Curriculum / ELA / 4th Grade / Unit 5: Believing in Yourself: The Wild Book / Lesson 17
ELA
Unit 5
4th Grade
Lesson 17 of 19
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Analyze and debate unit Essential Questions using details and understandings from the entire unit.
All unit texts
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Using details from the unit, debate and discuss the unit Essential Question.
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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.
SL.4.1.c — Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL.4.1.d — Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.4.2 — Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Standards that are practiced daily but are not priority standards of the unit
L.4.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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).
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.4.9 — Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
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
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
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 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.
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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