Unit Theme: 4.7 Exploring Story Elements, Organization, and Setting Through Narratives

Unit Theme: _4.7 Exploring Story Elements, Organization, and Setting through Narratives __ Week: #: 1 _

Teacher: Subject: English Grade: ______4______Date: From ______to ______20__

Desired Result /
Enduring Understanding
Example: Students will understand that ...
EU1. Making connections to what we read helps us understand who we are.
EU2. There are “rules” for good storytelling.
EU3. Setting can change the mood of a story.
EU4. Stories often teach important lessons. /
Assessment Evidence /
Summative Evaluation (Performance Task) 1. Analyzing setting
(unit projects, exams, etc.) 2. Sequencing and Story Organization
3. Writing my own Fairy Tale /
Learning Plan /
Suggested Learning Activities: /
Week #1 / Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Language / Language / Language / Reading / Reading
Expectations / 4.LA.1d / 4.LA.1k / 4.LA.1k / 4.R.3L / 4.R.6L
Academic Strategy
Objective / At the end of the lesson, the student will use multiple adjectives to describe one noun. / At the end of the lesson, the student will use comparative adjectives to describe nouns. / At the end of the lesson, the student will use comparative adjectives to describe nouns. / Through a character map the student will use adjectives to describe a main character. / After reading a fairy tale, the student will make a self-to-text connection.
Initial Activities / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review
Development Activities / The teacher provides explicit instruction about adjectives, particularly about how to use multiple adjectives to describe one noun. / The teacher provides explicit instruction about adjectives particularly about how to use adjectives to compare one thing to another (i.e., character X has long, black hair (not black long hair) and is the smartest ( girl in school). / The teacher guides and oral discussion for students to explain how to use comparative adjectives.
The students play an online game about comparative adjectives. / The teacher models how to create a web organizer to describe the main character in a fairy tale, working together with the class and emphasizing the use of descriptive and specific adjectives. Then, the student completes his/her own web organizer about a main character in another fairy tale (see attachment: 4.7 Graphic Organizer – Character Map). / The student makes text-to-self connections relating him/herself to a fairy tale character, both orally and in writing.
Closing Activities / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary
Formative Assessment – Other evidence
Materials
Homework
Differentiated Instruction Strategies
___ Special Education ___ LSP/LEP
___ Section 504 ___ Gifted
Teacher Reflection

Unit Theme: _4.7 Exploring Story Elements, Organization, and Setting through Narratives __ Week: #: 2 _

Teacher: Subject: English Grade: ______4______Date: From ______to ______20__

Desired Result /
Enduring Understanding
Example: Students will understand that ...
EU1. Making connections to what we read helps us understand who we are.
EU2. There are “rules” for good storytelling.
EU3. Setting can change the mood of a story.
EU4. Stories often teach important lessons. /
Assessment Evidence /
Summative Evaluation (Performance Task) 1. Analyzing setting
(unit projects, exams, etc.) 2. Sequencing and Story Organization
3. Writing my own Fairy Tale /
Learning Plan /
Suggested Learning Activities: /
Week #2
Standards / Reading / Reading / Writing / Writing / Reading
Expectations / 4.R.3L / 4.R.9L / 4.W.7 / 4.W.7 / 4.R.9L
Academic Strategy
Objective / By creating a Facebook page, the student will describe a character. / After reading a fairy tale the student will compare and contrast two character from the story. / After reading a fairy tale the student will find evidence to analyze a character from the story. / After analyzing a character the student will write a paragraph to describe him / her. / After reading two fairy tales the student will compare and contrast the two settings.
Initial Activities / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review
Development Activities / The student creates a Facebook page of the main character from a story (see attachment: 4.7 Learning Activity – Facebook Page). / The student compares and contrasts characters from fairy tales using a graphic organizer (see attachment: 4.7 Graphic Organizer – Venn Diagram or 4.7 Graphic Organizer – Compare and Contrast). / The student analyzes a character by finding textual evidence that helps describe that character (see attachment: 4.7 Graphic Organizer – Finding Evidence). / The student analyzes a character by finding textual evidence that helps describe that character (see attachment: 4.7 Graphic Organizer – Finding Evidence). / The teacher reads students two fairy tales from different cultures that have different settings. After reading, the teacher models how to compare and contrast the two stories based on the setting (see attachment: 4.7 Graphic Organizer – Venn Diagram or 4.7 Graphic Organizer – Compare and Contrast).
Closing Activities / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary
Formative Assessment – Other evidence
Materials
Homework
Differentiated Instruction Strategies
___ Special Education ___ LSP/LEP
___ Section 504 ___ Gifted
Teacher Reflection

Unit Theme: _4.7 Exploring Story Elements, Organization, and Setting through Narratives __ Week: #: 3 _

Teacher: Subject: English Grade: ______4______Date: From ______to ______20__

Desired Result /
Enduring Understanding
Example: Students will understand that ...
EU1. Making connections to what we read helps us understand who we are.
EU2. There are “rules” for good storytelling.
EU3. Setting can change the mood of a story.
EU4. Stories often teach important lessons. /
Assessment Evidence /
Summative Evaluation (Performance Task) 1. Analyzing setting
(unit projects, exams, etc.) 2. Sequencing and Story Organization
3. Writing my own Fairy Tale /
Learning Plan /
Suggested Learning Activities: /
Week #3
Standards / Reading / Reading and Writing / Reading and Writing / Reading and Writing / Reading
Expectations / 4.R.7L / 4.R.9L / 4.W.4 / 4.R.9L / 4.W.4 / 4.R.9L / 4.W.4 / 4.R.9L
Academic Strategy
Objective / After reading a fairy tale, the student will illustrate and describe the setting. / After reading two versions of the same fairy tale, the student will compare and contrast the two settings. / After reading two versions of the same fairy tale the student will compare and contrast the two settings. / After reading two versions of the same fairy tale the student will compare and contrast the two settings. / Using a Venn Diagram the student will compare and contrast two different types of texts.
Initial Activities / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review
Development Activities / The student illustrates and describes the setting of a story he/she reads. / After reading two versions of the Cinderella fairy tale, the student compares and contrasts the two settings in each story, both in a written paragraph and through illustration. / After reading two versions of the Cinderella fairy tale, the student compares and contrasts the two settings in each story, both in a written paragraph and through illustration. / After reading two versions of the Cinderella fairy tale, the student compares and contrasts the two settings in each story, both in a written paragraph and through illustration. / The student compares and contrasts two different types of texts (i.e., a narrative text and an informational text with an expository structure) using a Venn diagram (see attachment: 4.7 Graphic Organizer – Venn Diagram) to introduce and emphasize the structure of a narrative text having a beginning, middle and end to the story.
Closing Activities / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary
Formative Assessment – Other evidence / Performance Task: Analyzing setting / Performance Task: Analyzing setting / Performance Task: Analyzing setting
Materials
Homework
Differentiated Instruction Strategies
___ Special Education ___ LSP/LEP
___ Section 504 ___ Gifted
Teacher Reflection

Unit Theme: _4.7 Exploring Story Elements, Organization, and Setting through Narratives __ Week: #: 4 _

Teacher: Subject: English Grade: ______4______Date: From ______to ______20__

Desired Result /
Enduring Understanding
Example: Students will understand that ...
EU1. Making connections to what we read helps us understand who we are.
EU2. There are “rules” for good storytelling.
EU3. Setting can change the mood of a story.
EU4. Stories often teach important lessons. /
Assessment Evidence /
Summative Evaluation (Performance Task) 1. Analyzing setting
(unit projects, exams, etc.) 2. Sequencing and Story Organization
3. Writing my own Fairy Tale /
Learning Plan /
Suggested Learning Activities: /
Week #4
Standards / Speaking / Reading / Reading / Reading / Reading and Writing
Expectations / 4.S.3 / 4.R.2L / 4.R.2L / 4.R.2L / 4.R.7L / 4.W.3
Academic Strategy
Objective / After reading a narrative the student will identify story elements. / After reading a fairy tale, the student will sequence the events using a sequence chart. / After reading a fairy tale, the student will sequence the events using a sequence chart. / After an explanation on how an author organizes a story, the student will organize a story. / Given a picture the student will write a short story based on it.
Initial Activities / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review
Development Activities / The teacher reads a story to the class and models how to identify story elements within the narrative.
The students read a narrative and identify setting, plot, problem, solution, and resolution. / The student sequences the main events of Cinderella by completing a sequence chart to retell the story. Then, the student shares his/her chart with a partner and presents to the class. / The student sequences the main events of Cinderella by completing a sequence chart to retell the story. Then, the student shares his/her chart with a partner and presents to the class. / The teacher reads a fairy tale aloud, highlighting and emphasizing how the author organizes and writes the story.
The teacher prints a paper version of a fairy tale and cuts it up into strips. The student pieces the story back together in the correct order, the correct way that it was written (http://www.eastoftheweb.com/short-stories/Collections/ClasFair.shtml). / The student writes a story using a picture that is provided as the setting to his/her story.
Closing Activities / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary
Formative Assessment – Other evidence / Performance Task: Sequence and Story Organization / Performance Task: Sequence and Story Organization
Materials
Homework
Differentiated Instruction Strategies
___ Special Education ___ LSP/LEP
___ Section 504 ___ Gifted
Teacher Reflection

Unit Theme: _4.7 Exploring Story Elements, Organization, and Setting through Narratives __ Week: #: 5 _

Teacher: Subject: English Grade: ______4______Date: From ______to ______20__

Desired Result /
Enduring Understanding
Example: Students will understand that ...
EU1. Making connections to what we read helps us understand who we are.
EU2. There are “rules” for good storytelling.
EU3. Setting can change the mood of a story.
EU4. Stories often teach important lessons. /
Assessment Evidence /
Summative Evaluation (Performance Task) 1. Analyzing setting
(unit projects, exams, etc.) 2. Sequencing and Story Organization
3. Writing my own Fairy Tale /
Learning Plan /
Suggested Learning Activities: /
Week #5
Standards / Language / Language / Language / Reading / Language and Writing
Expectations / 4.LA.1b / 4.LA.1b / 4.LA.1b / 4.R.3L / 4.LA.2b / 4.W.3
Academic Strategy
Objective / At the end of the lesson, the student will use past progressive tense correctly. / At the end of the lesson, the student will use past progressive tense correctly. / At the end of the lesson, the student will use past progressive tense correctly. / At the end of the lesson the student will correctly use vocabulary related to thoughts and feelings. / After reading the story Cinderella, the student will write their own version of the story using commas and quotation marks correctly.
Initial Activities / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review / __ Greetings/Routine
__ Homework discussion
__ Lesson preview
__ Topic introduction / review
Development Activities / The teacher models the structure of the progressive tense, explaining that it can be used in the past, present, or future (i.e., I was/am/will be _____ing), but in narrative texts the past progressive is often used.
The student practices changing verbs in the simple past to verbs in the past progressive to incorporate into his/her fairy tale (i.e., the princess walked down the hill and saw a gigantic dragon could be changed to the princess was walking down the hill when she saw a gigantic dragon). / The students complete an online exercise about past progressive tense. / The students answer a worksheet on past progressive tense. / The teacher reviews vocabulary that will help signify a character’s thoughts, feelings or state of mind to be incorporated into students’ fairy tales. The teacher identifies common verbs of this nature (thought, believed, wondered, suspected, etc.) and models for students how to select specific verbs to most accurately describe what a character’s thoughts or beliefs. / The teacher models correct use of commas and quotation marks when including a direct quote in writing.
The student works with a partner to rewrite the classic fairy tale, Cinderella, and update it to modern times.
Closing Activities / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary / __ Class task discussion
__ Students’ thoughts on the lesson
__ Lesson summary
Formative Assessment – Other evidence / Performance Task: Writing my own fairy tale.
Materials
Homework
Differentiated Instruction Strategies
___ Special Education ___ LSP/LEP
___ Section 504 ___ Gifted
Teacher Reflection

Unit Theme: _4.7 Exploring Story Elements, Organization, and Setting through Narratives __ Week: #: 6 _