Believing in Yourself: The Wild Book

Describe what life was like in Cuba in 1912.

Explain how Fefa feels about word-blindness.

The Wild Book pp. 1–16

Standards

RL.4.3RL.4.5

Explain why learning to read is difficult for children with dyslexia and how this connects with Fefa in The Wild Book.

The Wild Book
“What is Dyslexia?”

Standards

RL.4.3

Language

Add more information about a noun by using relative adverbs to tell where, when, or why.

Standards

L.4.1.a

Write a paragraph that explains what "word-blindness" is and how it impacts Fefa's life.

Single Paragraph Outline

Standards

W.4.1W.4.1.aW.4.1.bW.4.1.c

Analyze how the setting of the story impacts the main character.

The Wild Book pp. 17–36

Standards

L.4.1.aRL.4.2RL.4.3

Explain the meaning of lines 11–16 of "Trouble" and how the author develops character.

The Wild Book pp. 37–54

Standards

L.4.1.aRL.4.2RL.4.3

Describe Fefa's relationship with her family.

The Wild Book pp. 55–74

Standards

RL.4.2

Explain what evidence the author includes to support the idea that Fefa feels safe and what she feels safe from.

The Wild Book pp. 75–91

Standards

RL.4.2RL.4.3

Explain what "daydreams" Fefa is referring to.

The Wild Book pp. 92–106

Standards

L.4.1.aRL.4.2RL.4.3

Explain why the author calls the last chapter "Courage" and what this signifies.

The Wild Book — pp. 107–end

Standards

L.4.1.aRL.4.2RL.4.3

Identify a theme in The Wild Book and write a paragraph explaining how the theme is shown through the speaker.

Support main ideas with concrete, relevant details in an appropriate order.

Single Paragraph Outline

Standards

RL.4.2W.4.1W.4.1.aW.4.1.b

Day 2 - Drafting

Include transition words and phrases to connect ideas.

Single Paragraph Outline — Completed from Day 1

Standards

W.4.1W.4.1.aW.4.1.bW.4.1.c

Discussion

Analyze and debate unit Essential Questions using details and understandings from the entire unit.

Standards

SL.4.1SL.4.1.cSL.4.1.dSL.4.2

Write a persuasive letter explaining whether or not early screening for dyslexia is important.

Research a topic to establish an opinion.

Opinion Writing Note Taker (G4, U4, L14)
Opinion Writing Note Taker Sample Response (G4, U4, L14)

Standards

RI.4.9SL.4.1.aW.4.5W.4.8

Day 2 - Planning

Craft an opinion statement based on facts and details, and sequence reasons strategically.

Two Paragraph Outline
Two Paragraph Outline Sample Response 1 (G4, U4, L14)
Two Paragraph Outline Sample Response 2 (G4, U4, L14)
Opinion Writing Note Taker (G4, U4, L14) — Completed on Day 1

Standards

RI.4.1RI.4.9SL.4.1.aW.4.1W.4.1.aW.4.5

Day 3 - Drafting

Elaborate on reasons by using explanation, context, or examples.

Two Paragraph Outline
Two Paragraph Outline Sample Response 1 (G4, U4, L14)
Two Paragraph Outline Sample Response 2 (G4, U4, L14)

Standards

RI.4.1W.4.1W.4.5W.4.8

Day 4 - Drafting

Include introduction and conclusion sections that appropriately engage the reader and reveal the topic and main ideas.

Day 5 - Revision & Editing

Two Paragraph Outline — Completed on Day 2
Two Paragraph Outline Sample Response 1 (G4, U4, L14)
Two Paragraph Outline Sample Response 2 (G4, U4, L14)

Standards

SL.4.1.aSL.4.1.dW.4.1W.4.1.aW.4.1.dW.4.5

Change descriptive words to be more precise.

Standards

L.4.1.aW.4.5

Language

Include adjectives for clarity and order adjectives within sentences according to conventional patterns.

Ordering Adjectives Graphic Organizer (G4, U4, L15)

Standards

L.4.1.d

Analyze how having a learning disability impacts the way Ally sees herself and the way others see her.

“Excerpts from Fish in a Tree” — Chapters 1–3

Standards

L.4.1.dRL.4.2RL.4.3

Analyze how having a disability impacts the way Melody sees herself and the way others see her.

“Excerpts from Out of My Mind” — Chapters 1–4

Standards

L.4.1.dRL.4.2RL.4.3

Analyze how David and Jason's disabilities impact Catherine and the way she views them.

“Excerpts from Rules” — Chapters 1–2

Standards

L.4.1.dRL.4.2RL.4.3

Discussion

Analyze and debate unit Essential Questions using details and understandings from the entire unit.

Standards

SL.4.1SL.4.1.cSL.4.1.dSL.4.2

Assessment

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Analyze unit themes and concepts by writing a narrative story that continues one of the unit texts where it left off.

Plan a story that includes a problem, climax, and solution.

Narrative Brainstorming Graphic Organizer
Narrative Brainstorming Graphic Organizer Sample Response (G4, U4, L20)

Standards

W.4.3W.4.3.a

Day 2 - Drafting

Include a resolution that solves the problem, teaches the reader a lesson, or shows how a character changed.

Day 3 - Revision & Editing

Narrative Brainstorming Graphic Organizer — Completed on Day 1

Standards

W.4.3W.4.3.aW.4.3.bW.4.3.dW.4.3.e

Revise writing by rearranging words or phrases within a sentence.

Narrative Brainstorming Graphic Organizer — Completed on Day 1

Standards

L.4.1.aL.4.1.dW.4.5

Create a poster to teach other students about a topic related to the unit.

Brainstorm subtopics for an informational writing project. Gather facts and details about each subtopic.

Two Paragraph Outline
Two Paragraph Outline Sample Response 3 (G4, U4, L21)
Research Note Taking Page (G4, U4, L21)

Standards

W.4.2.aW.4.2.b

Day 2 - Drafting

Determine the paragraph structure that matches the purpose and information included in writing.

Day 3 - Revision & Editing

Two Paragraph Outline — Completed on Day 1

Standards

W.4.2.aW.4.2.bW.4.2.c

Revise by adding text features that teach the reader more about the subtopic.