Curriculum / ELA / 4th Grade / Unit 5: Believing in Yourself: The Wild Book / Lesson 9
ELA
Unit 5
4th Grade
Lesson 9 of 19
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Explain what daydreams the narrator is referring to.
Book: The Wild Book by Margarita Engle pp. 92 – 106
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Read the verse from "Awake All Night" below. What daydreams is the narrator referring to? Why?
How can nighttime
be filled with so many
terrifying daydreams?
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Questions about the text that will help guide the students understanding
"Daily Music": What is the significance of the title? How does Fefa feel?
"Dance-Smart": What is the significance of the title? How do Fefa's feelings about dancing at the end of the poem compare with her feelings about reading aloud? Why?
"Still Struggling": What is the significance of the title? Read the last seven lines of this poem. What do they show about Fefa?
"Storytelling": What is the significance of the ending of the poem?
"The Beach in August": What connections can be drawn between Fefa's family and the unsuspecting manatees in the last stanza? Why?
"Home": What happened at home while the family was on vacation? How does it make Fefa feel?
"Awake all Night": Close read the following sentence: "But they took my ability / to sleep." Explain what Fefa means by this.
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
perilous
adj.
(p. 92)
dangerous
shriek
v.
(p. 106)
yell in a high-pitched voice
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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.
L.4.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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
Explain why the author calls the last chapter "Courage" and what this signifies.
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.
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
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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