EXTENDED LEARNING MODULES
EXTENDED LEARNING MODULES
2013-2014
Language Arts/Reading
4thGRADE
Teacher Packet/
Answer Key
SESSION # 8
Benchmark Focus:
LA.4.6.1.1 Locate/Interpret/Organize Information
Focus Lesson:
Lots of News
Instructional Passage:
Crater Lake
Reporting Categories: Focus Lessons
Focus Lesson 1: Analyzing Words in Text
1.Explain that sometimes when we read we might come across a word or words for which we do not know the meaning. We can often determine the meaning of a word from the way the word is used in a sentence.
Say: Authors frequently give context clues that help determine the meaning of a word. In other words, the context in which the word is used may give us clues about the meaning of the word.
2. Display the Vocabulary Chart overhead transparency found in your Additional Resources Transparencies (see below). Write the following vocabulary word from the story Lots of Newsin the “Word” box: pounding. Ask the students what the word means to them (sample responses might include hitting, punching, smacking). Write student responses in the “Means to Me” box.
3. Display the transparency of the story Lots of News on theoverhead. Direct students to read the third paragraph and to find the word pounding. Explain that in this context, the word refers to how fast Ethan’s heart is beating, perhaps because he is nervous or excited. Include the context definition in the “Means in the Story” box. If necessary, draw a picture or symbol to illustrate. (SEE SAMPLE BELOW)
4. Repeat this activity using the word erupted (exploded, burst) found in the 4th paragraph.
LA.4.1.6.9 Determines the correct meaning of words with multiple meanings in contextCategory 1: Vocabulary
Vocabulary Chart
Reporting Category 3: Literary Analysis- Fiction/Non-Fiction
Focus Lesson: Plot Development/Resolution
LA.4.2.1.2 Identify and explain the elements of story structure, including character/character development, setting, plot, and problem/solution in a variety of fiction
Say: In the beginning of a story you learn about the characters and the setting. As we read the story, we learn more and more about the characters and how the setting may affect them. The plot or important events that happen at the beginning, middle, and end of the story almost always center on a goal or problem. The plot is made up of different parts:
Conflict: A problem that characters must solve or a goal the characters must reach.
Rising Action: The action that takes place in the story as the characters try to solve the problem or reach the goal.
Climax: The most exciting part of the story when the characters face the conflict.
Resolution: The end or outcome of the story that shows what happened after the problem was solved or the goal was reached.
1. Explain that characters are the people or animals in stories. Setting is when and where the story takes place. Plot is what happens in a story.
2. Say: We are going to read a short story together. As we read, ask yourself:
What does the character say or do?
What are some of the character traits?
What is the setting of the story?
How does the setting affect the way the character acts or feels?
What is the problem or goal at the beginning of the story?
What events lead to solving the problem or reaching the goal?
How does the story end?
3. Display the transparency of the story Lots of News on theoverhead. As you
read, point out the key parts of the story: Problem/goal, rising action, climax,
resolution (you may want to underline, or mark the key parts on the overhead)
After reading, complete the Narrative Arch graphic organizer as shown below:
4. Resolution (outcome)
Lots of News
Ethan won a computer for his school.
2. Rising Action
4. When Ethan’s turn came, he had gathered over 140 pounds of newspapers.
3. Ethan joined his classmates and waited his turn as other schools weighed in.
2. On the morning of the contest, Ethan and his dad brought the newspapers to the RecyclingCenter.
1. Ethan pulled a wagon around his neighborhood collecting newspapers
for the Recycling Project Contest
3. Climax
The loudspeaker announced that Ethan’s school was the winner!
He also won a prize for being the person who
Ethan’s goal was to collect the most newspaper brought the biggest load of newspaper.
for the town’s recycling drive project in order He received a gift certificate and plans
to help his school win a computer. to buy a skateboard with it.
1. Conflict (problem or goal)
4. Have students use the information provided both in the story and the graphic organizer to answer the following question:
What events lead to Ethan winning the gift certificate to his favorite store?
A. Ethan collected newspapers around his neighborhood, loaded them on his dad’s van, and brought them to the recycling contest.
B. Ethan collected newspapers around his neighborhood, brought them to the recycling contest, and weighed them when his school’s turn came.
C. Ethan collected newspapers around his neighborhood, brought them to the recycling contest, and won a prize for his school and a gift certificate to his favorite store.
D. Ethan collected newspapers around his neighborhood, brought them to the recycling contest, and joined his classmates as he waited his turn to weigh in.
Lots of News
By Joyce A. Barnes
Ethan Honeywell stacked the carefully bound papers into his father’s van. For weeks, Ethan had pulled a wagon around the neighborhood, collecting papers for the recycling drive. “We’re delighted to help”, his neighbors said when Ethan explained how third graders all over town were involved in the project. Nothing distracted Ethan from his goal because the school that collected the most newsprint would receive a new computer.
On the morning of the contest, Ethan’s father said, “Let’s go weigh in.” A sign at the recycling center proclaimed, Third Grade Recycling Contest. Prizes Awarded Today!” Ethan’s jaw dropped when he saw all the cars and vans brimming with newspapers. His teacher waved to him from the crowd as Ethan joined his classmates to watch load after load of newspapers- some lighter, some heavier- nudge the needle across the scale.
Finally it was Ethan’s turn to weigh in. “You worked hard son. I’m proud of you whether the school wins or not, “said his dad. Ethan managed a grin, but his heart was pounding. He crossed his finger as the needle moved past 50, past 100, past even 125 pounds. He had gathered more than 140 pounds of newspapers!
“Way to go Ethan!”, cheered the Jefferson students. Ethan watched closely as the last participants weighed in. Finally, a loud speaker declared the decision. “The prize for the biggest load gathered goes to...JeffersonSchool!” All the students erupted into cheers as the principal stepped forward to collect the prize. Ethan could hardly hear the announcement that came from the loud speaker next. “We also have a prize for the individual who brought the biggest load. The prize for the heaviest load goes to Ethan Honeywell.”
“What? I...I didn’t know that kids were getting prizes too!” he stammered. His father patted him on his back and pushed him towards the judges’ area.
Grinning, Ethan collected his prize, a gift certificate to his favorite store.
Tomorrow, he’d cruise the neighborhood on the new skateboard he had been attracted to in the store window. He’d be sure to thank his neighbors for being such devoted readers.
OPENING ROUTINE
Crater Lake
- Concept of Definition Map
On the board, complete this graphic organizer with the students. Its purpose is to activate prior knowledge and address vocabulary that is critical to understanding the passage.
Category Properties What is it?
What are some examples?
Illustrations
II.Essential Question
This question should be written on the board. It is meant to provide a focus and purpose for reading the passage. Explain to the students that they will answer this question individually in paragraph form at the end of the lesson.
LA.4.6.1.1 Locate/Interpret/Organize Information
(Use Two Column Notes)
Crater Lake
Based on the article and the picture, describe what you would expect to see if you visited Crater Lake.
The Instructional Procedure found in the Teacher’s Guide
1
Office of Academics and Transformation
Department of Language Arts/Reading
2013-2014
EXTENDED LEARNING MODULES
The answers of multiple choice questions appear in bold and italics.
Crater Lake
- Based on the description in the article of how Crater Lake was formed, which words mean the SAME as crater?
LA.4.1.6.8 Synonyms
A. lava river
B. mountain top
C. natural water
D. volcano opening
- Why did the author write the article “Crater Lake”?
LA.4.1.7.2 Author’s Purpose
- to explain how a natural wonder was formed
- to inform readers about the Klamath people
- to describe the cause of a dangerous explosion
- to persuade readers to become nature photographers
- What result of the first MountMazama explosion was most important to the formation of Crater Lake?
LA.4.1.7.4 Cause/Effect
The mountain falling in on itself and creating a huge hole/caldera/bowl was the most important result of the explosion. It was that bowl that later collected the rain and snow that formed Crater Lake.
- Why does the author compare Mount Mazama Caldera to a bowl?
LA.4.2.1.7 Figurative Language
- To illustrate how both can hold rocks and fish
- To illustrate how can be made by humans
- To illustrate how both are important in human history
- To illustrate how both are containers with a rounded shape
- By reading the article and looking at the map, you can tell thatMountMazama
LA.4.6.1.1 Locate/Interpret/Organize Information
- did not exist
- was located in the Cascade Mountains
- was located in WashingtonState
- belongs to the Klamath people
- What caused the bowl in MountMazamato remain empty for hundreds of years?
LA.4.1.7.4 Cause and Effect
A. It had holes in it.
B. It was too big to fill.
C It did not have rivers near it.
D It did not collect enough rain.
- What is the primary topic of the article?
LA.4.1.7.3 Main Idea
- The biggest mountain in Oregon.
- A famous photographer of nature.
- The formation of a specific lake.
- The first volcano found in North America.
1
Office of Academics and Transformation
Department of Language Arts/Reading
2013-2014
SUCCESSACADEMY
CLOSING ROUTINE
Essential Question
Crater Lake
At the end of the lesson, students should be able to answer the essential question. Follow the Closing Routine as specified in the Teacher’s Guide. A sample answer is provided.
Two Column Notes
Based on the article and the picture, describe what you would expect to see if you visited Crater Lake.
LA.4.6.1.1 Locate/Interpret/Organize Information
Answers should include information about the color, depth, and size of the lake. In addition, the role the lake’s location has in the fact that it remained hidden for many years should be mentioned.
Curriculum and Instruction
Division of Language Arts/Reading
2013-2014