Curriculum / ELA / 4th Grade / Unit 5: Believing in Yourself: The Wild Book / Lesson 14
ELA
Unit 5
4th Grade
Lesson 14 of 19
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Analyze how having a learning disability impacts the way Ally sees herself and the way others see her.
Book: Fish in a Tree by Lynda Mullaly Hunt — Ch. 1–3
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In what ways does having a learning disability impact the way Ally sees herself? How does it impact the way others see her? Use specific details from the text to support your answer.
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Questions about the text that will help guide the students understanding
What descriptive details does the author include to show how Ally feels about school?
Explain the significance of the chapter title, "In Trouble Again."
How does Ally feel about her card when she first gives it to Mrs. Hall? How and why do her feelings change?
How do the other students treat Ally? How does she respond to them?
Read the quote from page 10. "No matter how many times I have prayed and worked and hoped, reading for me is still like trying to make sense of a can of alphabet soup that's been dumped on a plate. I just don't know how other people do it." Explain the significance of this statement.
On page 12, what does Ally want to tell them? Why doesn't she tell them?
Read the quote from page 15. "She sighs as I leave her office and I know she's tired of me. Even I'm tired of me." Explain the significance of this statement.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
relieved
adj.
(p. 4)
feeling relaxed and happy because something difficult did not happen
stalling
v.
(p. 3)
to keep something from happening; to put something off
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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.
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.
Next
Analyze how having a disability impacts the way Melody 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
Write a persuasive letter explaining whether or not early screening for dyslexia is important.
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 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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