Curriculum / ELA / 4th Grade / Unit 5: Believing in Yourself: The Wild Book / Lesson 10
ELA
Unit 5
4th Grade
Lesson 10 of 19
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Explain why the author calls the last chapter "Courage" and what this signifies.
Book: The Wild Book by Margarita Engle — pp. 107–end
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Why does the author call the last chapter "Courage"? What does the chapter title signify? Why?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
"Reading Wildly": Why does Fefa compare herself to a fat manatee? What type of figurative language is this?
"Ghostly": Why is the mood of this poem both positive and negative?
"Doomed": What metaphors does the author include to show how Fefa feels?
"Thorns": How is Fefa feeling? What has caused the change?
"Flying": What is the meaning of the title? How does it connect to a larger theme? How has Fefa changed?
"Justice": What happened to Fausto? Why? Why is her brother's description of her incredibly meaningful to her? What happens at the end of the poem? Why is it significant?
"Blank": What figurative language does Fefa use to describe how she sees the book now? What can you tell from the simile "like clear blue sky / after a storm?"
"Surprises": How do Fefa's father, her mother, and her brother reward her for helping the whole family? What is the significance of the ending of the poem?
"Inside the Tower of Fear": What is the meaning of the title? What is the significance of the ending of the poem? How has Fefa changed?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
outraged
adj.
(p. 113)
describes someone who has been made very angry
remedy
n.
the solution to a problem
heroine
(p. 114)
woman admired for great or brave acts
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RL.4.2 — Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3 — Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
Standards that are practiced daily but are not priority standards of the unit
L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.b — Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RF.4.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.4 — Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
RL.4.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.4.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
W.4.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 9
Lesson 11
Describe what life was like in Cuba in 1912.
Explain how the narrator feels about word-blindness.
RL.4.3 RL.4.5
Explain why learning to read is difficult for children with dyslexia and how this connects with the narrator in The Wild Book.
RL.4.3
Writing
Write a paragraph that explains what word-blindness is and how it impacts Fefa's life.
W.4.1 W.4.1.a W.4.1.b W.4.1.c
Analyze how the setting of the story influences the main character.
RL.4.2 RL.4.3
Explain the meaning of lines 11–16 of "Trouble" and how the author develops character.
Describe Fefa's relationship with her family.
RL.4.2
Explain what evidence the author includes to support the idea that the narrator feels safe and what she feels safe from.
Explain what daydreams the narrator is referring to.
Writing – 2 days
Identify a theme in The Wild Book and write a paragraph explaining how the theme is shown through the speaker.
RL.4.2 W.4.1 W.4.1.a W.4.1.b W.4.1.c
Discussion
Analyze and debate unit Essential Questions using details and understandings from the entire unit.
SL.4.1 SL.4.1.c SL.4.1.d SL.4.2
Opinion Writing – 4 days
Write a persuasive letter explaining whether or not early screening for dyslexia is important.
RI.4.1 RI.4.9 SL.4.1.a SL.4.1.d W.4.1 W.4.1.a W.4.1.d W.4.5 W.4.8
Analyze how having a learning disability impacts the way Ally sees herself and the way others see her.
Analyze how having a disability impacts the way Melody sees herself and the way others see her.
Analyze how David and Jason's disability impacts Catherine and the way she views them.
Assessment
Narrative Writing – 3 days
Represent unit themes and concepts by participating in a culminating task that requires deep understanding of unit texts.
L.4.1.g W.4.3 W.4.3.a W.4.3.b W.4.3.d
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