. Describe Percy’s goal, the challenges he faces, and how he changes along the way.

 

Write a multi-paragraph essay that demonstrates an understanding of the text and uses proper grammar, conventions, spelling, and grade-appropriate words and phrases. Use linking words (e.g., another, for example, also, because) to link ideas.

 

Whole group - we will deconstruct the prompt and will begin the graphic organizer for the writing. Use chart paper to discuss the prompt and its elements.

 

IXL R.1 

IXL | Choose the best topic sentence | 4th grade language arts

Due:

Lightning Thief Chapter 22

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

The Lightning Thief Lesson 32

Chapter 22 - "The Prophecy Comes True"

 

Vocabulary

clamoring, v. shouting loudly

devising, v. planning or inventing by careful thought

 

Read Chapter 22 - "The Prophecy Comes True"

Students read pg. 254-259 and focus on answering questions 1-6

 

Questions

1. What do the friends do with the shrouds that the other campers had made for them?

2. Who made Percy's shroud?

3. How did Percy's mom get the money to go to college?

4. What does Percy's mom tell him in her letter?

5. Where is Grover going?

6. Why is Percy still feeling like something is wrong?

 

What is special about Luke's new sword?

How does Annabeth take Percy's advice?

 

Writing 

Explain how the prophecy, "You will be betrayed by one who calls you friend", has been fulfilled. 

 

Students should take the AR test on The Lightning Thief.

Due:

Lightning Thief Chapter 21

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

The Lightning Thief - Lesson 31 

Chapter 21 "I Settle My Tab"

Vocabulary

impending, v. be about to happen

emanating, v. spreading out from

contemplating, v. thinking about

Read Chapter 21 "I Settle My Tab"

 

Questions

What does Percy do to get even with Gabe for his comments to the newspapers?

How do the friends manage to not get noticed whey they arrive in New York?

Where do Grover and Annabeth go after arriving in New York?

How does Percy get past the guard at the Empire State Building?

How does Percy recognize his father on Mt. Olympus?

How does Percy know his father approves of him?

What surprising fact does Zeus reveal to Percy?

What does Percy do to help his mom?

Due:

No School

Schools closed due to illness

Due:

No School

Schools closed due to illness

Due:

Lightning Thief Chapter 21

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

The Lightning Thief - Lesson 31 

Chapter 21 "I Settle My Tab"

 

Create a timeline of the quest from when he leaves Camp Half Blood to this point in the text.

Students' timelines should include the major battles: Furies on the bus, Medusa, Chimera and Echidna, Water park, Lotus Hotel, Crusty, the Underworld, battle with Ares

 

Vocabulary

impending, v. be about to happen

emanating, v. spreading out from

contemplating, v. thinking about

 

Read Chapter 21 "I Settle My Tab"

 

Questions

What does Percy do to get even with Gabe for his comments to the newspapers?

How do the friends manage to not get noticed whey they arrive in New York?

Where do Grover and Annabeth go after arriving in New York?

How does Percy get past the guard at the Empire State Building?

How does Percy recognize his father on Mt. Olympus?

How does Percy know his father approves of him?

What surprising fact does Zeus reveal to Percy?

What does Percy do to help his mom?

 

Writing

Pretend you are Percy. Write a letter to Chiron telling him a lesson that you have learned through your quest. (Think about how this relates to theme.)

Due:

Lightning Thief Chapter 20

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 

The Lightning Thief Lesson 30

Chapter 20 - "I Battle My Jerk Relative"

 

Vocabulary

impeding, v. delaying or preventing

catapulted, v. hurled or launched

spectators, n. people watching

dissipating, v. scattering or breaking apart 

 

Read Chapter 20 - "I Battle My Jerk Relative"

As the chapter is read, they should label with a sticky note at least one event or description that supports the idea that Percy has become a hero.

 

Questions

Why is it significant that Percy decided to fly rather than drive to New York?

 Why is mythology important in his decision?

 

Group Work

With your group' create a timeline of the quest from when Percy leaves Camp Halfblood to this point in the text.

Students' timelines should include the major battles: Furies on the bus, Medusa, Chimera and Echidna, Water park, Lotus Hotel, Crusty, the Underworld, battle with Ares

Due:

Lightning Thief Chapter 19

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.
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

The Lightning Thief 

Lesson 29  - Chapter 19 

"We Find Out the Truth, Sort Of"

 

Vocabulary

milling, v. - move around in a confused mass

parapets, n. - a low protective wall along the edge of a roof, bridge, or balcony

 

Notes for teacher - portico (covered porch) lithe (thin and graceful)

 

This chapter mentions Fields of Asphodel, Sisyphus, Elysium, Tartarus, and Persephone.

 

Read Chapter 19 "We Find Out the Truth, Sort Of"

From page 309 - 315, students read independently and answer the following questions:

What kind of misunderstanding do Percy and Hades have between each other?

Why does Percy think that Hades wants to start a war?

 

Questions

What happened to Grover when they enter the Underworld?

What saved Grover from falling into Tartarus?

What does Percy use the pearls for?

What is Percy's problem with the pearls?

What do you learn about Percy from the handling of the dilemma with the pearls?

 

Discussion/Writing 

What new challenges does Percy now face because of the conversation he has with Hades?

 

Write a summary of the friends' interaction with Hades.  In your summary, include the new challenges that Percy now faces because of this conversation.

Due:

Lightning Thief Chapter 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.

LearnZillion Guidebooks The Lightning Thief

Lesson 28 - Chapter 18

Describing the Setting in a Story

 

Vocabulary:

solicitors, n. a person who tries to obtain business orders, advertising, etc.

loitering, v. stand or wait around idly or without apparent purpose 

stalactites, n. a tapering structure hanging like an icicle from the roof of a cave, formed of calcium salts deposited by dripping water

disembark, v. leave a ship, aircraft, or other vehicle

 

 

 

 

Read Chapter 18 "Annabeth does Obedience School"

Questions:

What confusion does the security guard present for Percy?

How does Charon realize that Percy and his friends are not dead?

How does Percy convince Charon to take them on the elevator?

What are the Fields of Asphodel?

Who gets the friends past Cerberus and how?

What does Percy realize about monsters after watching Cerberus?

 

Look at quote describing the setting (Underworld).

 

How does Annabeth feel about Cerberus?  Why does she feel this way?

 

Students should reread pgs. 292-297.

Writing:

Describe the setting at the entrance to the Underworld and the events that allow Percy and his friends to enter. 

Due:

Lightning Thief Chapter 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.

LearnZillion Guidebooks The Lightning Thief

Lesson 28 - Chapter 18

Describing the Setting in a Story

 

Vocabulary:

solicitors, n. a person who tries to obtain business orders, advertising, etc.

loitering, v. stand or wait around idly or without apparent purpose 

stalactites, n. a tapering structure hanging like an icicle from the roof of a cave, formed of calcium salts deposited by dripping water

disembark, v. leave a ship, aircraft, or other vehicle

 

 

 

 

Read Chapter 18 "Annabeth does Obedience School"

Questions:

What confusion does the security guard present for Percy?

How does Charon realize that Percy and his friends are not dead?

How does Percy convince Charon to take them on the elevator?

What are the Fields of Asphodel?

Who gets the friends past Cerberus and how?

What does Percy realize about monsters after watching Cerberus?

 

Look at quote describing the setting (Underworld).

 

How does Annabeth feel about Cerberus?  Why does she feel this way?

 

Students should reread pgs. 292-297.

Writing:

Describe the setting at the entrance to the Underworld and the events that allow Percy and his friends to enter. 

Due:

Lightning Thief Chapter 17

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 The Lightning Thief

Lesson 27 - Chapter 17 

Summarizing a Story

 

Vocabulary:

forbidden, adj. not allowed; banned 

favoritism, n. the practice of giving unfair preferential treatment to one person or group at the expense of another 

 

 

Chapter 17 "We Shop for Water Beds"

 

Add Procrustes to the mythological figures chart.

 

Questions:

How does Annabeth pay for the trip to Los Angeles?

What happened when Percy told Annabeth about his dream? Why do you think she says the person in the pit "has to be Hades"?

What does Percy do first when he gets to Los Angeles? How does Annabeth react?

Why doesn't Riptide work on the hoodlums who jump Percy and his friends?

What does Crusty do to his customers?

 

 

Independent Reading pages 282-283

 

Turn and Talk:

Earlier in the text Annabeth tells Percy that wisdom can be more powerful than physical strength.  What events in this chapter seem to prove this point? Does this make Percy more or less of a hero?

 

Writing:

Summarize the events of Chapter 17. 

Due:

Lightning Thief Chapter 16

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 The Lightning Thief

Lesson 26 - Chapter 16

Describing Characters

 

Vocabulary:

reluctantly, adv. in an unwilling way

metamorphosis, n. a change in the form of a person to a completely different one

hostage, n. a person held as security for the fulfillment of a condition

straitjacket, n. a strong garment with long sleeves which can be tied together to confine the arms of a violent prisoner or mental patient

indignation, n. anger or annoyance provoked by what is perceived as unfair treatment

 

Read Chapter 16 "We Take a Zebra to Vegas"

 

Questions:

What does Ares give Percy?

What news does Ares give Percy about his mom?

Why does Annabeth say it's not smart to anger Ares?

What does Percy see in each scene of his dream?  What do you think the dream means?

How does Percy help the animals in the trailer?

When does Percy realize that the casino is a trap?

 

Independent Reading Pages 261-265

 

How does Percy break Annabeth out of her trance?

How long were the friends in the casino, and why is this going to be a problem?

Writing:

In the hotel, the 3 friends play different games. What are the games and what does the game each one plays tell you about the character.

Due:

Lightning Thief Chapter 15 writing

Valentine's Day - Alternate Schedule

 

8:55 - 10:00 Block 1

10:00 - 10:45 Tribe Time

10:45 - 11:15 Block 2

11:20 - 11:50 Lunch

11:55 - 12:30 Block 2

2:25 Recess

 

Chapter 15 review and writing 

Explain why Percy can be described as a hero in Chapter 15.

Due:

Lightning Thief Chapter 15

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.W.RW.10 - Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.

LearnZillion Guidebooks 

Lesson 25 - Chapter 15

Describing Characters 

 

Vocabulary:

sneer, n. a mocking smile

proposition, n. a plan to do business or a proposal

barbed wire, n. wire with clusters of short, sharp spikes

subsiding, v. going to a lower level 

submerged, adj.  below the surface of an area of water

 

Chapter 15 "A God Buys us Cheeseburgers"

 

Questions:

What is Iris-messaging?  What modern technology could it be compared to?

How does Annabeth react when she "sees" Luke through the messaging? Why?

When Luke tells Percy to tell Grover that it will be better this time and that no one will get turned into a pine tree, what do we learn about Grover?

What does Annabeth discover at the amusement park that the friends take with them?

Why couldn't Annabeth help Percy when they were trapped?

 

Independent Reading pages 238-241

Write to tell how Percy and Annabeth got out of the water ride safely (summarize).

 

Turn and Talk

In this chapter, Annabeth says, "Even strength has to bow to wisdom."  What events in this chapter prove that she is correct?

 

Group work:

Find textual evidence that shows Ares's character.

How do his words and actions help to define his character?

 

Writing Prompt:

Explain why Percy can be described as a hero in Chapter 15. 

  • Think about how he responds to challenges. 
  • Does he show any characteristics of a leader?

Due:

Lightning Thief Chapter 15

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.W.RW.10 - Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.

LearnZillion Guidebooks 

Lesson 25 - Chapter 15

Describing Characters 

 

Vocabulary:

sneer, n. a mocking smile

proposition, n. a plan to do business or a proposal

barbed wire, n. wire with clusters of short, sharp spikes

subsiding, v. going to a lower level 

submerged, adj.  below the surface of an area of water

 

Chapter 15 "A God Buys us Cheeseburgers"

 

Questions:

What is Iris-messaging?  What modern technology could it be compared to?

How does Annabeth react when she "sees" Luke through the messaging? Why?

When Luke tells Percy to tell Grover that it will be better this time and that no one will get turned into a pine tree, what do we learn about Grover?

What does Annabeth discover at the the amusement park that the friends take with them?

Why couldn't Annabeth help Percy when they were trapped?

 

Independent Reading pages 238-241

Write to tell how Percy and Annabeth got out of the water ride safely (summarize).

 

Turn and Talk

In this chapter, Annabeth says, "Even strength has to bow to wisdom."  What events in this chapter prove that she is correct?

 

Group work:

Find textual evidence that show Ares's character.

How do his words and actions help to define his character?

 

Writing Prompt:

Using Percy's thoughts, words, and actions in this chapter, could he be described as a hero? 

  • Think about how he responds to challenges. 
  • Does he show any characteristics of a leader?

Due:

Lightning Thief Chapter 14

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.
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.

The Lightning Thief

Lesson 20

Chapter 14 - "I Become a Known Fugitive"

 

Writing

Summarize the battle between Percy and Echidna and Chimera.

 

Vocabulary

fugitive, n. a person who has escaped to avoid arrest

summons, n. the call by someone in authority to appear at a place or attend to a job 

 

Questions

What message does the woman in the water bring to Percy?

What does the woman tell Percy about his mother?

What does the woman tell Percy that encourages him?

Independent Reading pages 215-218 questions

What happened to the family that was in the Arch with Percy?

What does Percy learn from hearing the newspaper reporter?

 

Use 2 quotes from the chapter to describe Percy and how he is changing.

 

Check for Understanding - Quiz  Section 5

Due:

Lightning Thief Chapters 12 and 13

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

The Lightning Thief

Lesson 19

 

Chapter 12 - "We Get Advice from a Poodle"

Chapter 13 - "I Plunge to my Death"

 

Vocabulary:

pillaging, v.  to rob a place using violence

Chimera, n. a fire breathing female monster with a lion's head, a goat's body, and a serpent's tail

Echidna, n. half-woman, half-snake who was mother to many of the most famous monsters in Greek myths

 

 

Questions:

What revelation does Grover make about his and Annabeth's past?

Who appears in Percy's mysterious dream? What is surprising/scary about the dream?

Who is Gladiola? Why is she important?

 

What do you think Percy represents in each of the battles (Mrs. Dodds, Minotaur, Chimera/Echidna)?

Who wins the battles each time?

What does this show you about the theme?

What has Percy started to think about first in his battles?

What does this show you about the theme?

 

What were the main events of the 2 chapters? (Complete as a class on chart paper and then display after numbering in order.)

Due:

Lightning Thief Chapter 11

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

The Lightning Thief

Lesson 18 Describing Events in a Story

 

Chapter 11 - "We Visit a Garden Gnome Emporium" 

 

 

Vocabulary:

 

Emporium, n. A large retail store that sells a wide variety of goods

Caravan, n. a group of people traveling together

 

TURN AND TALK:
page 186

What do you think the meaning of impertinent is? Use context clues from p. 186-187

 

Writing:

Write a summary of Percy, Annabeth, and Grover's battle with Medusa

Due:

Lightning Thief Chapter 11

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

The Lightning Thief

Lesson 18 Describing Events in a Story

 

Chapter 11 - "We Visit a Garden Gnome Emporium" 

Vocabulary:

Emporium, n. A large retail store that sells a wide variety of goods

Caravan, n. a group of people traveling together

 

TURN AND TALK:
page 186

What do you think the meaning of impertinent is? Use context clues from p. 186-187

 

Writing:

Write a summary of Percy, Annabeth, and Grover's battle with Medusa

Due:

Lightning Thief Chapter 10

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.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

The Lightning Thief

Lesson 17 Taking Notes From Print and Digital Sources

 

Chapter 10 - "I Ruin a Perfectly Good Bus"

 

Students should complete Chapter 9 questions before reading Chapter 10.

 

Vocabulary:

 

drachma, n. the main silver coin of ancient Greece

hyperventilating, v. A condition in which you start to breathe unusually fast

It can lead to dizziness and fainting.

propaganda, n. the spreading of information to support a cause

The information may or may not be true.

Argus, n. a hundred-eyed giant who served the goddess, Hera

He slayed Echidna, the mother of all monsters.

 

 

Worksheet:

 

Students will document the magical items the trio take with them to start their quest 

 

Extension Task:

Students will continue researching information for their mythological figures project.

Due:

Lightning Thief Lesson 16 - Chapter 9 Quest

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.

The Lightning Thief

Lesson 16 - Defining the Quest in the Lightning Thief

 

Chapter 9 I Am Offered a Quest

Vocabulary:

crevice, n. a narrow opening, usually in a rock

grimaced, v. ugly twisted expression indicating pain or disgust

paranoid, adj. unreasonably anxious or thinking someone is out to get you

 

 

Questions:

Why is Percy unhappy when he gets placed in his own cabin?

How does Mr. D respond to finding out who Percy's father is?

What is the master bolt?

What upsets Percy about the Oracles's prophecies?

Who does Percy want to join him on the quest?

What are the prophecies from the Oracle?

 

 

Add information about the Oracle in the mythological creatures chart.

 

Trace Percy's quest. 

What is the stated purpose of Percy's quest?

What talent does Annabeth possess to aid on the quest?

Due:

Lightning Thief Lesson 15 - Chapter 8

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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
The Lightning Thief

Lesson 15 - Describing Characters and Continuing the Research Process

 

Chapter 8 We Capture a Flag

Vocabulary:

alliance, n. union where 2 groups (or more) help each other

pulverize, v. reduce to fine pieces, or to utterly defeat

maimed, v. wound or injure so that art of the body is permanently damaged

 

Character - Percy

Questions: 

What happens each time Percy is in water or near water?

What is revealed in this chapter? What does this mean for Percy?

 

Begin research on choice of mythological creature.

•Zeus

•Poseidon

•Hades •Hera •Hercules

 

•Minotaur •Dionysus •The Titans •Hermes

Athena

 

Students will review questions to answer for the research topic.

Students will highlight information from the provided literature.

Due:

Lightning Thief Lesson 14 Chapter 7 and Research

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

The Lightning Thief

Lesson 14 - Begin the Extension Task

 

Chapter 7 My Dinner Goes Up in Smoke

Vocabulary

  • seniority, n. a privileged position earned by reason of longer service or higher rank.
  • skeptically, adv. with doubt or hesitation
  • naiads, n. water nymphs

 

Describe Athena (Mythological Figure Graphic Organizer)

 

Extension Task:

 

Students will pick which mythical creature they will research for their extension task.

We will practice note-taking for the research project using a text about Ares. 

 

Students will be given focused questions to answer.

Due:

Lesson 14 Part 2 Continuing Research

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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
The Lightning Thief

Lesson14 Continuing the Research Process

Begin research on mythological creature.

satyr, minotaur, Chiron, Dionysus, Ares, Hermes, Zeus, Poseidon, Hades, Furies, Athena, the Oracle

 

Students will be given focused questions to answer.

  • What does your mythological creature/character control?
  • Describe the look of your character.
  • What is your character famous for?

Students will highlight information from the provided literature.

Due:

Lightning Thief Lesson 14

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
The Lightning Thief

Lesson 14 - Begin the Extension Task

 

Chapter 7 My Dinner Goes Up in Smoke

Vocabulary

  • seniority, n. a privileged position earned by reason of longer service or higher rank.
  • skeptically, adv. with doubt or hesitation
  • naiads, n. water nymphs

Describe Athena (Mythological Figure Graphic Organizer)

Extension Task:

Students will pick which mythical creature they will research for their extension task.

 

Character Spiral Review:

IXL H.1  IXL | Use actions and dialogue to understand characters | 4th grade language arts

IXL H.2 IXL | Compare and contrast characters | 4th grade language arts

Due:

Lightning Thief Lesson 13

4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
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

The Lightning Thief

Lesson 13

Chapter 6 I Become Supreme Lord of the Bathroom

Students will describe the character, Percy, using evidence from the text.

Vocabulary:

•lethal, adj. deadly or capable of causing death

•mausoleum, n. a large burial chamber that is usually above ground

Questions:

If Mrs. Dodds was one of the Furies, why is the name "Kindly One" an odd name to give her and other Furies?

TURN AND TALK

  • Before the initiation ceremony when Clarisse tells Annabeth to “stay out of it,” Percy thinks, “I really didn’t want her help. I was the new kid. I had to earn my own rep.” (p. 90)

•What does Percy mean by this?

•What does it say about his character? 

(Could this relate to the culminating writing task? Is this a turning point for change in Percy?)

 

Independent Reading (from where Percy's head is about to be shoved in toilet to end of chapter)

 

Why does Annabeth make this statement, "I'm thinking, that I want you on my team for capture the flag"?

  • What does this quote tell us about Percy at this point in the book?
  • What does it tell us about Annabeth's character?

Writing:

Is Percy a hero?  Use at least two pieces of evidence from the text to support your answer.

Due:

Lightning Thief Lesson 12

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

The Lightning Thief

 

Lesson 12 - Chapter 5 "I Play Pinochle with a Horse"

 

Students will use a graphic organizer to summarize the first 5 chapters of the text.

 

Vocabulary:

 

Pavilion, n. a light, usually open building used for shelter, concerts, exhibits

Amphitheater, n. an oval or round building with tiers of seats around a central open area, as those used in ancient Rome for gladiatorial contests •

Pseudonym, n. a fictitious name used by an author to conceal his or her identity

Metaphysical, adj. relating to what is real and why things exist

Pinochle, n. a card game with 2-4 players that uses 48-card deck

 

parasol, incinerates, obliterated (when used in text)

Questions:

After Percy says, “The Minotaur,” why does Grover start saying, “It isn’t a good idea.” (p. 59) (What do you think Grover is trying to say to him?)

TURN AND TALK

  • What do you think is special about the drink Grover gave to Percy?
  • Describe Mr. D's character.
  • How does Mr. D feel about Percy? How do you know?

Due:

Lightning Thief Lesson 11

LearnZillion Guidebooks

The Lightning Thief

Lesson 11 - The Lightning Thief

Connecting Text and Film The Battle with the Minotaur

 

 

Text:

The Lightning Thief

Text:

D'Aulaires' Book of Greek Myths pages 148-150

 

Discuss how Percy Jackson character is based on Theseus.

 

Students will complete a Venn Diagram comparing Percy's battle with the Minotaur to Theseus'.

 

Writing Prompt:

We have just read a myth about Theseus. Write an essay explaining how Theseus is a hero and how he undertakes (goes on) a quest. Be sure to explain the characteristics of a hero is and the definition of a quest in your essay.

Due:

Lightning Thief Chapter 2

4.FL.SC.6.d - Form and use prepositional phrases.
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

The Lightning Thief

Lesson 9 - The Lightning Thief Chapter 2

Three Old Ladies Knit Socks of Death

 

Students will describe the main characters of the Lightning Thief

 

Foundational Literacy Review

Prepositions and prepositional phrases

Students will work with partners to identify prepositional phrases on pages 25-26

 

 

Videos:

Prepositions by the Bazillions

https://s3.amazonaws.com/files.planbookedu.com/55/837255/Preposition by The Bazillions.mp4

 

Brainpop:

Prepositional Phrases

Prepositional Phrases - BrainPOP

 

Text:

The Lightning Thief'

 

Read Chapter 2

 

Questions:

 

  • Why does Percy think that the whole school is playing a trick on him? Is this a reasonable thing to believe? 
  • Percy is a bad student but studies for his Latin exam. What does this show you about Percy?
  • How does Percy learn that Grover and Mr. Brunner think he is in danger? Why doesn’t he tell them he knows?

TURN AND TALK

  • After the Latin test, what do you think Mr. Brunner was really trying to tell Percy?

 

  • What was Percy's reaction when Grover told him it was his (Grover's) job to protect him?
  • What unusual thing does Percy tell Grover that he saw? How does Grover react to this information?
  • How does Grover act when he and Percy are off the bus on the side of the road? Why do you think he acts this way?

 

TURN AND TALK

  • What do you think Grover meant when he said, "I don't want this to be like the last time." and "Always sixth grade. They never make it past sixth."

Due:

Lightning Thief Chapter 1

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

The Lightning Thief

Lesson 8 - The Lightning Thief Introduction

 

Foundational Literacy -subject verb agreement Practice Page 2.2 

 

Text

The Lightning Thief

 

Read Chapter 1

Complete the character chart for Chapter 1.

Who is the main character in Chapter 1?

Describe Percy Jackson based on his thoughts, actions, and words.

Complete the character evidence chart.

 

Questions

What is the meaning of immortal?

What does the term "half blood" mean?

What elements of mythology did you notice in Chapter 1?

Due:

Lightning Thief - Weaving Contest and Hercules

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 Unit

The Lightning Thief 

Lesson 6 - Determining a Theme in a Myth 

 

Foundational Literacy - review prefixes im- and in-

 

Text 

Heracles (Hercules)

Clip from "Hercules"

https://youtu.be/V-N58lgiAew

 

 

Questions

What did you notice in the movie that related specifically to the descriptions of characters or events in the written myth?

How did the film help you to better understand the events of the myth?

 

Writing

Write a paragraph comparing and contrasting the written and video version of the myth, "Hercules".

How is the story told?

How do the tasks differ? How are they the same?

 

https://youtu.be/k8muSkXjPHE 

 

Text 

"The Weaving Contest"

 

Add to the mythological figures chart (Minerva)

 

Questions

What makes "The Weaving Contest" a myth?

How does the ending passage of the myth help you understand the theme of the text?

What other details or evidence from the story support this theme?

Determine the theme of the myth, "The Weaving Contest".

 

Complete the Post Reading questions.

 

Writing

What is a theme of "The Weaving Contest"?  

Write a paragraph to answer the question.

Be sure to include the following: 

  • a topic sentence that states your claim
  • text examples, quotes, and evidence that support your claim
  • a concluding sentence that restates your claim

Due:

Lightning Thief - Hercules Film and 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.

Learnzillion Guidebooks

The Lightning Thief

Lesson 5

The Myth of Hercules - Connecting Text and Film

 

 

Foundational Literacy - Review (quotation marks and commas)

 

 

Text:

Hercules from D'Aulaires' Book of Greek Myths

 

Character Chart:

 

Hercules

Hera 

King Eurystheus

 

Questions:

Consider the definition of a quest as being a journey towards a goal.  Was Hercules on a quest? Why or Why not?  

 

 

What makes a hero? (Group Discussion)

 

Writing Prompt Whole Group to discuss green, yellow, blue, yellow, blue, red.

 

Write a paragraph answering the following question:

Is Hercules a Hero?

 

•Include a topic statement that states your claim

•At least two pieces of evidence from the text to support your claim

•A concluding statement that restates your topic statement in a different way

 

Text 

Heracles (Hercules)

Clip from "Hercules"

https://youtu.be/V-N58lgiAew

 

 

Questions

What did you notice in the movie that related specifically to the descriptions of characters or events in the written myth?

How did the film help you to better understand the events of the myth?

 

Writing

Write a paragraph comparing and contrasting the written and video version of the myth, "Hercules".

How is the story told?

How do the tasks differ? How are they the same?

Due:

Face in the Pool and Hercules - Lightning Thief Unit

4.W.TTP.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Learnzillion Guidebooks

The Lightning Thief

 

Foundational Literacy review

Group Work:

Look for and explain examples of figurative language in the story "The Face in the Pool".  (Similes, metaphors)

 

Mythological Figures Chart:

 

Narcissus

Echo

 

 

Writing Prompt:

 

Choose either Narcissus or Echo and write a paragraph describing their character:

 

•Describe at least two traits and use at least two pieces of evidence from the text to support your answer  

 

Lesson 3

The Myth of Hercules

 

Text:

Hercules from D'Aulaires' Book of Greek Myths

 

Character Chart:

 

Hercules

Hera 

King Eurystheus

 

Questions:

 

Consider the definition of a quest as being a journey towards a goal.  Was Hercules on a quest? Why or Why not?  

 

 

What makes a hero? (Group Discussion)

 

Writing Prompt:

 

Write a paragraph answering the following question:

Is Hercules a Hero?

 

•Include a topic statement that states your claim

•At least two pieces of evidence from the text to support your claim

•A concluding statement that restates your topic statement in a different way

Due:

Lightning Thief Face in the Pool Lesson 2

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.

Learnzillion Guidebooks

The Lightning Thief

 

Foundational LIteracy: Review -able and -ible suffixes Practice page 16.2

 

Lesson 2

An Introduction to Mythology Part II

 

Text :

The Face in the Pool from Favorite Greek Myths, by Mary Pope Osborne

 

Describe main characters

Identify similes/figurative language

Determine the Theme

 

Group Work:

Look for and explain examples of figurative language in the story.  (Similes, metaphors)

 

Mythological Figures Chart:

 

Narcissus

Echo

 

 

Writing Prompt:

 

Choose either Narcissus or Echo and write a paragraph describing their character:

 

•Describe at least two traits and use at least two pieces of evidence from the text to support your answer  

 

HINT: Examine the character’s thoughts, words, and actions to support your answer.wer

Due:

Lightning Thief - Face in the Pool

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

The Lightning Thief

 

Foundational Literacy: review to be verbs and modal auxiliary verbs Practice page 16.1

 

Lesson 1

An Introduction to Mythology Part I

 

Text:

The Face in the Pool from Favorite Greek Myths by Mary Pope Osborne

 

Students will summarize the story using a sequence graphic organizer

 

Questions:

What are the major events in the myth, "Face in the Pool?"

What does the word conceited mean?

 

Vocabulary:

 

•Nymph, n. In Greek and Roman mythology, a nymph is a nature spirit in the guise of a woman, inhabiting forests, fields, caves, mountains, lakes, and the sea

•Quench, v. to satisfy a need to drink by drinking liquid

•Desolate, adj. extremely sad and feeling alone

•Forlornly, adv. In a way that shows you are alone and unhappy

 

Writing Prompt: (Theme Spiral Review)

 

A theme is the life lesson or moral an author wants us to learn from a story

What is a theme from The Face in the Pool? Support your answer using evidence from the text.

Due:

Lightning Thief - Set the Context 3 Journey to the Underworld

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.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

The Lightning Thief

 

Foundational Literacy:  Modal Auxiliary Verbs Practice Pg. 14.2

 

Let's Set the Context Lessons 3

Settings in Greek Myths

Settings in Greek Myths | LearnZillion

 

Setting:

Students will Identify 3 settings in Greek Mythology

The Oracle of Delphi

The Underworld

Mount Olympus

 

Writing Prompt:

Why do people visit the Oracle of Delphi?

 

Reading:

"The Journey to the Underworld" from Favorite Greek Myths

Due:

Lightning Thief - Set the Context 1 and 2

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.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Learnzillion Guidebooks

The Lightning Thief

Let's Set the Context Lessons 1-2

 

Foundational Literacy Review - quotation marks in dialogue, prepositions

 

 

Lesson 1:

Religious Beliefs in Ancient Greece

 

Name the three special characteristics of a god or goddess.

Venn diagram to compare/contrast humans and gods

 

Learnzillion Video:

Religious Beliefs in Ancient Greece | LearnZillion

 

Lesson 2:

Characters in Greek Mythology

Characters in Greek Mythology | LearnZillion

 

What are the main differences between mortals and immortals?

What type of parents does a demigod have?

 

Vocabulary:

 

•Myth, n. a legendary or a traditional story that usually concerns an event or a hero. 

Typically, a myth involves historical events and supernatural beings

•Mythology, n. is a collection of myths or stories about a specific person, culture, religion

•Quest, n. a search or pursuit made in order to find or obtain something important

•Motif, n. a recurring subject, theme, or idea that reinforces the author's message

 

 

Text: The Golden Touch from Favorite Greek Myths by Mary Pope Osborne

 

WRITING PROMPT:

A theme is the life lesson or moral an author wants us to learn from a story. What is a theme from, The Golden Touch? Support your answer using evidence from the text.

Due:

Culminating Writing Final Day

4.W.TTP.3 - Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

Students will complete the CWT final draft.

 

 

IXL Challenge (Master as many D skills as possible)

Due:

Culminating Writing Task Day 2

4.W.TTP.3 - Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

Editing tasks

 

Culminating writing task: Write a narrative about a character who experiences a hurricane firsthand. 

Due:

Culminating Writing Task Day 1

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.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

Editing task review with commas and quotes using hurricanes text

 

Culminating Writing Task Packet

Culminating Writing Task:  Write a narrative about a character who has experienced a hurricane firsthand. 

Due:

I Survived HK Chapter 16 and 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 Focus: Commas and quotation marks (set off quotes)Commas also indicate a pause in reading. 

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 that 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:

Avalanche by Lauren Tarshis and I Survived Chapters 14-15

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.

 

Planning with 5th grade - September 2022 Storyworks Article by Lauren Tarshis "White Death" with questions and vocabulary

 

Students may also read other articles.

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 Chapters 14-15

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.

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:

Quiz and I Survived HK Chapter 13 writing

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.
4.RI.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

LearnZillion Guidebooks Unit

 

Quiz 

 

Text:  Hurricanes: Earth's Mightiest Storms, pages 38-41

 

 

Students will finish the writing from Chapter 13 of I Survived

 

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.

Due:

I Survived HK Chapter 16

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. 

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 that 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.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.

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:

Hurricanes Quiz

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.
4.RI.CS.5 - Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

LearnZillion Guidebooks Unit

 

Quiz 

 

This is a combination of questions from I Survived and Hurricanes: Earth's Mightiest Storms.

Due:

I Survived HK Chapter 12-13

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

 

Foundational Literacy Focus: commas, figurative language, word meaning

 

Text:

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

Chapters 11 (review) Chapters 12-13(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.

Due:

I Survived HK Chapter 11

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

 

Foundational Literacy Focus: commas review, word meaning, figurative language

Text:

I Survived Hurricane Katrina, 2005 by Lauren Tarshis (Chapters 9-11)

Review Chapters 9-10 

Chapters 11(read aloud) 

hoisted - v. raised or hauled up 

 

Question:

Why does Barry pause before letting Cruz off his leash?

 

Writing Prompt: How has Barry's opinion of Cruz changed from the beginning of the text to the end of Chapter 11?

Due:

Second Step Lesson 13

Managing Anxiety - Calm Down video with PowerPoint

Due:

I Survived HK Chapters 9-10 and Veterans Day

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 Unit

Hurricanes 

I Survived Hurricane Katrina, 2005

 

Foundational Literacy Focus: Identifying and Correcting Run-On Sentences 

Practice page 12.4 (daily grade)

 

Summarizing Review

 

Text:

I Survived Hurricane Katrina, 2005

Chapters 9-10

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:

What do you think happened to Abe and grandma?

 

Students should find at least 4 examples of figurative language in Chapters 9-10. 

 

Figurative Language Examples:

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 8

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
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 Unit

Hurricanes 

I Survived Hurricane Katrina, 2005

 

Foundational Literacy Focus: Run-On Sentences and fragments

 

 

Review Theme

 

 

Mini Lesson Summarizing

Do Short and Sweet Summaries page whole group

 

 Chapter 8 and write a summary of the chapter using the summary graphic organizer.

 

Students should answer questions 1-3.

Why is Akivo important to Barry?

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

What is the significance of the ax?

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: Review (word meaning)

 

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.

 

 

 

 

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 

 

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 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:Review (word meaning)

 

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.

 

 

 

 

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.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.

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.

Finish any work from Lesson 14-16 including writing a summary

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:

Lesson 15 and 16 Hurricanes

4.RI.KID.2 - Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.

Foundational literacy:  correcting run-ons and fragments

 

Guidebooks Lesson 15

 

Text:  Hurricanes: Earth's Mightiest Storms pages 7-17 "A Monster Storm"

 

Reread the text and summarize the information before the hurricane (pgs. 7-8 to last paragraph), during the hurricane (page 8 last paragraph to page 16) and after the hurricane (page 17).

 

Students will write a paragraph to summarize the information in the text. 

Students should have a green, 3 yellows with blues, and red.

Due:

Lesson 14 Hurricanes

4.FL.VA.7a.i - Use context as a clue to the meaning of a word or phrase.
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: Subject and Predicate, Parts of Speech

 

Guidebooks Hurricanes Lesson 14

 

Text: Hurricanes: Earth's Mightiest Storms by Patricia Lauber

"A Monster Storm" pages 7-17

Read the text (choral reading).  Stop at designated stopping points (Before the storm - page 8 before the last paragraph), (During the storm - Page 8 last paragraph to the bottom of page 16), (After the storm - page 17)

 

Focus Vocabulary - mooring, barrier beach, storm surge, breakwater

 

Students will use context clues to create a definition of each of those words and create an illustration to support.

Due:

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. 

Due:

Emotions Lesson 1 Hurricanes

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:  subject/predicate review

Guidebooks Unit Hurricanes 

Lesson 1 Identifying Emotions about Hurricanes (continued)

 

 

Text

 

Surviving Hurricanes: Children's True Stories by Elizabeth Raum pgs. 6-25

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. 

 

 

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

 

 

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

Due:

Hurricanes 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:  Syllable review with suffixes/prefixes, dialogue

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. 6-25

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. 

 

 

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

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.

Foundational Literacy:  prefix en-

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

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
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: Correcting Fragments and Run-Ons

 

Lesson 1 What is a Hurricane? - Questions

  • Draw a picture of what a hurricane looks like from space.
  • What three things have you learned about hurricanes?
  • What did you see and hear in the video that helps you to understand what it is like in a hurricane?

  

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:

The text states "Hurricanes are frightening."  Write an informational paragraph to support this statement.  Use at least 2 pieces of evidence from the text. Be sure to use all of the text features. 

Due:

Whipping Boy Chapters 19-20 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.
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: dialogue, run-on sentences, syllables

The Whipping Boy Chapter 19-20

End of Book Character Analysis

 

Questions:

  • Why is Jemmy angry with the prince after he runs off from the fair? How does the prince react to his anger?
  • How does this excerpt show a change in Prince Brat's and Jemmy's relationship since the beginning of the story?

 

Writing:

Make a list of events that occur in the final chapter of The Whipping Boy that show a change in Prince Brat's character.

 

Time Permitting:

Start Theme Lesson

 

Video

Brainpop Theme

Due:

Whipping Boy Chapters 17-18

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.
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: dialogue 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?

 

 

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. Choose at least 2 events and use text evidence to support your response. 

Due:

Whipping Boy Chapters 14, 15, 16

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.
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: prefix review, combining sentences

 

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. 

 

 Discussion: Describe 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.

Create an anchor chart for beginning and middle of the book about relationship and character traits.

 

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 Chapters 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:  syllables, combining sentences

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. 

 

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: Review dialogue and quotations

 

Read Chapters 10 and 11 in The Whipping Boy. 

 

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?

 

Block 1 - Read Chapters 8 and 9.

Due:

Whipping Boy Chapters 10 and 11

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
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.
4.FL.SC.6.g - Use commas and quotation marks to mark direct speech and quotations from a text.

 Foundational Literacy: Run-on sentences and Dialogue review

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:

Whipping Boy Chapter 9

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.
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.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.

Foundational Literacy Review - Run-on sentences

Read the section in Horrible, Miserable Middle Ages titled "Trenchers and Other Treats".

 

Describe how peasants acquired food in the Middle Ages.

 

Read Chapter 9 in The Whipping Boy.

 

Questions:

What does varmint mean as used in this text?

 

Using what you have learned about the difference between poor and rich people's lives in the Middle Ages, why would the Ruffians have wanted to capture the Prince in the first place? Use details from the text to explain your answer.

 

Describe Jemmy's plan to set Prince Brat free. Be sure to include examples from the text in your response. 

Due:

Whipping Boy Chapter 8

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
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

LESSON 24

The Whipping Boy

 

Foundational Literacy:  Run on sentences

 

 

*We are only working toward the part of the standard that relates to summarizing the text.

Mini - Lesson on Summarizing text

IXL S.1 https://www.ixl.com/ela/grade-4/summarize-a-story

Vocabulary: ransom 

 

Read Chapter 8 of The Whipping Boy. We will use post-it notes at various stopping points throughout the chapter to write what has happened and then use those notes to summarize the chapter. 

Sequence of events chart for Chapter 8 - this will be completed as a group/partnership.

 

Write a summary of Chapter 8. 

Due:

Whipping Boy Chapter 7

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.

Learnzillion Guidebooks

LESSON 23

The Whipping Boy

 

Foundational Literacy:  Commas and quotation marks in dialogue

Chapter 7 Being an Account of a great mix-up.

Questions:

  • How do Jemmy’s attitude and actions change after the outlaws think that he is the real Prince? Why?
  • How does Prince Brat react to Jemmy’s plan?
  • Describe the shift in power that occurred during Chapter 7.

Due:

Whipping Boy Chapter 6

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.

Learnzillion Guidebooks

LESSON 22

The Whipping Boy

Foundational Literacy: Quotation Marks and commas with dialogue

Read Aloud Chapter 6

Questions:  

  • What does the characters’ reactions to the bread and herring tell us about their characters?

  • Use a description from an excerpt to describe Cutwater’s character.

  • What do you learn about the prince when he cries out “Hands off--that’s mine!”?
  • How does Jemmy feel about the Prince? What words tell you how Jemmy feels?
  • Who is “his royal tadpole?”
  • What does Hold-Your-Nose Billy mean?

  • How did the author use descriptions of different food to help us better understand and describe the characters?

  • Why did finding the crown at the end of the chapter excite the two outlaws?

Due:

Whipping Boy Quiz #2

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.

Finish any lessons from the week 

The Whipping Boy Chapters 1-3

writing to describe Jemmy or Prince Brat

 

Quiz Section 3 Whipping Boy with added FL skills 

Due:

Whipping Boy Describing a Character (Ch. 1-3)

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 Review Questions with Subjects and Predicates

 

Brief review of Chapters 1-3

 

Character analysis of Jemmy and Prince Brat using evidence from the 3 chapters. Complete a chart.

 

Questions:

What has Prince Brat done that would help us describe him?

What has he said?

What do other characters think/say about him?

Do we know any of the prince's thoughts or feelings?

 

What has Jemmy done that would help us describe him?

What has he said?

What do other characters think/say about him?

Do we know any of Jemmy's thoughts or feelings?

 

Writing Prompt:

Write a paragraph describing either Prince Brat or Jemmy.

Choose 1 character trait that you think best describes the character.  Give at least 2 examples of evidence from the text that help to explain why that trait would describe the character.

https://www.youtube.com/watch?reload=9&v=Fevp032T2-w

Due:

Whipping Boy Figurative Language Chapter 1 & 2, Chapter 3

4.FL.VA.7b - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4.RI.CS.4 - Determine the meaning of words and phrases as they are used in a text relevant to a grade 4 topic or subject area, including figurative, connotative, and technical meanings.

Foundational Literacy:  Identifying Subjects and Predicates Practice Page 11.2

MIni Lesson: Idioms with review of similes and metaphors

 

https://www.bing.com/videos/search?adlt=strict&q=idioms+video+4th+grade&docid=608036170986425957&mid=857DEEC9DF57B9027E2C857DEEC9DF57B9027E2C&view=detail&FORM=VIRE

 

https://www.bing.com/videos/search?adlt=strict&q=video+about+similes+and+metaphor&docid=608035818796943384&mid=3E7E4D30226A973B39843E7E4D30226A973B3984&view=detail&FORM=VIRE

 

 

Use Chapter 1 and Chapter 2 of The Whipping Boy.  Chapter 1 will be done whole group.  Chapter 2 will be done with partners.

 

Read Chapter 3 of The Whipping Boy and complete the supporting questions and prompts in student folder.

 

Vocabulary:

protested - (v.) argued against

astonishment (n.) state of surprise/shock

gallows - (n.) a structure where criminals were hanged

 

Questions:

Based on what we've read, why might the prince not have friends?

Why is the whipping boy so surprised that Prince Brat wants to run away?

How does Jemmy try to convince the prince to stay?

What evidence from the text shows that Prince Brat is afraid of the dark even though he denies it?

How do the details help you understand Jemmy's and the prince's roles in the feudal society?

 

Writing Prompt:

Reread pages 6-8. This is the second time that Prince Brat refers to Jemmy as Jemmy from the streets. what does this tell us about the relationship between Jemmy and the prince?

Due:

Whipping Boy Chapter 2

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
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: Identifying Subjects and Predicates Pg. 19-20 of Foundational Literacy book.

Students will present PowerPoints for Middle Ages topic.

 

Vocabulary for Ch. 2 

thrashing - (v.) hit something repeatedly

obliged - (v.) legally or morally bound to an action or to be grateful

reckoned - (v.) conclude after thinking through or figuring out

 

Read Chapter 2 and complete all supporting folder work (questions, context clues).

Use context clues to determine the meaning of contrary and spite.

 

Questions to be answered:

How does the prince view education? What evidence do you have to support this answer?

 

Why is the prince angry after Jemmy is whipped?

 

Why does the prince go back on his word to send Jemmy back to the streets?

 

Describe the relationship between Prince Brat and Jemmy at this point in the story.

 

Describe Prince Brat's character.

Describe Jemmy's character.

Due:

Whipping Boy Chapter 3

4.FL.VA.7b - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4.RI.CS.4 - Determine the meaning of words and phrases as they are used in a text relevant to a grade 4 topic or subject area, including figurative, connotative, and technical meanings.

Foundational Literacy:  Review (2 questions) 

 

MIni Lesson: Idioms with review of similes and metaphors

 

https://www.bing.com/videos/search?adlt=strict&q=idioms+video+4th+grade&docid=608036170986425957&mid=857DEEC9DF57B9027E2C857DEEC9DF57B9027E2C&view=detail&FORM=VIRE

 

https://www.bing.com/videos/search?adlt=strict&q=video+about+similes+and+metaphor&docid=608035818796943384&mid=3E7E4D30226A973B39843E7E4D30226A973B3984&view=detail&FORM=VIRE

 

 

Use Chapter 1 and Chapter 2 of The Whipping Boy.  Chapter 1 will be done whole group.  Chapter 2 will be done with partners.

 

Read Chapter 3 of The Whipping Boy and complete the supporting questions and prompts in student folder.

 

Vocabulary:

protested - (v.) argued against

astonishment (n.) state of surprise/shock

gallows - (n.) a structure where criminals were hanged

 

Questions:

Based on what we've read, why might the prince not have friends?

Why is the whipping boy so surprised that Prince Brat wants to run away?

How does Jemmy try to convince the prince to stay?

What evidence from the text shows that Prince Brat is afraid of the dark even though he denies it?

How do the details help you understand Jemmy's and the prince's roles in the feudal society?

 

Writing Prompt:

Reread pages 6-8. This is the second time that Prince Brat refers to Jemmy as Jemmy from the streets. what does this tell us about the relationship between Jemmy and the prince?

Due:

Whipping Boy Chapter 2

4.FL.F.5.c - Use context to confirm or self-correct word recognition and understanding of words; reread as necessary.
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: Prefix en-

  • use FL book pg. 17
  • Activity page 9.3 change #2 and #3

 

Students will finish presenting PowerPoints for Middle Ages topic

 

Vocabulary for Ch. 2 

thrashing - (v.) hit something repeatedly

obliged - (v.) legally or morally bound to an action or to be grateful

reckoned - (v.) conclude after thinking through or figuring out

 

Read Chapter 2 and complete all supporting folder work (questions, context clues).

Use context clues to determine the meaning of contrary and spite.

 

Questions to be answered:

How does the prince view education? What evidence do you have to support this answer?

 

Why is the prince angry after Jemmy is whipped?

 

Why does the prince go back on his word to send Jemmy back to the streets?

 

Describe the relationship between Prince Brat and Jemmy at this point in the story.

 

Describe Prince Brat's character.

Describe Jemmy's character.

Due:

Whipping Boy Chapter 1

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.7a.i - Use context as a clue to the meaning of a word or phrase.

 

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

 

If needed, students will finish up the PowerPoint.

 

Students will be presenting their PowerPoint.

 

Peer Feedback Discussion will take place using the form as a guide. 

 

Quick review of learned Middle Ages information.

LearnZillion Guidebooks

The Whipping Boy 

Lesson 12 - Chapter 1 

Read Chapter 1 of The Whipping Boy. Discuss the opening scene (setting, Prince Brat's character). Review using context clues to determine the meaning of unknown vocabulary.

Vocabulary:

  • Onomatopoeia, n. when words mimic the sounds of things such as boom, bang, creak. °Onomatopoeia is a type of figurative language that this author will use throughout this book. °
  • Exasperation, n. the feeling of being annoyed, especially because you can do nothing to solve a problem ± ±
  • Contrite, adj. feeling very sorry and guilty for something you have done ± ±
  • Orphan, n. a child who has no parents
  • Cackle
  • Defiantly

 

Writing Prompt:

Describe how Jemmy feels about Prince Brat threatening to send him back to the streets.

Due:

Whipping Boy Extension Task Day 2

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

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 Extension Task - Brief Research Project (Middle Ages)

Lesson 8-11

The checklist and rubric for the presentation will be reviewed.

Students will continue recording facts and information on index cards. These will be used to create a PowerPoint.

 

*Demonstrate how to use PowerPoint.*

 

Students will be creating PowerPoints.

Due:

Day 1 research

4.W.RBPK.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Foundational Literacy focus: Verbs and Adverbs

  • Chart paper activity and mini lesson as found on pages 9-12 in Foundational Literacy book. 

 

Guidebooks Extension Task - Brief Research Project (Middle Ages)

Lesson 7

 

 

The checklist and rubric for the presentation will be given and discussed.

 

Students will be assigned a topic to research and will create 2 questions to answer to guide the research.  Students will also provide 2 other pieces of information about the topic.

 

Students will begin recording facts and information on index cards. These will be used to create a PowerPoint.

Due:

Middle Ages Quiz #1

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

Middle Ages Quiz #1

(Middle Ages background, Literature text about becoming a knight)

Due:

Knights and Castles Chapter 4

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.
4.W.TTP.2 - Write informative/explanatory texts to examine a topic and convey ideas and information.

Foundational Literacy: Review un- and non- 

Practice page 4.5

 

Guidebooks Unit 1 Lesson 6

The Whipping Boy

Castles of the Middle Ages 

 

Read Ch. 4 of Magic Tree House: Knights and Castles 

 

Writing Prompt:

Based upon what you have read about castle life, write a paragraph to explain what a day in the life of a lord or lady who lived in a castle might be like.

Due:

medieval feast

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.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.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: Prefixes un- and non-

Review

 

Guidebooks Unit 1 Lesson 5

The Whipping Boy

A Medieval Feast (background info)

 

Vocabulary

embroidered

provisions

prepared 

feast 

 

Medieval Feast to-do list (Guidebooks Student workbook)

 

Writing 

What do you think were the most interesting facts about a medieval feast? Be sure to tell about at least 2 odd/interesting/unusual facts about the feast.

Be sure to include details from the text, illustrations, and captions to support your answer.

*Students should utilize the flipping the prompt strategy as well as citing text evidence. 

Due:

Integrating texts

4.RI.IKI.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Foundational Literacy: 

 

Prefixes un- and non-

Practice Page 2.5

Guidebook Unit 1 Lesson 4

The Whipping Boy

Integrate information from 2 texts

 

Review Main Idea of a text

 

Review information from Knights and Castles Chapter 1 and "The Middle Ages" article.

 

Complete graphic organizer of the government system during the Middle Ages.

 

Write in response to the prompt - (1 paragraph)

 

Explain how the feudal system helped to maintain order during the Middle Ages. Provide at least 2 examples from the texts to show how the feudal system helped to maintain order during the Middle Ages. 

Due:

Main Idea and annotating

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: 

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.

Guidebooks Unit 1 Lesson 3

The Whipping Boy

Annotating to find the Main Idea

Main Idea

 

"The Middle Ages" article from Louisiana Dept. of Ed. to practice annotating text to find the main idea.

Due:

Whipping Boy Lesson 5

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.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.

Prefixes un- and non-

Practice Page 2.5

 

Guidebooks Unit 1 Lesson 5

The Whipping Boy

A Medieval Feast (background info)

 

Vocabulary

embroidered

provisions

prepared 

feast 

 

Medieval Feast to-do list (Guidebooks Student workbook)

 

Writing 

Write a paragraph explaining what it means when the author says, “It was like a feast fit for a king”.

Be sure to include details from the text, illustrations, and captions to explain your answer.

*Students should utilize the flipping the prompt strategy as well as citing text evidence. 

Due:

Whipping Boy Lesson 4

4.RI.IKI.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Foundational Literacy: 

 

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.

 

Guidebook Unit 1 Lesson 4

The Whipping Boy

Integrate information from 2 texts

 

Review Main Idea of a text

 

Review information from Knights and Castles Chapter 1 and "The Middle Ages" article.

 

Complete graphic organizer of the government system during the Middle Ages.

 

Write in response to the prompt - (1 paragraph)

Explain how the feudal system helped to maintain order during the Middle Ages. Provide at least 2 examples from the texts to show how the feudal system helped to maintain order during the Middle Ages.  

 

Due:

Whipping Boy Lesson 3

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: Nouns and Adjectives Review with Practice page 4.4 as a grade

 

Guidebooks Unit 1 Lesson 3

The Whipping Boy

Annotating to find the Main Idea

 

Quick Review of Context Clues

 

Main Idea Mini Lesson 

 

Readworks article "A Serf and His Turf" to teach finding the main idea.

 

"The Middle Ages" article from Louisiana Dept. of Ed. to practice  annotating text to find the main idea.

Due:

Whipping Boy Lesson 2

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.

 

Nouns and Adjectives Review

FL Practice Page 2.4

 

Guidebooks Unit 

The Whipping Boy Lesson 2 

Understanding Unit Vocabulary

 

MINI LESSON:

 

context clues with unit vocabulary

 

Vocabulary: noble, allegiance, cackle, kingdom, medieval 

Knights and Castles Chapter 1 reread for determining the meaning of vocabulary using context clues

What was the benefit of the Feudal system to the King?

What was life like for the majority of people under the feudal system?

List three different jobs women performed during the Middle Ages.

 

  

Reading:

Re-read Knights and Castles Chapter 1

Life in the Middle Ages article

Due:

Whipping Boy Lesson 1

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.
4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.

 

Nouns and Adjectives review (What are they? Examples)

 

Guidebooks Unit 1

The Whipping Boy Lesson 1 Life in the Middle Ages

 

Vocabulary: fiction, nonfiction, king, defy, obey

 

Knights and Castles Chapter 1 with stops for discussion

 

Complete the Distance Learning page for the day.

Questions: 

When were the Middle Ages?

What were 3 things that happened during the Middle Ages?

What were the different roles of people who lived during the Middle Ages? 

  

Writing: 

Review flipping the prompt using the 8 questions from the scoot of Friday.

 

Write to explain how peasants lived in the time of the Middle Ages.  Be sure to use evidence from The Horrible, Miserable Middle Ages to support your answer. 

Due:

The Whipping Boy Set the Context Lesson 3 and Flipping the Prompt

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
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.
4.FL.SC.6.f - Use correct capitalization.

Foundational Literacy: Nouns and Adjectives Review Practice Page 2.4

Guidebooks Unit 1 The Whipping Boy Set the Context Lesson 3

Vocabulary: language, interpret

Video of Middle Ages language (information with pausing points for discussion and for students to record information in the student workbook)

Review "What is the role of a whipping boy?"   

Practice: Flipping the prompt to answer the question

Text:  The Horrible, Miserable Middle Ages

 

Due:

Whipping Boy Set the Context Lesson 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.
4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.

Guidebooks Unit 1The Whipping Boy Set the Context Lesson 2

Foundational Literacy:  Sentences, fragments, subject, and predicate

Vocabulary: punish, noble, society

Text:  The Horrible, Miserable Middle Ages

Video of Middle Ages class systems (information with pausing points for discussion and for students to record information in the student workbook) 

Writing:  Describe what life would have been like for peasants during the time of the Middle Ages.  

Use evidence from the text to support your answer. 

Due:

Growth Mindset Completion and Whipping Boy - Set the Context Lesson 1

4.FL.SC.6.e - Produce complete sentences; recognize and correct inappropriate fragments and run- ons.
4.W.TTP.3 - Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.
 

Sentence and Sentence Fragment Review with practice

Read Salt in His Shoes

Writing Activity: Write about a time you had a challenge or hard task to do. How did you overcome that challenge?

Learnzillion Guidebooks

The Whipping Boy Unit Let's Set the Context 

Lesson 1: The Middle Ages

Students will be given a few minutes to look through the book, The Miserable Horrible Middle Ages.  Students will look for information they may already be familiar with, and document questions generated from the text. 

Questions:

When were the Middle Ages?

How was life in the Middle Ages different than life in modern times?

Students will learn how life in the Middle Ages differed today by examining:

  • Hygiene
  • Education
  • Dining
  • Clothing

Writing Prompt:

How was life in the Middle Ages different from our lives today? Give at least one example we have discussed in today's lesson.

Text: 

The Horrible, Miserable Middle Ages by Kathy Allen

Videos:

The Middle Ages. From Louisiana Department of Education:  

The Middle Ages | IL Classroom

Sentence Fragments. From Brainpop:

Sentence Fragments - BrainPOP

Vocabulary:

•Monarchy, n. A monarchy is a form of government in which a person, the monarch, is head of state for life or until abdication.

•Hygiene, n. Hygiene is the practice of keeping yourself and your surroundings clean, especially in order to prevent illness or the spread of diseases.

•Peasant, n. A peasant is a poor person of low social status who works on the land; used to refer to people who live in countries where farming is still a common way of life.