Curriculum / ELA / 4th Grade / Unit 5: Believing in Yourself: The Wild Book / Lesson 19
ELA
Unit 5
4th Grade
Lesson 19 of 19
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Represent unit themes and concepts by participating in a culminating task that requires deep understanding of unit texts.
All unit texts
Rubric: Grade 4 Narrative Writing Rubric
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Pick one of the books Fish in a Tree, Out of My Mind, or Rules and write a continuation of the story using what you know about characters and setting.
Your continuation should:
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L.4.1.g — Correctly use frequently confused words (e.g., to, too, two; there, their).
W.4.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3.a — Orient the reader by establishing a situationand introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.b — Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.d — Use concrete words and phrases and sensory details to convey experiences and events precisely.
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.4.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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).
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.4.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.6 — With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
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.
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 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
L.4.1.gW.4.3W.4.3.aW.4.3.bW.4.3.d
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