ALTOONA AREA SCHOOL DISTRICT

4TH GRADE UNIT LESSON PLAN

Teacher Name ______Chapters : 8 - 17 & 18-20 Subject Literature Circle Unit: HOLES

[Based on a 90 minute block.]

**See Chapter Summary Notes and flipcharts found on http://www.aasdlitcircles.wikispaces.com/Holes

DAY 6

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DAY 7

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DAY 8

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DAY 9

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DAY 10

Objective: TLW
-use listening skills to accurately interpret text read aloud chapter 8
-read the assigned chapters 9-11 from Holes
- complete their assigned role for literature discussion
-pronounce and understand section 2 vocabulary / Objective: TLW
- read the assigned chapters 12-14 from Holes
- complete their assigned role for literature discussion
-investigate a future career / Objective: TLW
- read the assigned chapters 15-17 from Holes
- complete their assigned role for literature discussion / Objective: TLW
-demonstrate an understanding of chapters 8-17
-research inventions and their creators
-design an original invention / Objective: TLW
-use listening skills to accurately interpret text read aloud chapter 18
- read the assigned chapters 19-20 from Holes
- complete their assigned role for literature discussion
-pronounce and understand section 3 vocabulary
-critique illiteracy in America
PA CC Standard:
CC.1.5.4.B- Listening
CC.1.3.4.K- Read & comprehend
fiction independently
CC.1.5.4.A- Collaborative discussion
CC.1.4.4.X- Range of Writing / PA CC Standard:
CC.1.4.4.V- Short research project
CC.1.3.4.K- Read & comprehend
fiction independently
CC.1.5.4.A- Collaborative discussion
CC.1.4.4.X- Range of Writing / PA CC Standard:
CC. 1.3.4.I- Multi. Meaning
CC.1.3.4.K- Read & comprehend
fiction independently
CC.1.5.4.A- Collaborative discussion
CC.1.4.4.X- Range of Writing / PA CC Standard:
CC.1.3.4.B Key Details
CC.1.5.4.A- Collaborative discussion / PA CC Standard:
CC.1.5.4.B- Listening
CC.1.3.4.A -Theme
CC.1.3.4.K- Read & comprehend
fiction independently
CC.1.5.4.A- Collaborative discussion
CC.1.4.4.X- Range of Writing
Materials:
novels, role sheets, vocab. Flipchart, character map, novel guide / Materials:
novels, role sheets, vocab. Flipchart, character map, novel guide, Internet / Materials:
novels, role sheets, novel guide, chart paper / Materials:
novels, Chapter 8-17 Quiz, character analysis sheets,
research materials (laptop), “Inventions & Their Creator” p.17 / Materials:
novels, role sheets, vocab. Flipchart, character map, novel guide
Anticipatory Set:
With a partner, create a KWL Chart of facts about lizards. Share with class. / Anticipatory Set:
PDN: Write at least 5 lines. Have you ever helped someone in the garden or outside digging. Compare how your body felt to Stanley ‘s body after a day of digging, / Anticipatory Set:
Share predictions from previous day. / Anticipatory Set:
Have student participate in a “Scoot Review” using multiple choice task cards (chapter 11-15) to review for quiz. Follow up with discuss. / Anticipatory Set:
Chalk Talk: Why is being able to read important?
Procedures:
1. Display and discuss vocabulary from Section 2 teacher's novel guide (pg. 8)
See flipchart. - Use to best fit class needs.
2. Students listen to teacher read aloud Chapter 8 to be able to draw the lizards in their natural surroundings afterwards. Share to find
common characteristics.
3. Students will independently read Chapters 9-11 of Holes.
4. After reading, students will work on their assigned literature
circle role.
If students finish early, they can work on a fact finding mission about a desert environment or lizards.
5. Students will participate in
literature discussion. / Procedures:
1. Set purpose: Read to find out what interesting object Stanley finds in his hole.
2. Students will independently read Chapters 12-14 of Holes.
3. After reading, students will
work on their assigned
literature circle role.
4. If students finish early, they can work on an extension activity project. (See extension activity list).
5. Students will participate in
literature discussion.
6. Reread part of Chapter 12 where Mr. Pendanski talks to the boys about their future plans. Have the students start to think about their future.
7. Distribute “Your Future Plans”
from teachers novel tie (pg. 19). Have students complete with a partner. May require technology for research. / Procedures:
1. Set purpose: How has the atmosphere changed at camp since the discovery of the golden tube. Discover the meaning of atmosphere.
2 Students will independently read Chapter 15-17 of Holes.
3. After reading, students will
work on their assigned
literature circle role.
4. If students finish early, they can work on an extension activity project. (See extension activity list).
5. Students will participate in
literature discussion. Point out the mood/atmosphere of the camp.
6. Using the word “atmosphere” discuss how a word can have multiple meanings.
7. Have students use Chapters 15-17 to discover more multiple meaning words. / Procedures:
1. Students independently do Chapters 8-17 “Quiz Time”
[See novel guide page 15]
Collect and Grade
2. Discuss Stanley’s father being an inventor and the word inventions .
3. Distribute “Inventions and Their Creators” [See novel guide page 17]
4. Using laptops or other research materials, students work in partners to learn about inventions and creators.
5. Students create their own inventions using poster paper (See poster outline) / Procedures:
1. Display and discuss vocabulary from Section 3 teacher's novel guide (pg. 8)
See flipchart. - Use to best fit class needs.
2. Students listen to teacher read aloud Chapter 18 to be able to discuss how reading plays a part in the story.
3. Students will independently read Chapters 19-20 of Holes.
4. After reading, students will
work on their assigned
literature circle role.
If students finish early, they can work on an extension activity project. (See extension activity list).
5. Students will participate in
literature discussion.
6. Teacher distributes “Illiteracy in America” [See novel guide page 24]
7. Teacher leads discussion on illiteracy using activity sheet.
8. In groups, students discuss questions 1-6.
9. Distribute chart paper and assign one question to each group to print on paper & write response.
Closing:
Have students predict what will Stanley do to make Group D accept him. / Closing:
Partner Talk- Why would Stanley want X-ray to get the credit for finding the gold tube? / Closing:
Create a multiple meaning word list on chart paper. / Closing:
Share out invention’s posters / Closing:
Do a “Graffiti Walk” of responses on illteracy
Optional Activities:
-Extension Activities for Holes / Optional Activities
-Extension Activities for Holes / Optional Activities:
-Extension Activities for Holes / Optional Activities:
-Students actually create a 3D model of invention / Optional Activities:
- Students complete Nickname Trading Card Activity
Evaluation:
-90% Listen skills
-Lizard drawings show accurate details of the setting
- Completion of literature discussion role / Evaluation:
-90% accuracy on Future Plans activity
- Completion of literature discussion role / Evaluation:
- 90% accuracy on multiple meaning word list
- Completion of literature discussion role / Evaluation:
-90% accuracy on comprehension chapter 8-17 quiz
-Completion of invention activity / Evaluation:
-90% Listen skills
-Completion of Illiteracy discussion questions
- Completion of literature discussion role