Savvy Thematic Unit

Whats your Savvy?

by: Jana Emrich

Theme: The use of vocabulary acquisition and figurative language to enhance higher order comprehension.

Skills: Use decoding skills to acquire new vocabulary and context clues to differentiate between literal meaning and figurative language.

Savvy Thematic Unit

Savvy By: Ingrid Law

Tornadoes By: Gail Gibbons

Savvy Thematic Unit

Purpose
The purpose of this unit is to introduce fourth graders to new vocabulary words and different types of figurative language in a novel that will be at the instructional level for most of the class. Savvy is full of figurative language and vocabulary words and will be read interactively. Teaching Reading in Todays Elementary Schools states, Interactive read alouds that include child participation are more effective in promoting vocabulary growth than are verbatim read alouds (McGee and Schickendanz, 2007; Kindle, 2009). Vocabulary acquisition is imperative in the instruction of SPED students and ELL students, in particular. Students learn new vocabulary words through either direct or vicarious experiences. Read alouds are a great way for them to have vicarious experiences; they are offered words that may not be found in their daily experiences. (Roe & Smith, 2012,2009) Figurative language instruction is also imperative for comprehending text as children tend to interpret literally and English-language learners have special difficulties interpreting figurative language because they lack background exposure to such usage in English (Palmer, Shackelford, Miller, and Leclere, 2006/2007). A large vocabulary bank can increase fluency. By reading fluently, less time is spent on decoding words which can then aide comprehension. Comprehension is vital to engage students in reading. This unit also emphasizes comprehension as it asks students to consider the relationships between the characters. By discussing these relationships the students should then be able to see how they can relate this to their own lives. By writing from different points of view, in the story, students will learn to consider events from multiple perspectives. Students will also learn about tornados; the different types, domain specific terminology, and safety precautions.

Objectives
1. Students will increase vocabulary acquisition. 2. Students will identify figurative language and determine meaning from context clues. 3. Students will convey ideas and events in a clear and concise manner by drawing upon text. 4. Students will convey ideas and visualizations through illustrations. 5. Students will consider other perspectives in a story. 6. Students will learn domain specific vocabulary related to tornadoes and will learn about safety precautions. 3

Savvy Thematic Unit

Common Core Standards

RL.4.3 Reading Standards for Literature K-5 Key Ideas and Details Grade 4 students 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions) RL.4.10 Reading Standards for Literature K-5 Grade 4 students 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range WS.4.9a - Writing Standards K-5 Research to Build and Present Ideas Grade 4 students 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a characters thoughts, words, or actions].). SL.4.1a,b,c,d - Speaking and Listening Standards K-5 Comprehension and Collaboration Grade 4 students 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. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles.

Savvy Thematic Unit

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. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. L.4.4a,b,c - Language Standards K-5 Vocabulary Acquisition and Use Grade 4 students 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. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5a,b - Language Standards K-5 Vocabulary Acquisition and Use Grade 4 students 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. .

Savvy Thematic Unit

Savvy Lesson Plan Day 1

GRADE LEVEL: 4 TARGETED SKILL FOCUS: Visualization, vocabulary, and figurative language. OBJECTIVES: Students will create an illustration of a character based upon the details given in the story. Students will write a description of the character in a short paragraph based upon details in the text. Students will clearly discuss and compare their ideas and predictions with others in their group and with their partner, depending upon the activity. Students will use decoding skills to determine meaning of unfamiliar words. Students will identify different forms of figurative language including; similes, idioms, hyperboles, personification, and onomatopoeias. Students will predict and then determine if predictions came true. ELA COMMON CORE STANDARDS RL.4.3 Reading Standards for Literature K-5 Key Ideas and Details Grade 4 students 2. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions) RL.4.10 Reading Standards for Literature K-5 Grade 4 students 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range

Savvy Thematic Unit 7 WS.4.9a - Writing Standards K-5 Research to Build and Present Ideas Grade 4 students 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a characters thoughts, words, or actions].). SL.4.1a,b,c,d - Speaking and Listening Standards K-5 Comprehension and Collaboration Grade 4 students 3. 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. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. 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. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. L.4.4a,b,c - Language Standards K-5 Vocabulary Acquisition and Use Grade 4 students 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. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 7

Savvy Thematic Unit

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5a,b - Language Standards K-5 Vocabulary Acquisition and Use Grade 4 students 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. -------------------------------------------------------------------------------------------------------------------PRE-READING PHASE: Activity 1 Before beginning todays reading, students will pair up with their partner and, for 30 seconds each, discuss their topic given to them by the teacher (see page 28) . Students are paired strategically as partner A and partner B. Topics are based on reading from previous chapter and will recap important aspects to engage prior knowledge. Partner A first to partner B, then visa versa. Topics for A and B are customized per comprehension level. Upon completion, teacher will call on one partner A and one B, from the class, to discuss out loud. Activity 2 Students will bring out their Savvy notebook and turn to prediction sheet (page 41) to discuss their predictions with their group for 3 minutes, then they will keep Savvy notebooks out on desk to refer to, and add to, as teacher reads. TRANSITION: Please keep your prediction sheets out to refer to as I read chapter 19. -------------------------------------------------------------------------------------------------------------------DURING READING PHASE: As teacher reads chapter 19 aloud, students follow along in their book. Teacher will stop at certain point to elaborate on connections, vocabulary words, and figurative language. Students will record these in their Savvy notebooks. 1. Page 169, Point out Text-to-world connection. Lils boss, Ozzie, makes the sound BWAAAP!, like the sound of a game buzzer. To help the students understanding of this sound, play this clip http://www.youtube.com/watch?v=fNhh0IjcroA. Ask the

Savvy Thematic Unit 9 students what type of figurative language this is. Ask students to add to their Savvy onomatopoeias sheet. See page 36. 2. Page 169, stop at Ozzie advanced, waving his hands at us like a muscled wizard shooing chickens. Ask students what type of figurative language this is and discuss meaning. Add to Savvy similes. (see page 33) 3. Page 169, Stop after the word discombobulated. Have the students try to define using context clues. If this does not work, ask if there are any prefixes or suffixes that can help. As a last resort, have students look it up in their personal dictionary and give a thumbs up when they find it. Then use the Smartboard and online dictionary to show the definition. It means to confuse or upset. Students are to add this to their Savvy vocabulary sheet. (see sheet 32). In the same sentence is the word thunderous, repeat this procedure. 4. Page 170, stop top at like warring battleships on a churning ocean. Ask students to identify the figurative language and discuss meaning. Ask students to add phrase to Savvy simile sheet. (see page 33) 5. Page 172, Stop at Even the song on the jukebox ended, as if it too were listening in. Ask the students if they can identify this type of figurative language. Add to Savvy personification sheet. (see page 37) 6. Page 173, stop at melt away into a flood of tears. Ask students if they can identify this type of figurative language and discuss meaning. Have students add to Savvy hyperboles sheet. (see page 34) 7. Page 173, stop at consolation prize. Have students try to define using context clues. Look for prefixes and suffixes and then have them consult their dictionary as last resort. After receiving thumbs up from all students, show definition on Smartboard. It means a prize given to a loser in a game or contest. What can we infer from this reference and the game show buzzer about what might be a hobby of Ozzies? Have them add this phrase to their Savvy vocabulary sheet. 8. Page 173, stop at like one of the pistons inside the engine of his bus. Ask students to identify the figurative language and discuss meaning. Have them add it to their Savvy similes page. 9. Page 173, stop at unbridled brouhaha. Ask students if they can define both words using context clues. If not break words apart and have them use prefixes, suffixes, and the root word to define unbridled. Again, as a last resort have them look up each word separately. Then use the Smartboard to look it up online and show how to combine the meanings. Unbridled means unrestrained (may need to explain further) and brouhaha means uproar. Ask students to add the phrase to their Savvy vocabulary sheet. 10. Page 174, stop at splump and ask them to identify the figurative language. Have students add it to their Savvy onomatopoeia sheet.

Savvy Thematic Unit 10 11. Page 176, stop at blown his last fuse. Ask what type of figurative language this is, they can always refer to their notebook for the definition of each type of figurative language, then discuss what the phrase means. Ask them to add it to their Savvy Idioms sheet. (see sheet 35) 12. Page 176, stop at held high above his head like a trophy. Ask students if they can identify the figurative language and demonstrate what it means. Ask them to add it to their Savvy simile sheet. Transition:

Now, I want you all to turn to your prediction sheet in your Savvy notebook and think about the predictions you made yesterday.
-------------------------------------------------------------------------------------------------------------------(POST-READING PHASE) 1. Teacher will first ask if anyone has any questions regarding the events that took place in the story today or about any of the notes they took while she read. 2. Next have them work with their group of four, to determine which of their predictions came true and which ones did not and record these on their Savvy predictions sheet. 3. Next have each student make at least three predictions about what will happen in chapter 20 and write these on line 20 on their Savvy prediction sheet. They may discuss within their group. Transition:

Now lets put our notebooks away and get ready for our project, for which you will need to decide which of the missing kids is your favorite character.
INDEPENDENT/GUIDED PRACTICE: 1. For this activity, students are going to construct a Missing poster for a milk carton, depicting the character of their choice. I have created one using Lester, as an example despite the fact that he is not missing, and have it affixed to a half gallon milk carton for display. 2. They will be given a precut sheet of paper with a line separating where the illustration will be and the paragraph. They are to illustrate, based upon the descriptions in the book, their idea of what their chosen character looks like. 3. Below each picture, they are to write a minimum of three sentences describing that character. They can use their character traits sheet (see page 23) for ideas. They can use the characters personality, physical description, or savvy ability, if applicable. Beyond this, the design is completely up to each student. 10

Savvy Thematic Unit 11 4. They will have 20 minutes to complete illustration in color and write their paragraph. Then they can glue their poster to the milk carton provided for each group. 5. Upon completion, we will take 10 minutes for snack time and to visit with other groups and share projects. 6. HOMEWORK: Students will each copy Chapter 19 Savvy Brainteaser into their homework folder to complete as homework. (see page 46) They will be given time during morning computer work to transfer their answer to their personal blog, if not able to from home. Savvy notebooks are not to leave the classroom. Answers will be reviewed by teacher daily online. Assessements: Formative Assessment(s) Used: 1. Observation during reading and discussions. Rationale for Assessment: For the majority of this lesson, observation will be the key method of assessment. a. During the pre-reading phase, students will be discussing their topic with their partner as a review of chapter 18. Teacher will walk room to hear discussions taking place. Upon completion, she will ask for one partner A and one B to share the topic with the class. Then she will ask if anyone disagrees or needs further clarification before she begins chapter 19. b. During reading of chapter 19, teacher will pay close attention to input and whether students are documenting the material into their notebook when asked. Teacher will also ask frequently if there is anything that needs to be clarified for comprehension. c. Teacher will pay close attention to discussions taking place during the group prediction discussions. 2. Review of project Rationale for Assessment: Teacher will review each groups milk carton project to determine if students were able to illustrate their personal visualizations and then determine which adjectives best describe that character. 3. Savvy notebook Each Friday, the teacher will collect Savvy notebooks to informally monitor students work and comprehension. Rationale for Assessment:

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Savvy Thematic Unit 12 While this is an informal assessment, I think it is important for the teacher to ensure that students are contributing to their notebook on a daily basis. Predictions are a critical comprehension strategy. Reviewing each students predictions will give indication whether or not comprehension is taking place. 4. Student Blog Teacher will review student blogs on a daily basis. Rationale for Assessment: Savvy Brainteasers are designed to monitor and enhance comprehension. Grades will be given on a weekly basis. CLOSURE: At the close of the lesson, after snack and share time, teacher will show the pages of her Savvy notebook (having updated it as students were asked to) and review figurative language and vocabulary covered. She will also ask for a few examples of predictions of tomorrow reading. To keep this fair, each student in group has a number, she will have all number 1s share. As this activity will continue throughout the novel, she will rotate numbers for sharing.

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