1

Teacher: Nall
Lesson: Fiction
Monday
READING
Written
Curriculu
m:
Learning
Standards

Grade/Subject: 4th Community

Tuesday

Week of: Jan. 12-16

Wednesday

Thursday

Friday

4.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words.(RS)*
(E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. (RS)
4.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts
and provide evidence from the text to support their understanding. Students are expected to:
(A) summarize and explain the lesson or message of a work of fiction as its theme. (SS)
(B) compare and contrast the adventures of characters (e.g. the trickster) in traditional and classical literature

4.6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text
to support their understanding. Students are expected to: (B) describe the interaction of characters including their relationships and the changes they undergo. (RS)
Figure 19.110.15 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an authors message. Students
will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(D) make inferences about text and use textual evidence to support understanding. Fiction and Informational Text (RS) Literary Nonfiction, Poetry and Drama (SS)
(E) summarize information in text, maintaining meaning and logical order. Fiction and Informational Text (RS) Literary Nonfiction, Poetry and Drama (SS)
(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.(RS)

Dallas ISD

READING
Learning
Objective
Demonstration of
Learning

Teacher: Nall
Lesson: Fiction
Monday

Grade/Subject: 4th Community

Tuesday

Wednesday

Thursday

Friday

LO: Scholars will

summarize or explain
the lesson or message
of a work of fiction as
its theme (4.3A)
DOL: Given a passage,
scholars will explain
the thematic message
of the text with 4
text details and 100%
accuracy

LO: Scholars will

compare and contrast
the adventures of
characters (e.g. the
trickster) in
traditional and
classical literature
(4.3B)
DOL: Given a Venn
Diagram, scholars will
compare and contrast
two characters with 3
text evidence details
per category with
100% accuracy (3
similarities, 3
differences/character
)

LO: Scholars will

make an inference
from the text and
support it with textual
evidence (Fig. 19D)
DOL: Given an article,
Scholars will make an
inference using 3
explicit textual
evidence as support,
with 100% accuracy

LO: Scholars will

compare and contrast
the adventures of
characters (e.g. the
trickster) in traditional
and classical literature
(4.3B)
DOL: Given a Venn
Diagram, scholars will
compare and contrast
two characters with 3
text evidence details
per category with 100%
accuracy (3 similarities,

LO: Scholars will

make a connection
between and across
multiple texts of
various genres. (e.g.,
thematic links,
author analysis) (Fig.
19F)
DOL: Given a
graphic organizer,
Scholars will make 3
connections between
2 articles of various
genres

Week of: Jan. 12-16

3 differences/character)

connections between 2
articles of various
genres

Dallas ISD

3
Teacher: Nall
Lesson: Fiction
Monday
Reading
Taught
Curriculum:
Instructional
Considerations
Student
Practice
Guided and
Independent
(INCLUDE
MRSs)
Instructional
Resources
Vocabulary
Development

Do Now: Respond to
Prompt: Explain who is
important to you.

Introduce theme: What is it?

What are some examples?
(TPS)
Today were going to look at
theme using poemswhat are
some ways weve been exposed
to poems? (TT)

Poetry books

Rap

Pop music

Reading passages
Lets look at this poempass out
lyrics to Let it Go

Circle Back: Whats the rhyme

scheme?
QW: Explain the difference between
theme and main idea
I will give you 5 minutes to
summarize the main idea Share
Out
Now, lets explore this GO to infer
the THEME from Let it Go
http://video.disney.com/watch/let-itgo-karaoke-lyric-video50325a8fe52878d277027a29
Now, lets look at ways to
ELIMINATE what the theme could
NOT be---use GO
DOL: Summarize the theme
Handout (in 4th Grade Lessons
Folder)

Grade/Subject: 4th Community

Week of: Jan. 12-16

Tuesday
Do Now: Daily Edit

Wednesday
Do Now: Daily Edit

MINI LESSON: Narrators

Reading Test

Introduce lesson objective of

comparing characters. Comparing
characters is similar to comparing
passages, but youre looking only at
characters
WhipAround: What kind of chart
could we use to compare characters?
Explain we will be using a venn
diagram, but students can use w/e
shapes they want
Today were going to look at two
sorties of the 3 Little Pigs and
compare/contrast the characres and
the way theyre portrayed.
Lets look at our first story:
http://vimeo.com/17994868
TT-explain the main idea. Explain
the theme. ShareOut
Guided: Lets categorize some
character changes of each party
involved: Fold Paper in 4 columns
Now Lets turn that paper over and
watch this authors rendition:
http://www.vidoevo.com/yvideo.php
?
i=dHdWbmI3cWuRpWWNvSFU&t
hree-little-pigs-fairy-tales-animatedcartoon-stories
Share chart w/ partner then fill out
the similarities. Share Out.
Now that weve reviewed that skill,
lets look either deeper into our
characters
Today we are going to compare
characters based on the 4 As1.) Appearance
2.) Attitude
3.) Actions
4.) Affinities (loves)
DOL : Venn w/ 2 Characters

Review Inferences using task

cards (TT)
https://prezi.com/q8ikjcmpbbx/makinginferences/
Introduce Stems/Example
Questions
1.) Which of the
following is most
likely to happen?
2.) What can the reader
conclude?
3.) From reading the
story, the reader can
tell.
4.) The story tells about
because5.) The author wrote
this passage toAll these question types
require you to READ the
passage. You can NOT skim
the passage and get a full
understanding
Lets look at this video
Please fill out the inference
chart so you will be able to
answer some of the stem
questions Ive prepared
http://www.pinterest.com/pin/
156922368240616294/

Thursday

Friday

Do Now: Daily Edit

Do Now: FreeWrite

Were going to watch a video called

Enemy Pie.
QW: Predict what this video will be
about. Use complete sentences

Lets review all the

connections we discussed
this week!

https://www.youtube.com/watch?
v=r1KkcMW7rfg&feature=share
TT How did the character change
throughout the video?
TPS: What is the theme of this
video? How do you know?
Today were going to revisit how
characters change and how theyre
related. Its important to be able to
identify how characters relate to each
other to better understand a story
Work Through PWRPT
(Understanding Character Changes)
Work through w/ Novemeber
Download. Have students map out
relationships and key characters
Lets look at story together
The Troublemaker (Downloaded)
Guided/Group
Independent
DOL: Answer CharacterChange
Questions (Word File)

Paired Passaged: Blue Book

pg. 38-43
Today Im going to present
you with 2 things that
appear very differentlets
find the connections
between them
https://www.youtube.com/w
atch?v=6aspJD9LeNI

TT How are the two dancers

similar? Explain two skills
that both dancers display?
When youre looking at your
tests, comparing middle
schools, watching
commericals for the SAME
product just different
brand think about the real
connections
Demonstrate STRATEGY
T-Chart next to Answer
Choices
Guide w/ What Will Nathan
Read and Calendars Count
Question #19
Pg: 61-62; 67(Orange TAKS
Book)
DOL: #20-22

Dallas ISD

4
Teacher: Nall
Lesson: Fiction
Monday
Extra
Language Arts
Sm. Groups
Taught
Curriculum:
Instructional
Considerations

Language Arts: Subject-Verb

PwrPt
Group Work: Review SubjectVerbs (Phineas and Verb Cards)

Grade/Subject: 4th Community

Tuesday
Language Arts Small Group:
Subject-Verb Agreements
and make foldable:

Week of: Jan. 12-16

Wednesday
Language Arts Review Sm.
Group: Paragraph
organization

Thursday
Language Arts Review:
Subject/Predicate

Language Arts Review:

Whole Class Jeopardy

Editing Passage

Editing Passage

Editing

Friday

Editing Passage

Editing Passage

READING
Tested
Curriculum:
Informal or
Formal
Assessment

Informal:
DOL
Formal: istation

Informal: DOL/ DLR

Formal: istation
Informal:
DOL
DLR

Formal: Drama Quiz

Intervention/
Extension
Curriculum:
Differentiation
Tier 1
Tier 2
Tier 3

Sm. Group

Sm. Groups- Vocab

Development of Question
Stems on Test

Pull small group and check

comprehension skills and
check for correct
understanding text structure

Sm. Group: Check

comprehension between
2 diff. genres

For Tier 3, partner w/ a Tier

1 or 2 student for stronger
group work
Pull for Sm. Group to review
vocab and provide structure

Pull out small groups and

check reading
comprehension

Extension

Dallas ISD

Dallas ISD