Curriculum / ELA / 4th Grade / Unit 5: Believing in Yourself: The Wild Book / Lesson 13
ELA
Unit 5
4th Grade
Lesson 13 of 19
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Write a persuasive letter explaining whether or not early screening for dyslexia is important.
Book: The Wild Book by Margarita Engle
Article: “Governor's personal mission to support screening for dyslexia” by Los Angeles Times, adapted by Newsela staff
Article: “After setbacks, dyslexia screening for young students moves forward in California schools” by Carolyn Jones
Rubric: Grade 4 Literary Analysis and Opinion Writing Rubric
Resource: Single Paragraph Outline
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Some states provide early screening for dyslexia. Is this a good idea? Write a letter to your principal arguing whether or not your school should test young students for dyslexia.
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RI.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.9 — Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
SL.4.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1.d — Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
W.4.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W.4.1.a — Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
W.4.1.d — Provide a concluding statement or section related to the opinion presented.
W.4.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.8 — Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Standards that are practiced daily but are not priority standards of the unit
L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SL.4.6 — Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
W.4.1.b — Provide reasons that are supported by facts and details.
W.4.1.c — Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
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.
Next
Analyze how having a learning disability impacts the way Ally sees herself and the way others see her.
Describe what life was like in Cuba in 1912.
Explain how the narrator feels about word-blindness.
Standards
RL.4.3RL.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
Write a paragraph that explains what word-blindness is and how it impacts Fefa's life.
W.4.1W.4.1.aW.4.1.bW.4.1.c
Analyze how the setting of the story influences the main character.
RL.4.2RL.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.
Explain why the author calls the last chapter "Courage" and what this signifies.
2 days
Identify a theme in The Wild Book and write a paragraph explaining how the theme is shown through the speaker.
RL.4.2W.4.1W.4.1.aW.4.1.bW.4.1.c
Analyze and debate unit Essential Questions using details and understandings from the entire unit.
SL.4.1SL.4.1.cSL.4.1.dSL.4.2
4 days
RI.4.1RI.4.9SL.4.1.aSL.4.1.dW.4.1W.4.1.aW.4.1.dW.4.5W.4.8
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.
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
3 days
Represent unit themes and concepts by participating in a culminating task that requires deep understanding of unit texts.
L.4.1.gW.4.3W.4.3.aW.4.3.bW.4.3.d
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