Laura Hostetler And Ava Kelley Language Arts Charts

Day 1 HKSOL – E – 4 – 4.1 Presenting Directions R: Owl Moon W: Journal Entry; Pretend you are an owl perched in the classroom; use direction/location words to describe where you are. CM/L/TX/T/HS After the students read, the teacher will introduce words that describe location and direction. The teacher will review the days reading to find examples of those kinds of words. The teacher will explain Web Blogging. The teacher will display a chart that lists the safety rules for Web Blogging. The teacher will review the chart. The teacher will provide student examples of Web Blog entries. The teacher will introduce the vocabulary for the week. R/LI/HS The students will read p.g’s 1-4. The students will identify the direction/location words from the text. The students will imagine that they are an owl perched somewhere in the classroom. The students will write a paragraph using direction/location words to describe where they are. The students will read their paragraphs to the class and the others must determine the location described. HW: The students will interview family members about animals they may have seen in the wild. Students will take notes. Carratello, P.

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 1 Character Trait: Courage Day 2 Day 3 Day 4 HKSOL – E – 4 – 4.1 Presenting Directions R: Owl Moon W: Journal Entry; Use your notes from the homework to create a story about an animal sighting. Use imagery to express the mood and setting. CM/L/TX/T The teacher will read pages five through eight and have the students follow along. The teacher will call on students periodically to read. After the students read, the teacher will explain setting, mood and imagery. The teacher will guide the students in finding examples from the text. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals. Review Vocabulary R/LI The students will read p.g’s 5-8. The students will identify the location/direction words in the text they have read and discuss the significance of them in the story. The class will use their notes from the homework assignment to create a journal entry on animal sighting. The students will express mood and setting with imagery. One at a time, the students will type their web blogs on the computer

HKSOL – E – 4 – 4.1 Presenting Directions R: Owl Moon W: Journal Entry; Describe a student in the classroom. Use direction/location words and adjectives to describe the student. CM/L/TX The teacher will read pages nine through twelve and have the students follow along. The teacher will call on students periodically to read. After the students read, the teacher will review the vocabulary words. The teacher will provide objects and sounds that will prompt student’s memory of vocabulary words. The teacher will provide student instruction for the activity. D.A – Students whose strongest intelligence area is Musical will benefit from singing. R/LI The students will read p.g’s 9-12. The students will view or listen to the teacher s prompts. The students will work in groups of four. The students will use newspapers to spell the vocabulary words that are connected to the objects. The students will cut out letters to spell the words and paste them onto construction paper.

Day 5

HKSOL – E – 4 – 4.1 Presenting Directions R: Owl Moon W: Journal Entry; Choose one of the classroom rules. Think and write about the importance of the rule and consequences for breaking the rule. CM/L/TX/MO The teacher will read pages thirteen through sixteen and have the students follow along. The teacher will call on students periodically to read. After the students read, the teacher will have the students identify the rules for owling as listed throughout the text. The teacher will list the rules on in a diagram on the board. The teacher will discuss the importance of each rule and what might happen if a rule were not followed.

HKSOL – E – 4 – 4.1 Discussion R: Owl Moon W: Journal Entry; Imagine that you are a bird flying outside. Use similes and metaphors to describe the weather, temperature, and landscape.

R/LI The students will read p.g’s 13-16. The students will work in groups. Each group will choose a well known sport and describe as many of the rules that they can think of. The students will act out possible consequences for violating the rules. The class must decide what the sport is.

R/LI The students will read p.g’s 17-20. Each group will be given a common object to describe using adjectives. Groups will brainstorm to create silly similes and goofy metaphors. One student will record the suggestions. The students will share their similes and metaphors with the class.

HW: The students will complete a worksheet on the vocabulary words for the week.

CM/L/TX The teacher will read pages seventeen through twenty and have the students follow along. The teacher will call on students periodically to read. After the students read, the teacher will use examples from the text to explain similes and metaphors. The teacher will discuss the meaning of each within the context of the story. The teacher will lead the class in a discussion on the impact of similes and metaphors in stories. The teacher will provide objects for the activity.

HW: The students will complete a worksheet on the vocabulary words for the week.

Carratello, P. Carratello, P. Carratello, P.

Carratello, P.

Day 6

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 2 Character Trait: Courage Day 7 Day 8 Day 9

HKSOL – E – 4 – 4.1 Discussion R: Sleeping Ugly W: Journal Entry; Recall an important scene from your favorite story and rewrite it from the “villains” point of view. CM/L/TX/T/HS After the students read, the teacher will help the students brainstorm different fairy tales such as “Snow White”, Cinderella”, “and Rapunzel and so on. The teacher will have the students identify what story Sleeping Ugly is a version of. The teacher will demonstrate how to write fairy tales from another character’s point of view. The teacher will make a chart showing the point of view usually used to tell a story as will as a list of other characters possibilities. Introduce the vocabulary for the week.

HKSOL – E – 4 – 4.1 Discussion R: Sleeping Ugly W: Journal Entry; Use your notes to retell your family member’s favorite childhood story.

R/LI/HS The students will read p.g’s A29-A31. The students will choose one classic fairy tale from a list. The students will write recall an important scene from the story. The students will also write the scene from the “villains” point of view. The students will read both versions to the class. The class will discuss the differing points of view. HW: The students will poll their family members to find out what their favorite fairy tales were when they were children. The students will note the main characters, plot and moral of the stories.

Day 10

HKSOL – E – 4 – 4.1 Seeking Opinion R: Sleeping Ugly W: Journal Entry; If you were the Fairy, would you have left the Princess under the spell? Why? Or Why not? CM/L/TX/MU The teacher will read the story to the class for review. The teacher will divide the students into groups and assign each group a certain page or scene to roleplay. After the students complete their roleplays, the teacher will summarize the story and pose the following question to the class. “Although the princess was mean, was it right to leave her under the spell. The teacher will create a two column graphic organizer with the question at the top.

HW: The students will complete a worksheet on the vocabulary words for the week.

HKSOL – E – 4 – 4.1 Discussion R: Sleeping Ugly W: Journal Entry; Create your own fairy tale using as many as the words from your vocabulary list as possible. CM/L/TX The teacher will present the list of root words and their meanings for the vocabulary words on the overhead. The teacher will assign each student one of the roots or stems. The teacher will ask each student to select ten words from his/her list with which everyone should become familiar. The teacher will have the student write the words on an index card along with their definitions. The teacher will demonstrate how to create a visual display and provide the student with colored construction paper.

HKSOL – E – 4 – 4.1 Seeking Opinion R: Puss in Boots W: Journal Entry; Answer the question from the day’s lesson and provide at least two arguments to support your opinion. CM/L/TX The teacher will read the story to the class. The teacher will divide the students into groups and assign each group a certain page or scene to role-play. After the students complete their role-plays, the teacher will summarize the story and pose the following question to the class. “ Was Puss in Boots wrong when he lied to the King and deceived him.” The teacher will create a two column graphic organizer with the question at the top. After the students give their answers, the teacher will have the students compare the answers from Puss in Boots to the answers to Sleeping Ugly.

R/LI The students will read p.g’s A32-A33. The students will participate in identifying comparing and contrasting words. The students will use their text to compare the characters in the story. The students will use their notes from the homework assignment to rewrite the favorite story of a relative. The students will describe the plot, main characters, and moral of the story. One at a time, the students will type their web bloggs on the computer.

R/LI The students will read p.g’s A34-A35. The students will listen as the teacher gives instruction. Once the teacher has assigned each student a root or a stem, the students will research words containing the root or stem and make a list of as many words as possible along with the definitions. The students work individually to create a visual display of all of the words they have found for the root or stem, a tree and a flower.

R/LI The students will work as a group to role-play their selections from the story. One student will be the narrator of the selection. During the instruction, students will provide either a yes or no response to the question. The students will provide at least one explanation for there answers. The students will demonstrate respect for one anther answers. The students will write their journal entries. HW: The students will complete a worksheet on the vocabulary words for the week.

R/LI The students will work as a group to role-play their selections from the story. One student will be the narrator of the selection. During the instruction, students will provide either a yes or no response to the question. The students will provide at least one explanation for their answers. The students will compare their answers to yesterday’s discussion. D.A – Students who experience stage anxiety, or have a speech impediment will be allowed draw their scene and present it to the class.

CM/L/TX/T After the students read, the teacher will introduce compare and contrast. The teacher will write comparison and contrast words on the board. The teacher will guide the students in comparing and contrasting the two girls in the story. While the students are journaling, the teacher will have individuals work at the computer to enter their point of view stories for their web blogg. Review Vocabulary

Carratello, P. Carratello, P. Carratello, P.

Carratello, P.

Carratello, P.

Day 11

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 3 Character Trait: Courage Day 12 Day 13 Day 14

HKSOL – E – 4 – 4.1 Seeking Opinion R: Jack and the Beanstalk. W: Journal Entry; Was Jack right or wrong for stealing the giants goose and Harp? Why or Why not?

HKSOL – E – 4 – 4.1 Seeking Opinion R: Jack and the Beanstalk W: Journal Entry; Although you know the Giants point of view, was the giant right to want to eat Jack.

CM/L/TX/T/HS The teacher will read the story to the class and have the students follow along using their fingers or a pencil. Before discussing the question, the teacher will present a mini lesson on respect for others ideas. The teacher will pose the following question; “Was it ok that Jack stole the Giants goose and harp?” The teacher will create a two column graphic organizer with the question at the top and have the students give a simple yes or no question The teacher will introduce the vocabulary for the week.

CM/L/TX/T The teacher will have the students listen to a recording of the story. The teacher will then read another version of the story to the class from the giant’s point of view. The teacher will break the students up into groups. The groups will be assigned to either the original version or the new version (giant’s point of view). The teacher will have the groups roleplay the stories. The teacher will call the individuals to the computer to type their blog entries as the class writes in their journals.

R/LI/HS The student will use their fingers or a pencil to follow along as the teacher reads. The students will offer their yes or no responses to the teachers question and demonstrate respect for others responses. After the lesson, the students will Write two to three paragraphs in their journals explaining their opinions. HW; Summarize the story to a guardian or sibling and have them answer the following question; “Was it Ok that Jack stole the Giants goose and Harp” Record the answer in your Journals.

R/LI The student will use their fingers or a pencil to follow along as the teacher reads both stories. The students will work in groups. Each group will re-read the stories and role-play each story. While other groups role-play, other students will be respectful. After the presentations are complete, the students will write in their journals. D.A – Students whose strongest intelligence area is Kinesthetic will benefit from role-playing.

Review Vocabulary

Day 15

HKSOL – E – 4 – 4.1 Supporting Opinion R: Fanny’s Dream W: Journal Entry; Compare Fanny’s Dream to Cinderella. Name specific differences in the plot and use facts from the stories to support your opinions. CM/L/TX Before the students read, the teacher will Identify eight to ten words from the student’s upcoming reading selection that will provide a clue as to what the selection is about. The teacher will write print the words on a sheet of unlined paper and make enough copies for each group. The teacher will separate the students into groups and distribute the wordlists. The teacher will demonstrate the activity. The teacher will call the individuals to the computer to type their blog entries as the class writes in their journals.

HKSOL – E – 4 – 4.1 Supporting Opinion R: Fanny’s Dream W: Journal Entry; Compare your predictions to what actually happened in the story. Were they the same? Why? Or Why not?.

HKSOL – E – 4 – 4.1 Supporting Opinion R: Fanny’s Dream W: Journal Entry; Write a paragraph of some of the chores that you have at home after school.

CM/L/TX/MO Before the students read, the teacher will review the previous day’s lesson. The teacher will review the vocabulary words. The teacher will write the words on the board and have different students offer their definitions. The teacher will have the students share their projects from yesterday and have them share their explanations as to why they ordered their words that way.

CM/L/TX The teacher will have the students discuss what they may or may not know about farm life. The teacher will have the class list Fanny’s chores from the story. The teacher will have the students watch a fifteen minute educational clip that explains and demonstrates the chores of farm life. The teacher will separate the students into groups and provide each group with a scene from the story along with the appropriate costumes and props.

R/LI Te students will work in groups. Each group will cut apart the words on the list. The students will glue the words in any order they choose on another sheet of paper, but they must give a reason for their order. The students will write the reason for the order on the back of the paper. The students will write the definition next to each word. The students will read p.g’s 1-7 of Fanny’s Dream. The students will write in their journals when they have finished reading DA

R/LI The students will offer their definitions for the vocabulary words. The students will share their projects from yester day along with the reasons as to why they ordered their words that way. The students will use the bottom of their papers to write what they think the selections will be about based on the vocabulary words. The students will write sentences explaining their prediction. HW: The students will complete a worksheet on the vocabulary words for the week.

R/LI The students will read Fanny’s Dream. The students will listen as the teacher reviews the story. The students will discuss what they know about farm life. The students will review the text and identify some of Fanny’s farm chores from the story. After watching the clip, the students will be separated into groups. Each group will be given a scene and must use the costumes and props to re enact the scene. Based on what they learned from the video, the class will determine which of Fanny’s chores was being role-played. Allington, R. L. P. 62

Bauer, K., Drew. P 45 O'Brien-Palmer. P. 26

Scott, Foresman. P 67

O'Brien-Palmer. P. 85

Day 16

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 4 Character Trait: Courage Day 17 Day 18 Day 19

Day 20

HKSOL – E – 4 – 4.1 Supporting Opinion R: Because of WinnDixie W: Journal Entry; The students will have their parents talk about their favorite childhood pet. CM/L/TX/T/HS The teacher will have the students to think of their best friend to introduce the units theme of Friendship. The teacher will introduce the book and discuss some of the themes found in the book. The teacher will explain that the students will be reading the book for the next two weeks and will also be working on a Book report. The teacher will show an example of what the finished project will look like and explain the various parts. The teacher will explain what the plot of a story is.

HKSOL – E – 4 – 4.1 Communicating Ideas R: Because of WinnDixie W: Journal Entry; What write about being in church from WinnDixie’s point of view. CM/L/TX/T The teacher will write the word “plot” on the board and have the students define it in their own words based on the previous lesson. The teacher will have some of the students share their summaries of plot for chapters one and two. The teacher will check for correct grammar and specific vocabulary. Before the teacher reads, the teacher will remind the students to pay attention to the plot as they listen. The teacher will call the individuals to the computer to type their blog entries as the class completes the activity. Review Vocabulary

HKSOL – E – 4 – 4.1 Communicating Ideas R: Because of WinnDixie W: Journal Entry; Write a paragraph summarizing the plot for chapter three. CM/L/TX The teacher will provide the students with 10 slips of paper (one for each spelling word). The teacher will have the students practice writing their spelling words, one per slip. The teacher will instruct the students to turn over the slips. The teacher will have the students arrange their words in alphabetical order. The teacher will keep track of the order in which the students stand up. The teacher will check the students work and determine the winner.

HKSOL – E – 4 – 4.1 Communicating Ideas R: Because of WinnDixie W: Describe an interesting person that you have met.

HKSOL – E – 4 – 4.1 Communicating Ideas R: Because of Winn-Dixie W: If you had to get a job tomorrow, what would you want to do?

CM/L/TX/MU The teacher will have the students review their plot summaries for chapter three. The teacher will have the students copy their summaries on index cards and file them. The teacher will read chapter four and have the students follow along. The teacher will divide the students into groups for the activity.

CM/L/TX The teacher will have the students review the plot for chapters one through four. The teacher will have the class make a list on the board of the characters that they have met thus far in the book. The teacher will give each of the students Index cards with each of the characters names on one side. The class will use details from the story to create a character profile for each character. The teacher will read chapters five and six and have the students follow along. The teacher will remind the students to pay attention to the plot.

R/LI/HS The students will follow along in their books as the teacher reads the first chapter. The teacher will periodically call upon each student to read short paragraphs from the story to ensure that students are reading along. The class will work together to recall the events as they happened in the first chapter. The teacher will help the students place the events in chronological order. The students will write the events in their own words and label them in order. The students will record the events on index cards that are pre labeled by the teacher.

R/LI The students will share their plots for chapter one. The students will follow along in their books as the teacher reads the second two chapters. The students will follow along in their readings and read short passages as the teacher calls on them. The students will work in groups to recall the events in the chapter. The students will record the events on pre-labeled index cards. The students will keep their plot cards in an index card file. D.A – Students whose strongest intelligence area is Logic will be able to file their plot cards in order.

R/LI The students will read p.g’s The students will write their words on the index cards. After turning the cards over, the students will have fifteen seconds to arrange the cards in alphabetical order. After reading their words in order to be checked, the student must also use each word in a complete sentence and write the sentence on the board. If the student correctly arranges the words but miss uses the word, the next student will be given the opportunity. H.W Read chapter three and write your journal assignment.

R/LI The students will follow along in their books as the teacher reads chapter four. The students will read short passages from the story. The students will record the events on prelabeled index cards. The students will keep their plot cards in an index card file. The students will work in groups. Each group will be given a scene from the chapter. The students will choose parts and role-play their scene. The students will present their scenes as they are told in the story. HW: The students will complete a worksheet on the vocabulary words for the week.

R/LI The students will review the plot for chapters one through four. The students will use the index cards to create a character profile for each character. The students will include the characters personality traits, and significant role in the story. The students will give one contribution of the character to the story. The students will follow along in their books as the teacher reads chapters five and six. The students will recall the plot of the chapters and record it on their index cards.

O'Brien-Palmer. P. 79

Bauer, K., Drew. P. 99

O'Brien-Palmer. P. 95 Bauer, K., Drew. P. 93 O'Brien-Palmer. P. 89

Day 21 HKSOL – E – 4 – 4.2 Vocabulary and Oral Communication R: Because of Winn-Dixie W: Journal Entry; Think of a Time that you were ever scared. What did you do to make yourself feel better. CM/L/TX/T/HS The teacher will begin by having the students re-tell the plot from chapters one through six. The teacher will also have the class share their character profiles for each character. The teacher will introduce “main character” and have the class identify the main character in the story. As the teacher reads, she will periodically call upon students to read aloud. The teacher will introduce the vocabulary for the week.

R/LI/HS The students will re-tell the plot for chapters one through six. The students will identify the main character. The students will share their character profiles. The students will follow along as the teacher reads. The students will be called on to read aloud. After reading, the students will use different materials to illustrate the characters in the story

HW: Journal Entry

Bauer, K., Drew. P. 115

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 5 Character Trait: Self Esteem Day 22 Day 23 Day 24 HKSOL – E – 4 – 4.2 Vocabulary and Oral Communication R: Because of Winn-Dixie W: Journal Entry; Think of the first time that you were invited to a birthday party. How did it make you feel? Explain. CM/L/TX/T The teacher will have the students summarize the events and characters from chapter seven. The teacher will introduce setting. The teacher will have the students identify the setting of the story. The teacher will read chapter eight and call on students periodically to read. While the students are drawing their illustrations, the teacher will call individuals to the computer to work on their web bloggs. Review Vocabulary R/LI The students will work individually to summarize the events and characters from chapter seven. The students will identify the setting. The students will follow along as the teacher reads chapter seven. The students will read short paragraphs from the texts. Students will then think of a favorite scene from the story and illustrate it using crayons and markers. While the class is working on their illustrations, individuals will work at the computer to type their blog entries.

O'Brien-Palmer. P. 159

Day 25

HKSOL – E – 4 – 4.2 Vocabulary and Oral Communication R: Because of Winn-Dixie W: Journal Entry; Write a paragraph summarizing the plot for chapter nine

HKSOL – E – 4 – 4.2 Vocabulary and Oral Communication R: Because of Winn-Dixie W: Journal; Free choice

HKSOL – E – 4 – 4.2 Gathering Information

CM/L/TX After the students read, the teacher will The teacher will have the students play Spelling Concentration. The teacher will prepare a game sheet in advanced. The teacher will divide the sheet into 20 squares and write each spelling in a square. The teacher will write the corresponding definition in the other squares. The teacher will have the students cut the squares, turn them over so the blank side of the paper is facing up, and mix the square to create a board game. R/LI The students will follow along as the teacher reads chapter nine. The students will complete a vocabulary activity. The students will cut the squares, turn them over so the blank side of the paper is facing up, and mix up the squares to create a game board. The students will play in pairs, taking turns turning over two squares (one from the word column, one from the definition column). If the squares correspond, the student keeps the squares and takes another turn. If they don’t correspond, the opponent takes a turn. DA

CM/L/TX/MO The teacher will have the students review their plot summaries for chapter nine. The teacher will have the students copy their summaries on index cards and file them. The teacher will read chapter nine and have the students follow along. The teacher will have the students re tell the main plot for the story and copy it on an index card. The teacher will divide the students into groups for the activity.

CM/L/TX The teacher will read chapters ten and eleven and have the students follow along. The teacher will call on students periodically to read. The teacher will divide the students into groups to role-play their favorite scene from the book. The teacher will have the class assemble their plot cards in order of what happened. The teacher will work with the class to compile them into a paragraph explaining the sequence of events in the story.

R/LI The students will follow along in their books as the teacher reads chapter nine. The students will read short passages from the story. The students will copy the plots for chapters eight and nine on their index cards. The students will work in pairs to begin on their Book report presentations. Each pair will be given a presentation board with markers, crayons, and paint. The students will decorate their presentation boards. HW: The students will complete a worksheet on the vocabulary words for the week.

R/LI The students will follow along in their books as the teacher reads chapters ten and eleven. The students will determine their favorite scene from the text and role-play it before the class. The students will assemble their plot cards in order and compile them into a coherent paragraph. The students will work to complete their character illustrations or their presentation boards. D.A – Students whose strongest intelligence area is Kinesthetic will benefit from role-playing the scenes.

Bauer, K., Drew. P. 190

Allington, R. L.. P. 129

R: Because of Winn-Dixie W: Journal Entry; Free choice.

O'Brien-Palmer. P. 198

Day 26 HKSOL – E – 4 – 4.2 Gathering Information R: The Great Fire W: Journal Entry; Based on what we have read, what do you think was the cause of the fire. CM/L/TX/T/HS The teacher will introduce the story. The teacher will read chapters one and two and call students to read short passages. The teacher will use the smart board to visit the books website. The teacher will have the class answer questions pertaining to chapters one and two. The teacher will have the students listen to the song “ Mrs. O’Leary’s Cow”. The teacher will have the class visit http://www.chicagohs.o rg/fire/oleary/index.html to determine the cause of the fire. The teacher will introduce the vocabulary for the week.

R/LI/HS The students will follow along in their books as the teacher reads. The students will sing the lyrics of the song several times. The students will answer the chapter questions on the smart board. The students will work in groups. Each group will take one section of the song to illustrate. Once the groups have finished, the illustrations will be put together in a class song book. Once finished, the students will work on finishing their book reports. HW:Journals

Allington, R. L. P. 205

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 6 Character Trait: Self Esteem Day 27 Day 28 Day 29 HKSOL – E – 4 – 4.2 Gathering Information R: The Great Fire W: Journal Entry; Imagine that you lived in Chicago at the time of the fire. How would feel if your house burnt down? CM/L/TX/T The teacher will read chapter three. The teacher will use the smart board to visit the History Maker. The students will point out the size of Chicago and its current population. The teacher will have the class visit another website to understand what Chicago was like in 1871. The teacher will also have the class visit websites to obtain photos of Chicago before, during and after the fire. The teacher will demonstrate different types of Venn Diagrams and have the students choose one for their project. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals. Review Vocabulary R/LI The students will follow along in their books as the teacher reads. The teacher will work at the smart board. The class will visit different websites to learn about Chicago and the great fire. The students will make a Venn Diagram illustrating Chicago 125 years ago and today. The students will print photos to include in their diagram. The teacher will call individuals to type their web bloggs. D.A – Students whose strongest intelligence area is Spatial will benefit from classifying their photos.

Scott, Foresman. P. 278

Day 30

HKSOL – E – 4 – 4.2 Gathering Information R: The Great Fire W: Journal Entry; Re-tell the story of the Chicago fire in your own words. Use your vocabulary words. CM/L/TX The teacher will read chapter four. The teacher will review the vocabulary words along with their definitions. The teacher will have each student share a creative sentence with the class using one of the words. The teacher will arrange the class into teams. The teacher will instruct the students to write the alphabet along the top of a sheet of paper. The teacher will select a vocabulary word and write it on a piece of paper and place it face down. The teacher will have the students ask questions about its spelling in order to determine the word.

HKSOL – E – 4 – 4.2 Organizing Information R: The Great Fire W: Think of a building or an object that you have seen burn down. Describe what it looked like before and after the fire. CM/L/TX/MU The teacher will read chapter five. The teacher will use the smart board to visit about.com. The teacher will display before and after the pictures of the Chicago fire. The teacher will display pictures of pre-fire landmarks as well as before and after pictures. The teacher will save the pictures to a disk and print them out. The teacher will make a chart with the illustrations showing Chicago's landmarks before and after the fire.

HKSOL – E – 4 – 4.2 Organizing Information R: The Great Fire W: Journal Entry; Think of a natural disaster that happened locally. How were the victims affected?

R/LI The students will follow along and read parts of chapter four. The students will work individually to use the spelling words in creative sentences. The students will work in groups. Each group will write their alphabet at the top of a sheet of paper. The students will ask questions concerning the spelling of the vocabulary word (E.g. Is there a p in the word?). If the teacher responds yes, the students circle the letter. If the answer is no, an X is placed over the letter. Students can raise their hand to guess the “mystery word” at any time.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will be allowed to work at the smart board during instruction. After the instruction, the students will work in groups. Each group will think of a local building. The students will brainstorm to think about what it would look like after a fire. The students will draw a before and after picture and post them on a chart. HW: The students will complete a worksheet on the vocabulary words for the week.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work at the smart board to play the fireman game. The students will present their book reports from last week. The students will spend the remainder of the class finishing their Venn diagrams, illustrations, and charts.

Carratello, P. P. 299 Bauer, K., Drew. P 241

CM/L/TX The teacher will read chapters six and seven. The teacher will have the students play the fireman game. The teacher will use the remainder of the class time to have the students present their book reports. After the students finish their presentations, the teacher will have the students finish their Venn diagrams, illustrations and charts.

Allington, R. L. P. 342

Day 31

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 7 Character Trait: Self Esteem Day 32 Day 33 Day 34

HKSOL – E – 4 – 4.2 Organizing Information R: The Cricket in Times Square W: Journal Entry; Describe what is under the sidewalks of our city.

HKSOL – E – 4 – 4.2 Organizing Information R: The Cricket in Times Square W: Write a short paragraph and use your unknown word at least once.

HKSOL – E – 4 – 4.3 Context Clues R: The Cricket in Times Square W: Like Chester Mouse, describe your favorite food and why you like it.

CM/L/TX/T/HS The teacher will introduce the story. The teacher will read chapters one and two and call on students to read passages. The teacher will use the smart board to visit the books website. The teacher will have the class answer questions pertaining to chapters one and two. The teacher will have the students finish their book report presentations. The teacher will introduce the vocabulary for the week.

CM/L/TX/T The teacher will read chapter three. The teacher will call students to periodically read passages aloud. The teacher will instruct the students to simply raise their hand when they come to an unknown word and skip over it. The teacher will write each word on the board. After reading, the teacher will use the difficult words to explain deduction. The teacher will have the students determine which words the unknown word relates to. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals.

CM/L/TX The teacher will read chapter four. The teacher will review the weeks spelling words along with their definitions. The teacher will give the rules for scrabble spelling. The teacher will divide the students into pairs. Each pair will be given a miniature scrabble board and letter tiles. The teacher will demonstrate how to use the tiles to spell the vocabulary words. The teacher will also demonstrate how to calculate the numerical value of each word.

R/LI/HS The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work at the smart board during instruction. The students will answer the chapter questions. The students will use the remainder of the class period to finish their book report presentation.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will raise their hand when they come to an unknown word. After reading the students will listen as the teacher explains the process of deduction. The students will work in groups. Each group will be given a sentence containing one of the unknown words. The groups must use the process of deduction to determine the meaning of the unknown word.

HW

Scott, Foresman. P. 482

Allington, R. L. P. 396

Day 35

HKSOL – E – 4 – 4.3 Context Clues R: The Cricket in Times Square W: Journal Entry; What is your favorite desert. Who makes it the best and why? CM/L/TX/MO The teacher will read chapter five. The teacher will call students to periodically read passages aloud. The teacher will have the students use the context clue of deduction to understand unfamiliar words. The teacher will review all parts of speech using a diagram. The teacher will demonstrate how to determine the meaning of unfamiliar words by determining their parts of speech.

HKSOL – E – 4 – 4.3 Context Clues R: The Cricket in Times Square W Imagine that you are a cricket. Describe everything from your point of view.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work in pairs. Each pair will use letter tiles from a Scrabble game to build their spelling words for the week. The students will then add up the value of the letters in each word to learn which of the week’s spelling words has the highest mathematical value. D.A – Students whose strongest intelligence area is Math will be able to find the sum of each word.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will list unfamiliar words and use deduction to determine their meaning. Each student will be given a sentence with a difficult word and the words part of speech. The students must determine the meaning of the word using deduction and the words part of speech. HW: The students will complete a worksheet on the vocabulary words for the week.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will be divided into groups of three. The students will be given two index cards with words on them. The students must decide on a third mystery word. The groups will stand at the front of the class in a line. The students on each end will hold up a word. The class must use the meaning of those words to decide on the mystery word.

Scott, Foresman. P. 295

Allington, R. L. P.523

CM/L/TX The teacher will read chapter six. The teacher will call on students to read passages aloud. The teacher will review the use of context clues to identify unfamiliar words. The teacher will use sentences from chapter six to explain chunking. The teacher will demonstrate how to use the words around the unknown word to determine its meaning. The teacher will separate the students into groups for the activity.

Allington, R. L. P. 591

Day 36

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 8 Character Trait: Self Esteem Day 37 Day 38 Day 39

HKSOL – E – 4 – 4.3 Context Clues R: The Cricket in Times Square W: Journal Entry; Have your parents or siblings describe how it feels to get a gift.

HKSOL – E – 4 – 4.3 Words with multiple meanings R: The Cricket in Times Square W: Write a paragraph of your choice. Choose one word to repeat using synonyms.

HKSOL – E – 4 – 4.3 Words with multiple meanings R: The Cricket in Times Square W: Journal Entry; Free choice.

CM/L/TX/T/HS The teacher will read chapter seven. The teacher will call students to periodically read passages aloud. As the teacher reads, the students will raise their hands to identify unfamiliar words. The teacher will write the words on the board. The teacher will have the students work in groups to decide on the meaning of the words.

CM/L/TX/T The teacher will read chapter eight. The teacher will call students to periodically read passages aloud. The teacher will use a word in two sentences. Each sentence will give the word a different meaning. The teacher will lead the students in a discussion of words that have different meanings. The teacher will write several words on the board. The teacher will have the student’s think of as many meanings for each word as possible. The teacher will write the meanings on the board. The teacher will have students type their blog entries during journal time. Review Vocabulary

CM/L/TX The teacher will read chapter nine. The teacher will call students to periodically read passages aloud. After the students read, the teacher will have the students play Vocabulary Bingo. The teacher will provide each student with a blank Bingo card. The teacher will instruct the students to write one vocabulary word in each box. The teacher will draw one of the words from a hat and call on students to stand and spell the word. If the student spells the word correctly, the word is put aside and students place an X over that word on their cards

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. For the activity, each student will have a card on which a words meaning is written. The object of the game is for each student to identify the word that goes with the meaning on his/her card; then the student must find the classmate who holds a card that has another meaning for the same word.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work in groups to make their Bingo cards Students will be called upon to spell the words as the teacher calls them out. If the standing student spells the word correctly, the students will mark that word on their cards. The students will continue until someone gets Bingo.

The teacher will introduce the vocabulary for the week. R/LI/HS The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will use the unfamiliar words to create “possible sentences”. The groups will create at least two sentences for each word. The students will create sentences that give the meaning of the word. The students will share their sentences with the other groups.

Day 40

HKSOL – E – 4 – 4.3 Words with multiple meanings R: The Cricket in Times Square W: Journal Entry; Write two paragraphs describing what you can do if you get caught in a fire. CM/L/TX/MU The teacher will read chapter ten. The teacher will call students to periodically read passages aloud. The teacher will write the vocabulary words on the board. The teacher will have the students tell the definition for each word. The teacher will give each student an index card. Each card will have an alternate definition for one of the words written on it. The teacher will divide the students into teams for the activity. D.A – Students whose strongest intelligence area is interpersonal will benefit from working in a group.

HKSOL – E – 4 – 4.3 Words with multiple meanings R: The Cricket in Times Square W: Writing out definitions

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will offer the definitions for the spelling words. The students will work in groups for the activity. Each group will take turns matching their alternate definitions to the appropriate word. It a team misses a word, the next team will have the option of taking that

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work at the board during instruction. The students will write out all of the definitions for each of the vocabulary words. The students will work in groups. Each group will brainstorm to think of sentences for each meaning of each word. The students will read their sentences aloud.

CM/L/TX The teacher will read chapter eleven. The teacher will call students to periodically read passages aloud. The teacher will write the vocabulary words on the board. The teacher will have the students give all of the definitions for each of the words from yesterday’s lesson. The teacher will divide the students into groups. The teacher will provide examples for the activity

O'Brien-Palmer. 490 O'Brien-Palmer. P. 333-334

O'Brien-Palmer. P. 423

Scott, Foresman. P. 326

Allington, R. L. P.523

Day 41

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 9 Character Trait: Self Esteem Day 42 Day 43 Day 44

HKSOL – E – 4 – 4.3 Word Origins; Synonyms R: The Cricket in Times Square W: Describe your favorite song.

HKSOL – E – 4 – 4.3 Word Origins; Antonyms

CM/L/TX/T/HS The teacher will read chapter twelve. The teacher will call students to periodically read passages aloud. The teacher will review synonyms. The teacher will make a list of synonym pairs. The teacher will Use a blue marker to write on blank index cards the first word in one of the synonym pairs. The teacher will Use a red marker to write on the back of the first card the second word in the second synonym pair of the list. The teacher will pass out one card to each student.

CM/L/TX/T The teacher will read chapter thirteen. The teacher will call students to periodically read passages aloud. The teacher will define synonym and antonym. The teacher will write words on the board and have the class give a synonym and antonym for each word. The teacher will then call out vocabulary words. The teacher will have the students use their white boards to write a synonym and an antonym for each word. The teacher will have students work at the computer while the class is journaling.

R/LI/HS The students will read short passages from the story aloud to the class. The teacher will Start the game by showing and calling out the red word on your card. The students must look at their cards to see who has the blue word that is a synonym for the word you call out. That student should call out the synonym. Then, the student holding the card on which was written the synonym for your card flips over his or her card and reads the red word on the back.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. For independent practice, The students will be given a sheet of paper with a word and letter on it (A for antonym and S for synonym). When the teacher directs them to do so, students will get up out of their seats and find the antonym or synonym that matches the word they were given. The students must stand by the person with the right word.

Scott, Foresman. P 396

R The Cricket in Times Square: W: Writing synonyms and antonyms.

O'Brien-Palmer. P. 379

HKSOL – E – 4 – 4.3 Word Origins; Multiple Meanings of words. R: The Cricket in Times Square W: Think of another legend that you know. Re-tell it in your own words. CM/L/TX The teacher will read chapter fourteen. The teacher will call students to periodically read passages aloud. The teacher will have the class review the vocabulary words. The teacher will have the students spell each word, define each word, and use each word in a sentence. The teacher will line the students up for the activity. D.A – Students whose strongest intelligence areas are kinesthetic and interpersonal will benefit from the vocabulary activity. R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will participate during guided practice. The students will line up. The teacher will call out a vocabulary word. The student at the front will say the first letter of the word. The second student will say the second letter. The students will continue until the word is spelled. If a student misses a word, they must take a seat.

Day 45

HKSOL – E – 4 – 4.3 Word Origins; Homonyms R: The Cricket in Times Square W: Writing definitions of Homophones.

HKSOL – E – 4 – 4.3 Word Reference Materials R: The Cricket in Times Square W: Writing sentences that include guide words on a dictionary page.

CM/L/TX/MO The teacher will read chapter fifteen. The teacher will call students to periodically read passages aloud. The teacher will introduce the lesson giving a joke about homophones and homonyms. The teacher will define homophone and homonym and write the definition on the board. The teacher will ask the students for homophones and homonyms and write them on the board

CM/L/TX The teacher will read chapter sixteen. The teacher will call students to periodically read passages aloud. The teacher will explain the meaning of the term guide word with the students. The teacher will give students any word. The teacher will tell the students to look up that word in their dictionaries and find the two guide words on that page. The teacher will have students read the definition of each guide word. The teacher will have the students make up a sentence that includes both guide words.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work in groups of three or four. Each group will use dictionaries to create a list of at least 25 pairs of homophones. The students will define the words and use them in sentences. The students will then compile their sentences into a paragraph. HW: The students will complete a worksheet on the vocabulary words for the week.

Scott, Foresman. P. 429 Allington, R. L. P. 423

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will look up their vocabulary words in the dictionary. The students will locate the guide words for each vocabulary word. The students will read the definitions for the words and write sentences using both guide words in the sentence. The students will share their sentences with the class.

O'Brien-Palmer. P 390

Day 46

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 10 Character Trait: Self Esteem Day 47 Day 48 Day 49

HKSOL – E – 4 – 4.3 Word Reference Materials; Thesaurus R: An essay written by the teacher. W: writing sentences using synonyms

HKSOL – E – 4 – 4.3 Word Reference Materials; Glossary R: An essay from Sports Magazine. W: Writing explanations of unfamiliar words.

HKSOL – E – 4 – 4.3 Word Reference Materials; dictionary R: Where the Wild Things Are W: Journal Entry;

CM/L/TX/T/HS The teacher will begin by having the students read a long paragraph in which one word is used too much. The teacher will have the students identify the word and the teacher will write the word on the board. The teacher will have the student’s think of other words that mean the same and write them on the board. The teacher will review synonyms and explain how using a thesaurus can make writing more interesting. The teacher will demonstrate how to use a thesaurus The teacher will introduce the vocabulary for the week.

CM/L/TX/T The teacher will explain the importance of a glossary. The teacher will demonstrate how to use a glossary. The teacher will have several students use a glossary. The teacher will have the students read an article from Sports Magazine about football. The teacher will have the student copy any words that they are unfamiliar with. After the students have read, the teacher will assign one word to each student. The teacher will use the smart board and help each student research their word. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals.

CM/L/TX After the students read, the teacher will ask the students to define the term Guide Word and give examples. The teacher will organize the students into pairs. The teacher will give each group one dictionary and a teacher-made work sheet that has a list of words beginning with different letters of the alphabet. The teacher will tell students they have X minutes to locate and write down the guide words that appear at the top of the page for each word and the page numbers the guide words fall on.

CM/L/TX/MU The teacher will have the students take turns reading orally. The teacher will write teach, entertain, and convince on the board. The teacher will help the class define each term. The teacher will have the students suggest books that they have read that were informative, entertaining, or convincing. The teacher will provide examples of each type. The teacher will show an encyclopedia, a fiction book and an editorial and have the students suggest the author’s purpose.

R/LI The students will read where the wild things are. The students will define Guide Word and give examples. The students will work in pairs to look up the words on their list. The students will locate and write down the guide words that appear at the top of the page for each word along with the page numbers that the words fall on. At the end of the time limit, the students will be given an answer sheet and will check their own work.

R/LI The students will read the book aloud. After guided practice, the students will suggest what they think the author’s purpose was for writing this book. The students will turn to the introduction and find phrases or sentences that give them clues. The students will complete the Authors Purpose worksheet. The students will circle the phrase at the top that tells the authors purpose. The students will circle the sentence that gave them the clues

R/LI/HS The students will read the essay the teacher has written. The students will offer synonyms for the repeated word. The students will practice looking up words in a thesaurus to find synonyms. Each student will be given five words. The students must use a thesaurus to find as many synonyms for their words as possible. The students will write complete sentences using their synonyms. The students will then compile their sentences into a creative paragraph.

D.A – Students with Dyslexia will be allowed to cut and paste their words. R/LI The students will read a football article from Sports Magazine. The students will write down unfamiliar words. The students will use the smart board to research the connection that their word has to the game. Each student will write an easily understood explanation for their word. Each student will then draw illustrations for their word. When the students are through with drawing, the class will bind their words together into a glossary. While the class is drawing, students will type in their blog entries.

Scott, Foresman P. 492

Day 50 HKSOL – E – 4 – 4.4 Comprehension; Authors Purpose R: National Geographic News W: Journal Entry; Read an article from your local newspaper. Explain the author’s purpose and support your answer. CM/L/TX The teacher will hold up the day’s newspaper and read some of the headlines. The teacher will have the student’s list news websites that they may have visited. The teacher will use the smart board and have the class read tow articles form the National Geographic News. The teacher will post questions for each that require the students to identify the organization that published the article, the author’s point of view and the articles purpose. The teacher will provide examples of why it is important to understand the basic aspect of any article or web cite.

R/LI The students will work in groups to read one story from the National Geographic News. The students will identify the organization that published the article, the author’s point of view, and the articles purpose. The students will read another article of the same topic. The students will identify the same facts for the second article. The students will compare the articles.

O'Brien-Palmer. P. 510 Scott, Foresman. P. 421

Carratello, P. P.523

HKSOL – E – 4 – 4.4 Comprehension; Authors Purpose R: Playing it safe. W: Journal Entry; Write a paragraph for each type of purpose.

Allington, R. L. P. 459

Day 51

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 11 Character Trait: Self Control Day 52 Day 53 Day 54

HKSOL – E – 4 – 4.4 Comprehension; Authors Purpose R: The perilous Road W: Writing author info.

HKSOL – E – 4 – 4.4 Comprehension; Authors Purpose R: The perilous Road W: Typing blogg entries

CM/L/TX/T/HS The teacher will read chapters one and two. The teacher will call students to periodically read passages aloud. Before reading, the teacher will have the class research facts about the author using the smart board. The teacher will have the students write the facts on a sheet of paper. The teacher will have the students predict what the author’s purpose for the story is.

CM/L/TX/T The teacher will read chapters three and four. The teacher will call students to periodically read passages aloud. The teacher will review the three reasons that authors write. The teacher will have the students review their predictions from the previous lesson. The teacher will review the events of chapters one through four. The teacher will have the students decide whether they want to stick with their original predictions, or do they predict that the author’s purpose is something else. Review Vocabulary R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will recall the three reasons for writing and write them on paper. The students will re-read their predictions to the class from the previous lesson. Based on the information that they have read, the students will decide whether their predictions is right or needs to be changed. The students will then write a journal entry explaining the author’s purpose for the book. The students will provide examples from the story that support their opinion. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals. Scott, Foresman P. 520

The teacher will introduce the vocabulary for the week. R/LI/HS The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. Before the students read, they will work at the smart board to research information about the author. The students will research the author’s birth place, place of education, and social issues that were dominant when the author wrote the book. The students will record their findings and use them to predict what the author’s purpose for the story is. The students will share their predictions with the class. HW; Journal entry

Carratello, P. P. 458

Day 55

HKSOL – E – 4 – 4.4 Comprehension of Fiction; language R: The perilous Road W: Journal Entry; Free choice CM/L/TX The teacher will read chapter five. The teacher will call students to periodically read passages aloud. The teacher will take sentences from the text and write them in the original text and write a more boring version. The teacher will have the class identify the adjectives and specific nouns in the sentences. The teacher will have the class discuss how the use of adjectives and specific nouns contribute to the author’s purpose.

HKSOL – E – 4 – 4.4 Comprehension of Fiction; language R: The perilous Road W: Revising sentences.

HKSOL – E – 4 – 4.4 Comprehension of Fiction; setting R: The perilous Road W: Journal Entry;

CM/L/TX/MO The teacher will read chapter six. The teacher will call students to periodically read passages aloud. The teacher will review the previous lesson. The teacher will review the importance of adverbs, precise verbs, and precise nouns. The teacher will provide examples of each. The teacher will divide the students into groups and provide one example for the activity. The teacher will distribute the materials.

CM/L/TX The teacher will read chapter seven. The teacher will call students to periodically read passages aloud. The teacher will have the students review the author’s purpose for the book. The teacher will write the word setting on the board. The teacher will provide the settings of previously read stories and explain how they contributed to the purpose of the stories. D.A – Students whose strongest intelligence areas are kinesthetic and interpersonal will benefit from interacting with smart board.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work at the board during guided practice. The students will circle all of the specific nouns and adjectives. The students will give possible answers as to how the use of adjectives and specific nouns contribute to the author’s purpose. The students will work in groups. Each group will be given a short story. The groups will read the story to the class. The class will then decide on the purpose of the selection.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work in groups for the activity. Each group will be given six simple sentences. The groups must revise the sentences so that the reader can picture the idea by using adverbs, precise verbs, and precise nouns. The groups will draw a picture for each sentence. Each group will share one sentence. The class must draw a picture that illustrates the sentences. The class pictures should match the group’s pictures.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. After the students read, they will determine the setting of the story. The students will visit http://www.tennesse el and sale.com/vall eyphotos.htm to learn about the elevation, and climate and obtain photos of the region. The students will use this information to determine how the author uses it to appeal to the reader. The students will write in their journal about how setting contributes to the author’s purpose.

Allington, R. L. P. 428 Carratello, P. P. 497

Scott, Foresman. P.523

Day 56 HKSOL – E – 4 – 4.4 Comprehension of Fiction; information R: The perilous Road W: Writing specific info on the board. CM/L/TX/T/HS The teacher will read chapters eight and nine. The teacher will call students to periodically read passages aloud. The teacher will explain how the use of specific information contributes to the author’s purpose. The teacher will have the students identify instances of specific information from the reading by raising their hand when an instance is read. The teacher will use the smart board to visit http://www.mce.k 12tn.net/civil_war /confederacy.htm. The teacher will use this website to explain the events in chapter nine from a historical perspective.

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 12 Character Trait: Self Control Day 57 Day 58 Day 59 HKSOL – E – 4 – 4.4 Major events and supporting details R: The perilous Road W: writing the answers to questions. CM/L/TX/T The teacher will read chapters ten and eleven. The teacher will call students to periodically read passages aloud. The teacher will write their term major events on the board. The teacher will provide the students with the major events from previously read stories. The teacher will give the students four questions to ask in order to determine what major events are. The teacher will divide the students into groups for the activity. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals. D.A – Students whose strongest intelligence area is spatial will be able to illustrate their main events.

R/LI/HS The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. As the students read, they will raise their hands as they read specific information that may contribute to the author’s purpose. The students will write the information on the board. After visiting the website. The students will Create their own illustrations of Fort Sumter based on what they have read. HW

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will identify the major events from previously read stories and describe how they identified them as major events. The students will work in groups. Each group will be assigned a short passage of a story. The students will answer the questions and use their answers to determine the major event from their story. The students will illustrate it.

Day 60

HKSOL – E – 4 – 4.4 Major events and supporting details R: The perilous Road W: writing major events on the index cards. CM/L/TX The teacher will read chapter twelve. The teacher will call students to periodically read passages aloud. The teacher will review the term Major Events. The teacher will have the students provide the major events from stories that they have previously read. The teacher will have the students review the questions for determining the major events. The teacher will have the students use their major events cards from the previous lesson to create a story. The teacher will write the story on the board. The teacher will pass out index cards, paper bags, and markers for the activity.

HKSOL – E – 4 – 4.4 Major events and supporting details R: The perilous Road W: Placing quotes in their illustrations. CM/L/TX/MU The teacher will read chapter thirteen. The teacher will call students to periodically read passages aloud. The teacher will review main events. The teacher will have the students identify the main event in chapter thirteen. The teacher will use selected passages from the chapter to introduce and explain the function of supporting details. The teacher will review chapters one through thirteen. The teacher will have the class identify the main event from each chapter. The teacher will write the chapters and their main events on the board. The teacher will show the students a comic strip.

HKSOL – E – 4 – 4.4 Major events and supporting details R: The perilous Road W: Journal Entry; Describe the main events of the day. CM/L/TX The teacher will read chapter fourteen. The teacher will call students to periodically read passages aloud. The teacher will review the terms main events and supporting details. The teacher will have the students review the chapter and identify the main event. The teacher will have each student give and example of a supporting detail and explain their reasoning. The teacher will write all of the chapters on the board along with the main event. The teacher will have the student create the comic strip for the last chapter and the students will take a vote on which one to use for the assignment.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will participate during guided practice. For the activity, the students will decorate the bag to look like the setting or cover of the story. On the cards, the students will describe the main events and place the cards in the bag. The students will trade bags with one another and sequence the story. DA

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will identify the main events for each chapter. The students will work in groups. Each group will be assigned a chapter. The groups will use art materials to create an illustration of their event in the form of a comic strip. The students will then choose a quote form the chapter that is a supporting detail for the event and include it in the illustration.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The teacher will have all of the students put their comic illustrations into a paper bag. The teacher will draw an illustration from the bag. The teacher will show the picture to the students and read the dialogue. The student must decide which chapter it belongs in and the teacher will tape it on the board. The students will then work to paste the illustrations into an accordion book.

O'Brien-Palmer. 42-45 Scott, Foresman. P. 56-58

Scott, Foresman. 28-29

O'Brien-Palmer. P 153-154

Allington, R. L. P. 222-224

Day 61

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 13 Character Trait: Self Control Day 62 Day 63 Day 64

HKSOL – E – 4 – 4.4 Relationship: Text and previously read material R: Follow the Drinking Gourd W: writing similarities and differences of the stories.

HKSOL – E – 4 – 4.4 Relationship: Text and previously read material R: Follow the Drinking Gourd W: Recording the lyrics of the song.

HKSOL – E – 4 – 4.4 Relationship: Text and previously read material R: Follow the Drinking Gourd W: listing the words and writing their definitions.

CM/L/TX/T/HS The teacher will introduce the Book. The teacher will read pages 1-10. The teacher will call students to periodically read passages aloud. The teacher will use the smart board to visit http://wwwsongsf orteaching.com/olk/fol lowthedrinking gourd.htm. The teacher will have the class listen to the lyrics of Follow the Drinking Gourd. The teacher will review point of view.

CM/L/TX/T The teacher will begin the lesson by showing the class a real drinking gourd. The teacher will read pages 11-20. The teacher will call students to periodically read passages aloud. After the students read. The teacher will use visit a website about the song. While navigating this web page, the students will listen to the tune and lyrics of the song. The teacher will use this website to explain the lyrics of the song and how they were a code for runaway slaves. The students will also learn the constellations from this website. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals.

CM/L/TX The teacher will read pages 21-30. The teacher will call students to periodically read passages aloud. The teacher will present the list of root words and their meanings for the vocabulary words on the overhead. The teacher will assign each student one of the roots or stems. The teacher will ask each student to select ten words from his/her list with which everyone should become familiar. The teacher will have the student write the words on an index card along with their definitions.

The teacher will introduce the vocabulary for the week.

R/LI/HS The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will sing the lyrics to Follow the Drinking Gourd. The students will Work in Groups. The students will recall the point of view of The Perilous Road. The Students will identify the narrator’s point of View in Follow the Drinking Gourd. The students will brainstorm. The students will think of how the points of view are similar and how they are different.

Review Vocabulary R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will pass around the drinking gourd. The students will listen to the lyrics of the song. The students will record the lyrics for the song. The students will record each stanza on an index card. The students will listen as the teacher navigates the website and explains the meaning of the lyrics. The students will write the meaning of the lyrics on the back of the index cards.

O'Brien-Palmer. P. 453

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. Once the teacher has assigned each student a root or a stem, the students will research words containing the root or stem and make a list of as many words as possible along with the definitions. The students work individually to create a visual display of all of the words they have found for the root or stem, a tree and a flower.

HKSOL – E – 4 – 4.5 Sensory Words R: Sample sensory/shape poem W: Writing their own apple poem.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work in groups to create their time lines. Each group will be given paper, crayons, and markers. To create their time lines. The students will accompany their timelines with illustrations. The students will work individually for the website activity. The students will travel back to the 1800s and become an eyewitness to history.

R/LI Other connections include words describing how an apple grows and experiences that the students have had with apples. The students will choose the main idea for the poem. The students will select words from the brainstormed list that are associated with the main idea and write them in the apples outline. The students will read their poems aloud to the class. D.A- Students who have difficulty with fine motor skills will be given the potion to use pre cut apple shapes.

CM/L/TX The teacher will introduce the shape that will be used for the writing activity. The teacher will have the students to conduct a sensory exploration of the physical objects. The teacher will ask the students what a shape poem might look and sound like. The teacher will provide an example shape poem for the students to read. The teacher will have the students create a list of words related to the selected object. The teacher will have the students make connections among the words related to sight and other senses.

O'Brien-Palmer. P 523

O'Brien-Palmer. P. 111 Scott, Foresman. P. 252

Day 65

HKSOL – E – 4 – 4.4 Relationship: Text and previously read material R: Follow the Drinking Gourd W: writing the timeline events in complete sentences. CM/L/TX/MO The teacher will read pages 31-48. The teacher will call on students to periodically read passages aloud. The teacher will display a time line of events surrounding slavery that happened at the same time of the events in the story. The teacher will have the students create a time line of events for The Perilous Road and Follow the Drinking Gourd. The teacher will have the students compare the different accounts in each story. The teacher will have the students visit a website that helps students understand the life of a slave.

Allington, R. L. P. 231

Day 66 HKSOL – E – 4 – 4.5 Sensory Words R: Alexander and the Terrible, Horrible, No Good, Very Bad Day W: writing the words in columns. CM/L/TX/T/HS The teacher will read chapter one and have the students follow along. The teacher will call on students to read periodically. The teacher will write the five senses on the board. The teacher will remind the students that sensory words describe the way that we perceive objects. The teacher will give examples of sensory words. The teacher will have the students give examples of other sensory words.

The teacher will introduce the vocabulary for the week.

R/LI/HS The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will provide other examples of sensory words. The students will complete a worksheet on sensory words. The worksheet will have a word bank. Below the word bank, there will be five columns. One for each of the five senses. The students will place the words in the correct column HW

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 14 Character Trait: Self Control Day 67 Day 68 Day 69 HKSOL – E – 4 – 4.5 Sensory Words R: Alexander and the Terrible, Horrible, No Good, Very Bad Day W: writing sensory words CM/L/TX/T The teacher will read chapter two and have the students follow along. The teacher will call on students to read periodically. The teacher will review the definition of sensory words. The teacher will have the students provide examples of sensory words. The teacher will have the students review chapter two and identify as many sensory words as possible. The teacher will have the students write the sensory words that they identified. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals. DA- Students who have difficulty with writing will be able to use pre cut letters to spell the sensory words. R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will provide examples of sensory words. The students will review chapter two and identify as many sensory words as possible. The students will write the sensory words. The students will use the words to write a diamante poem.

O'Brien-Palmer.P 107-110 Scott, Foresman. P. 104

Day 70

HKSOL – E – 4 – 4.5 Sensory Words R: Alexander and the Terrible, Horrible, No Good, Very Bad Day W: Writing definitions and complete sentences CM/L/TX The teacher will read chapter three and have the students follow along. The teacher will call on students to read periodically. The teacher will review the definition of sensory words. The teacher will provide examples of less obvious sensory words. The teacher will have the students review their vocabulary words to identify any sensory words. The teacher will have the students write the vocabulary under the correct sensory heading.

HKSOL – E – 4 – 4.5 Predict and categorize information R: Inside Your Body W: Recording facts in their KWL charts

HKSOL – E – 4 – 4.5 Predict and categorize information R: Trade books W: Writing book summaries.

CM/L/TX/MU Before reading, the teacher will have the students begin a KWL chart. The teacher will have the students share some thinks that they know about the human body. The teacher will draw the student’s attention to the title, author, illustrations, and illustrator in order to predict what the book will be about. The teacher will also have the students predict what type of book this is. The teacher will write table of contents on the board and explain how to use it. Before reading, the teacher will have the students explain why some words are in bold.

CM/L/TX The teacher will call on students to read periodically. The teacher will have the students share their KWL charts with the class. The teacher will have the students explain how to use the title, author, and illustrations of a story to predict what it will be about. The teacher will have the students find several stories from their reading books using the table of contents. The teacher will divide the students into five groups for the activity. The teacher will have five trade books. Based on the books title and illustrations, the students will predict what the books are about.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will review the vocabulary words. The students will identify the sensory words and classify them under the correct heading. The students will write out the words definition. The students will also use the sensory words in complete sentences to show their meanings. The students will share their sentences. DA

R/LI The students will discuss what they already know about the human body. The students will predict what the book is about based on the title, author, and illustrations. The students will also predict whether the text is fiction or nonfiction. The students will use the table of contents to find certain things. The students will predict why certain words are in bold type. While reading, the students will find two facts about each system in the body and record them in their KWL chart.

R/LI The students will share their KWL charts with the entire class. The students will explain how to use the title, author, and illustrations of a story to predict what the story will be about. The groups of students will be given one of the trade books which they must read, summarize and role-play their summarization. The students will present their books, ant the class must match the group’s number with the book predictions on the board.

Scott, Foresman. P 107

Allington, R. L. P 285

Carratello, P. P 221

Day 71 HKSOL – E – 4 – 4.5 Predict and categorize information R: Stopping a Toppling Tower W: Filing out pre-reading organixer and writing predictions. CM/L/TX/T/HS Before the students read, the teacher will distribute a pre-reading organizer. The teacher will display a transparency of the article. The teacher will lead the students through “reading about”. The teacher will have the students look over the article and notice special text features. The teacher will lead the students through tools that will help them read the text (on the transparency). The teacher will have the students use the prereading organizer to make predictions about the text.

R/LI/HS The students will look over the article and notice the special text features: title, headings, photos, etc. Have students comment on the differences they see on the article page compared to a page in a favorite story. As the students review the “reading tools”, they will identify corresponding features from the section. The students will use their pre-reading organizers to make predictions about the readint. The students will read “Stopping a Toppling Tower” HW Carratello, P. P. 294

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 15 Character Trait: Integrity Day 72 Day 73 Day 74

Day 75

HKSOL – E – 4 – 4.5 Predict and categorize information R: We Don’t Look Like Our Mom and Dad W: Journal Entry; Ask parents or a guardian if they saved any of your baby things. Write a description of each item. CM/L/TX/T The teacher will have the students share their predictions from the previous lesson. The teacher will review how to use text organizers to predict and categorize information. Before reading the story, the teacher will draw the students attention to the picture and title on the title page to predict what the story will be about. The teacher will have the students read the first five pages aloud. The teacher will have the students look at the pictures to become familiar with the people in the selection. DA-Students whose strongest intelligence area is spatial will benefit from working with the pictures.

HKSOL – E – 4 – 4.5 Formulating Questions

HKSOL – E – 4 – 4.5 Formulating Questions

HKSOL – E – 4 – 4.5 Formulating Questions

R: We Don’t Look Like Our Mom and Dad W: Journal Entry; Like the story, write a menye describing foods that are part of your culture or family tradition CM/L/TX The teacher will have the students read the last five pages. The teacher will call students to periodically read passages aloud. After the students read, the teacher will have the students play Vocabulary Bingo. The teacher will provide each student with a blank Bingo card. The teacher will instruct the students to write one vocabulary word in each box. The teacher will draw one of the words from a hat and call on students to stand and spell the word. If the student spells the word correctly, the word is put aside and students place an X over that word on their cards

R: A Day With the Amish W: Write two questions about the photos

R: A Day With the Amish W: Writing information that they have learned in the KWL chart.

CM/L/TX/MO The teacher will have the students brainstorm what they know about the Amish. The teacher will record their ideans in the K colum of a K-W-L chart. If students dont have information, the teacher will have them preview the photo in the article for ideas. The teacher will have the students examine the photos in the story. The teacher will have each student write two questions they have about the photose. The teacher will have the students write them in the W colum of the chart. The teacher will have the students read the first half of the story orally. The teacher will prepare the students for the activity.

CM/L/TX The teacher will call students to the front to write their questions in the W colum of the chart. The teacher The teacher will read pages 810 and have the students follow along. The teacher will call on students to read periodically. The teacher will have the students list things that they have learned from the reading. The teacher will have the students write the information they learned in the L colum of the chart. The teacher will have the students compare their questions to what they learned from the text.

R/LI The students will share their predictions from the previous lesson. The students will work at the board as the teacher reviews how to use text organizers to predict and categorize information. The students will look at the title and picture on the title page. The students will predict and discuss what the story will be about. The students will read the first two paragraphs and become familiar with the characters. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals. Scott, Foresman. P. 198

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will work in groups to make their Bingo cards. Students will be called upon to spell the words as the teacher calls them out. If the standing student spells the word correctly, the students will mark that word on their cards. The students will continue until someone gets Bingo.

R/LI The students will record what they know about the Amish in the KWL chart. The students will observe the photos in the story. Each student will formulate two questions about the photose. The students will write them in the W colum of the chart on the board. The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. After the students read, they will color quilt squares to make a class Amish Quilt.

R/LI The students will work at the board as they write what they want to learn in the W colum of the chart. The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will list things that they have learned. The students will review the chart to determine wethor or not their questions were answered in the reading. Afterward, the students will finish coloring their quilting squares.

O'Brien-Palmer. P. 70 Allington, R. L. P. 639

Carratello, P. 295

Day 76 HKSOL – E – 4 – 4.5 Formulating Questions R: Newspaper Article W: Completing a KWL chart. CM/L/TX/T/HS The teacher will review the KWL chart from last weeks lesson. The teacher will have the students discuss how the text organizers were helpful in predicting and categorizing the information. The teacher will provide the students with an article from the newspaper. The teacher will have the students predict what types of articles will be in the newspaper based on the section headings. The teacher will divide the students into groups for the activity. The teacher will introduce the vocabulary for the week.

R/LI/HS The students will discuss how the text organizers were helpful in predicting and categorizing the information. The students will predict what the article will be about based on the section of the newspaper that it is in as well as the articles heading. The students will work in groups. Each will be given a different article. The students will create and fill out a KWL chart. The groups will share their charts with the class. HW

Carratello, P. 92-94

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 16 Character Trait: Intergrity Day 77 Day 78 Day 79

Day 80

HKSOL – E – 4 – 4.5 Explain Authors Purpose R: National Geographic News Article W: Authorus point of view and the purpose of the article. CM/L/TX/T The teacher will have the students take turns reading orally. The teacher will write teach, entertain, and convince on the board. The teacher will help the class define each term. The teacher will have the students suggest books that they have read that were informative, entertaining, or convincing. The teacher will provide examples of each type. The teacher will show an encyclopedia, a fiction book and an editorial and have the students suggest the author’s purpose. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals.

HKSOL – E – 4 – 4.5 Explain Authors Purpose R: I’m the Big Sister Now W: Researching and writing facts about the author

HKSOL – E – 4 – 4.5 Explain Authors Purpose R: I’m the Big Sister Now W: Researching and writing facts about the author

HKSOL – E – 4 – 4.5 Explain Authors Purpose R: I’m the Big Sister Now W: Journal Entry; Explain the authors purpose for writing the book.

CM/L/TX The teacher will read pages 1-6. The teacher will call students to periodically read passages aloud. Before reading, the teacher will have the class research facts about the author using the smart board. The teacher will have the students write the facts on a sheet of paper. The teacher will have the students predict what the author’s purpose for the story is. D.A – Students whose strongest intelligence areas are kinesthetic and interpersonal will benefit from interacting with smart board.

CM/L/TX/MU The teacher will read pages 7-8. The teacher will call students to periodically read passages aloud. The teacher will review the three reasons that authors write. The teacher will have the students review their predictions from the previous lesson. The teacher will review the events of chapters one through four. The teacher will have the students decide whether they want to stick with their original predictions, or do they predict that the author’s purpose is something else.

CM/L/TX The teacher will read pages 918. The teacher will call students to periodically read passages aloud. The teacher will review the three reasons that authors write. The teacher will have the students review their predictions from the previous lesson. The teacher will review the events of chapters one through four. The teacher will have the students decide whether they want to stick with their original predictions, or do they predict that the author’s purpose is something else.

R/LI The students will work in groups to read one story from the National Geographic News. The students will identify the organization that published the article, the author’s point of view, and the articles purpose. The students will read another article of the same topic. The students will identify the same facts for the second article. The students will compare the articles. HW: The students will complete a worksheet on the vocabulary words

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. Before the students read, they will work at the smart board to research information about the author. The students will research the author’s birth place, place of education, and social issues that were dominant when the author wrote the book. The students will record their findings and use them to predict what the author’s purpose for the story is. The students will share their predictions with the class.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. Before the students read, they will work at the smart board to research information about the author. The students will research the author’s birth place, place of education, and social issues that were dominant when the author wrote the book. The students will record their findings and use them to predict what the author’s purpose for the story is. The students will share their predictions with the class. for the week.

R/LI The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will recall the three reasons for writing and write them on paper. The students will re-read their predictions to the class from the previous lesson. Based on the information that they have read, the students will decide whether their predictions is right or needs to be changed. The students will then write a journal entry explaining the author’s purpose for the book. The students will provide examples from the story that support their opinion.

O'Brien-Palmer. P. 243-236

Scott, Foresman. P. 153154

Carratello, P. 173

Allington, R. L. P. 196

Day 81

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 17 Character Trait: Integrity Day 82 Day 83 Day 84

Day 85

HKSOL – E – 4 – 4.5 Make Inferences R: Danny The Dinosaur W: Journal Entry; Pretend that you are Danny and describe your typical day. CM/L/TX/T/HS Before reading, the teacher will write four sentences on the board that could be possible endings to the story. The teacher will instruct the students to think about how the story might end as they read. The teacher will have the students read aloud through pages 52 of the story. The teacher will stop and have the students predict what the real outcome will be. The teacher will have the students read through the next page and make another prediction.

HKSOL – E – 4 – 4.5 Make Inferences R: books by Paul Goble W: Answering quesions

HKSOL – E – 4 – 4.5 Make Inferences R: Biography W: Writing vocabulary words.

HKSOL – E – 4 – 4.5 Make Inferences R: Biography W: Journal Entry;

HKSOL – E – 4 – 4.5 Drawing Conclusions R: Short scripts W: Journal Entry;

CM/L/TX/T The teacher will divide the class into groups of approximately four students each and provide one or two Paul Goble books for each group. The teacher will ask students to look at the books, read them, and discuss their impressions of the author. The teacher will have groups exchange books among groups and continue this process until each group has had an opportunity to review several of the selected titles. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals.

CM/L/TX The teacher will provide the students with 10 slips of paper (one for each spelling word). The teacher will have the students practice writing their spelling words, one per slip. The teacher will instruct the students to turn over the slips. The teacher will have the students arrange their words in alphabetical order. The teacher will keep track of the order in which the students stand up. The teacher will check the students work and determine the winner

CM/L/TX/MO The teacher will Review the recorded impressions from Tuesday. The teacher will have the students refer to their answers as the teacher reads a made up biography about Paul Goble. The teacher will have the students list some of the factual information on the board. The teacher will have the students refer to their inferences to decide what information is fact and what is false. The teacher will use a sebcite and visit a real biography about Paul Goble. The teacher will have the students read aloud.

CM/L/TX The teacher will begin the lesson by showing a power point that explais what if means to make and inference and draw a conclusion. The teacher will explain that conclusions are made from inferences when you use the clues in the text to answer a question. The teacher will display a short passage and have the student draw a conclusion about what is actually happening. The teacher will have the class read a short story. The students will make inferences from the story to complete the sentences at the end.

R/LI/HS The students will follow along in their books as the teacher reads. The students will read short passages from the story aloud to the class. The students will think about possivle endings as they read and listen to the story. The students will read through pates 52. The students will predict what the outcome will be. The students will read through the next page and make another prediction. DA – Students whose stronges intelligence area is verbal will benefit from reading the selection.

R/LI As a class, the students will discuss and record students' impressions of the author on chart paper. Questions to guide this discussion include: What do you think this author's interests are? What makes you think this? Where do you think he gets his ideas and inspiration? What makes you think this? Does his work remind you of anything else you have seen or read? What and how? Where do you think this author comes from? Why? The teacher will save the students responses for latter lessons.

R/LI The students will write their words on the index cards. After turning the cards over, the students will have fifteen seconds to arrange the cards in alphabetical order. After reading their words in order to be checked, the student must also use each word in a complete sentence and write the sentence on the board. If the student correctly arranges the words but miss uses the word, the next student will be given the opportunity. HW: The students will complete a worksheet on the vocabulary words for the week.

R/LI The students will listen as the teacher explains the dfference between making inferences and drawing conclusions. The students will read the shour passage and offer conclusions about what is actually happening in the story. The students will read another short story. The students will make inferences from the story to complete the sentences at the end. As the class checks their answers, the students will give explanations for the conclusions that they have drawn.

O'Brien-Palmer. P. 256

Scott, Foresman. P. 386

R/LI The students will referr to their answers from Tuesday’s lesson as the teacher reads a made up biography about Paul Goble. The students will go to the board and list some of the “factual” information from the made up biography. The students will refer to their inferences and compare the information. The students will determine which “facts” from the biography are real facts and which ones are false. The students will then read a real biography to determine which facts are correct. The students will compare their inferences to the real biographical information. Allington, R. L. P. 73

O'Brien-Palmer. 142 O'Brien-Palmer. P. 99

Day 86

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 18 Character Trait: Integrity Day 87 Day 88 Day 89

HKSOL – E – 4 – 4.5 Drawing Conclusions R: Blizzard: The Storm that Changed America W: Writing a predicted conclusion to the story

HKSOL – E – 4 – 4.5 Drawing Conclusions R: Blizzard: The Storm that Changed America W: Writing a predicted conclusion to the story.

HKSOL – E – 4 – 4.5 Drawing Conclusions R: Blizzard: The Storm that Changed America W: Writing inferences made about the story.

CM/L/TX/T/HS The teacher will have the students read chapters one and two orally. As the students read, the teacher will stop the reading for a quick check up on student’s comprehension. The teacher will select passages and have the students make inferences about what is happening. The teacher will have the students write their inferences and then draw conclusions about what might happen next. The teacher will have the students record their conclusions. After the students finish reading, the teacher will have the students compare their conclusions to what actually happened.

CM/L/TX/T The teacher will have the students read chapters three and four orally. As the students read, the teacher will check up on student’s comprehension. The teacher will select passages and have the students make inferences about what is happening. The teacher will have the students write their inferences and then draw conclusions about what might happen next. The teacher will have the students record their conclusions. The students will accompany their conclustions with illustrations. While the students are journaling, the teacher will have individuals work at the computer to enter their blog entries from their journals.

CM/L/TX The teacher will have the students read chapters five and six orally. As the students read, the teacher will stop the reading for a quick chedk up on students comprehension. The teacher will select passages and have the students make inferences about what is happening. The teacher will have the students write their inferences and then draw conclusions about what might happen next. The teacher will have the students record their conclusions. After the students finish reading, the teacher will have the students compare their conclusions to what actually happened.

R/LI/HS The students will read chapters one and two orally. The students will pay special attention to selected passages. The students will make inferences about what is happening. The students will write their inferences and draw conclusions about what might happen nest. The students will write their conclusions. The students will finish reading chapter two. After the students finish reading, the students will compare their conclustions to what really happened. O'Brien-Palmer. P. 689

Review Vocabulary R/LI . The students will read chapters three and four orally. The students will make inferences about what is happening. The students will write their inferences and draw conclusions about what might happen next. The students will draw pictures to illustrate their prediction. The students will present their illustrations to the class and have the class The students will finish reading chapter two. After the students finish reading, the students will compare their conclustions to what happened in the chapter. Scott, Foresman. P. 285

R/LI The students will read chapters five and six orally. The students will pay special attention to selected passages. The students will make inferences about what is happening. The students will write their inferences and draw conclusions about what might happen nest. The students will write their conclusions. The students will finish reading chapter two. After the students finish reading, the students will compare their conclustions to what really happened. Carratello, P. 245

Day 90

HKSOL – E – 4 – 4.5 Summarizing Content R: Blizzard: The Storm that Changed America W: Recording the main events in each chapter along with a supporting detail.; CM/L/TX/MU The teacher will have the students read chapter seven orally. The teacher will revies the method of summarizing. The teacher will review main idea and supporting details. The teacher will have the students review chapters one through eight. The teacher will have the stydents summarize the main event from each chapter and provide one supporting detail for each event. The teacher will record the main events on the board. The teacher will pass out the materials for the activity.

HKSOL – E – 4 – 4.5 Summarizing Content R: Blizzard: The Storm that Changed America W: Recording the main events in each chapter along with a supporting detail.;

R/LI The students will read chapter seven orally. The students will review chapters one through seven. The students will summarize the main events from each chapter and provide one supporting detail for each event. The students will work in groups. Each group will draw an illustration for each event and provide one supporting detail. The students will paste the pictures into an accordion book. The students will decorate the covor. HW: The students will complete a worksheet on the vocabulary words for the week. O'Brien-Palmer. P. 143

R/LI The students will read chapter eight orally. The students will determine their favorite scene from the text and role-play it before the class. The students will assemble their plot cards in order and compile them into a coherent paragraph. The students will work to complete their character illustrations or their presentation boards. D.A – Students whose strongest intelligence area is Kinesthetic will benefit from role-playing the scenes.

CM/L/TX The teacher will have the students read chapter eight orally. The teacher will divide the students into groups to roleplay their favorite scene from the book. The teacher will have the class assemble their plot cards in order of what happened. The teacher will work with the class to compile them into a paragraph explaining the sequence of events in the story.

Allington, R. L. P. 146

Day 91

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 19 Character Trait: Integrity Day 92 Day 93 Day 94

Day 95

HKSOL – E – 4 – 4.5 Identifying Details

HKSOL – E – 4 – 4.5 Providing Details

HKSOL – E – 4 – 4.5 Content and previously learned concepts

HKSOL – E – 4 – 4.5 Content and previously learned concepts

HKSOL – E – 4 – 4.5 Content and previously learned concepts

The teacher will read “Poppa’s New Pants” by Angela Shelf Medearis to the students. The teacher will inform the students that they will have to identify specific details about the story so they need to pay close attention. After reading the story the teacher will provide an example of identifying details from the story and then let the students identify details about specific parts of the story as asked on a worksheet provided by the teacher. The students will follow along in their reading books as the teacher reads the story. The students will pay close attention to the story as it progresses as they will need to be able to pick out specific details at the end. After the story is finished they will answer questions that are asked on a worksheet by the teacher about specific details.

The teacher will show the students how to provide details about a certain topic. The teacher will have the students choose a simple topic and have to provide at least ten details about that one topic. Then the teacher will have the students evaluate the list they made to double check the list to make sure that everything has to do with that particular topic that they chose to provide details.

After reading “Poppa’s New Pants” the teacher will have a discussion about the story. After the discussion, the teacher will have the students use their prior knowledge of writing skills to write a short summary of the story.

The teacher will provide the students with art supplies. The teacher will have the students make a comic strip of the story that was read at the beginning of the week. The teacher will expect the students to use their prior acquired art skills and writing skills to make the comic strip. They make work in groups of two.

The teacher will provide the students will a writing topic and settting. The teacher will have the students use their prior understand and writing skills to write a fictional story based on the topic and setting provided by the teacher.

The students will actively participate by helping the teacher to provide specific details as a class. They will observe how to make a listing of providing details about one thing at a time. The students will then choose their own topic and provide a listing of at least ten details and making sure that all of the details provide stick to the chosen topic.

The students will actively participate in the discussion about the story that was read. The students will then use their prior knowledge to write a short summer of the story.

The students will be given art supplies. They will have to make a comic strip about the previously read story. They will have to use their art and writing skills learned earlier in their education career.

The students will have to lean on their prior understanding of fictional stories. They must write a fictional story based on the topic and setting provided by the teacher. The students will have to lean on past writing skills.

DA: Having the students participate in art will give the students a hands on activity and help with fine motor skills.

Day 96

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 20 Character Trait: Integrity Day 97 Day 98 Day 99

Day 100

HKSOL – E – 4 – 4.5 Content and previously learned concepts

HKSOL – E – 4 – 4.5 Cause and Effect

HKSOL – E – 4 – 4.5 Cause and Effect

HKSOL – E – 4 – 4.5 Fact and Opinion

HKSOL – E – 4 – 4.5 Fact and Opinion

The teacher will provide the students with a topic and an organizational tool. The teacher will explain to the students that the organizational tool is used to organize the thoughts for writing a story. The teacher will then have the students fill out the organizational tool using the topic provided by the teacher.

The teacher will review a particular event from “Poppa’s New Pants” with the students. They will review a particular event where Poppa wants his pants hemmed. The teacher will explain the events with this particular situation have to do with cause and effect. The teacher will have to students help identify the different causes and effects for that particular situation.

The teacher will provide the students with a paper divided into two sections with one section being causes and the other effects. The teacher will give the students specific scenerios and they will have to appropriately identify the events that are the causes and the effects.

The teacher will help the students to become familiarized with the truth of what a fact is and is not. The teacher will explain exactly what a fact is to the students. The teacher will have the students write 10 sentences as facts about themselves. Through this activity the students will be able to see first hand what facts can be.

The teacher will introduce opinion to the students as something that is not definite and as something that one person may view differently from another person. The teacher will compare fact and opinion. The teacher will have two statements on the board. The students will comment on which one they think is a fact or opinion. The teacher will say officially which statement is fact and which one is opinion. The teacher will give the sentences about the students back to their rightful owner. The teacher will have the students check for opinions accidentally included in with their factual statements.

The students will attentively listen to the teacher’s explanation about the organizational tool. The students will then have to use the tool to store thought/ideas that they come up with for the topic that has been given to the students by the teacher.

The students must actively participate in the review of the story. They should remember specific details about the story. They will also have to help the teacher to identify the causes and effects of when Poppa wanted his new pants hemmed.

The students will carefully read each sceneario that is provided by the teacher. The students will have to identify the causes on the cause section of the chart and the effects on the effect side of the chart.

The students will attentively listen to the teacher as the explanation is given about facts. The students will have to write down at least 10 sentences containing facts about themselves.

The students will be active participants in the discussion of comparing fact and opinion. They will give their opinion on what they think about facts and opinions. The students will also check their listings of facts for accidental opinions on the list.

DA: Having to place the events on the chart, can help the visual learner by being able to see the events split up and how they in turn fit together.

Day 101 HKSOL – E – 4 – 4.6 Research; Constructing Questions The teacher will provide each student with a topic. The teacher will explain to the students that in order to start any research, the researcher must compile a list of questions to be answered through the research. The teacher will model this by having a class topic and asking the students what they would like to know about the given topic. After there is at least one question from each student the students will be given their own topic and questionnaire paper to record at least ten of their own questions on that particular topic.

The students will actively participate in the discussion and activity of coming up with research questions for the class topic. After each student has given at least one question, the students will be given their own topic and questionnaire page to record at least ten of their own questions about their given topic.

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 21 Character Trait: Reliability Day 102 Day 103 Day 104 HKSOL – E – 4 – 4.6 Research; Constructing Questions The teacher will give the students back their questions that they constructed yesterday. The teacher will have the students look over their questions and see it they have any key questions like what is this made out of? When did this come about? How is this used? If they don’t, the students should add those type of questions. The teacher will then trade the questions with another classmate to see if they can answer the questions or can add questions. The students will check for and add key questions, as listed above. The students will trade questions. The new questions that each student has, should be tried to be answered or even add some questions to the list of existing questions on that topic.

HKSOL – E – 4 – 4.6 Research; Constructing Questions The teacher will provide a new topic for each student. The teacher will model once again forming questions to be researched. Then the teacher will have each student com up with their own questions to go along with their new topic given by the teacher.

HKSOL – E – 4 – 4.6 Research; Constructing Questions The teacher will wrap up this section by having the students come up with research questions about an assigned person in the class. The teacher will have pre assigned the students with partners. The teacher will observe the students as the interview the person who they made their research questions about.

Day 105 HKSOL – E – 4 – 4.6 Research; collecting Information The teacher will provide the students with newspapers. The teacher will have the students use their questions to research for answers through the newspaper. The teacher will have the students cut out articles and write a paragraph per five questions answered.

DA: This will give the students a chance to get up and move around which will be a benefit to the kinesthetic and anxious students.

The student will actively participate in the discussion and activity of coming up with research questions for the class topic. Then the students will each be given a new topic and will have to come up with new research questions.

The students will make at least ten research questions about their partner that was assigned by the teacher. Once everyone has finished constructing their questions, they are to interview their partner and get the answers to their approved questions.

The students will review their questions that they had made earlier in the week. The students will be given newspapers. They will go through the newspapers, researching for answers to their questions. They will also have to write a paragraph for every five questions that are answered through articles in the newspaper.

Day 106 HKSOL – E – 4 – 4.6 Research; collecting Information The teacher will provide the students with magazines. The teacher will give the students a set of their questions. The teacher will have the students look for answers to their questions in the magazines. The teacher will also have the students write a paragraph for every four questions they get answered.

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 22 Character Trait: Reliability Day 107 Day 108 Day 109 HKSOL – E – 4 – 4.6 Research; collecting Information The teacher will take the students to the library to do research in books. The teacher will again give the students a set of their questions. The teacher will have the students searching for answers in books. The teacher will also have the students write a paragraph for every three questions they get answered.

HKSOL – E – 4 – 4.6 Research; collecting Information The teacher will take the students to the computer lab to do research on the internet. The teacher will again give the students a set of their questions. The teacher will have the students searching for answers on the internet. The teacher will also have the students write a paragraph for every two questions they get answered. DA: Allowing the students to work on the computer will help kinesthetic learners to keep the hands active.

The students will be given a set of their answers that the came up with last week. They will also be provided with magazines to research in for answers to their questions. They will have to write a paragraph for every four questions they get answered.

The students will be given a set of their answers that the came up with last week. They will also be taken to the library to do research in books for answers to their questions. They will have to write a paragraph for every three questions they get answered.

The students will be given a set of their answers that the came up with last week. They will also be taken to the computer lab to do research on the internet for answers to their questions. They will have to write a paragraph for every two questions they get answered.

Day 110

HKSOL – E – 4 – 4.6 Evaluate Information The teacher will provide the students with questions for them to answer then they are writing…a way for the students to evaluate the information that they provide. The first question for them to answer for themselves is “Do you think that your readers will find your information useful?” The teacher will give the students a pieces of their work for them to review and answer this question. Houghton Mifflin, p. 159G

HKSOL – E – 4 – 4.6 Evaluate Information The teacher will provide the students with questions for them to answer then they are writing…a way for the students to evaluate the information that they provide. The second question for them to answer for themselves is “How clearly did you communicate the ideas in your piece?” The teacher will give the students pieces of their work for them to review and answer this question. Houghton Mifflin, p. 159G

The students will be given the first question that they should answer about their work when evaluating their piece. The students will also be given some of their recent work to look over. While the students are looking over their work, they are to answer the question that was given to them today.

The students will be given the second question that they should answer about their work when evaluating their piece. The students will also be given some of their recent work to look over. While the students are looking over their work, they are to answer the question that was given to them today.

Day 111 HKSOL – E – 4 – 4.6 Evaluate Information The teacher will provide the students with questions for them to answer then they are writing…a way for the students to evaluate the information that they provide. The third and fourth questions for them to answer for themselves are “How complete is your piece? And Was your piece lively and easy to read?” The teacher will give the students a pieces of their work for them to review and answer this question. Houghton Mifflin, p. 159G

The students will be given the third and fourth questions that they should answer about their work when evaluating their piece. The students will also be given some of their recent work to look over. While the students are looking over their work, they are to answer the question that was given to them today.

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 23 Character Trait: Reliability Day 112 Day 113 Day 114 HKSOL – E – 4 – 4.6 Evaluate Information The teacher will provide the students with questions for them to answer then they are writing…a way for the students to evaluate the information that they provide. The last question for them to answer for themselves is “What was the most important thing that you learned while writing this piece?” The teacher will give the students a pieces of their work for them to review and answer this question. Houghton Mifflin, p. 159G The students will be given the last question that they should answer about their work when evaluating their piece. The students will also be given some of their recent work to look over. While the students are looking over their work, they are to answer the question that was given to them today.

Day 115

HKSOL – E – 4 – 4.7 Writing; Focusing on Topic

HKSOL – E – 4 – 4.7 Writing; Focusing on Topic

HKSOL – E – 4 – 4.7 Writing; Focusing on Topic

The teacher will read a passage that does not stick to one topic. After the passage is read, the teacher will ask the students if this passage made any sense. If not as what was wrong. The teacher will stress to the students the importance of staying on one topic and not jumping around. The teacher will provide the students with a paper that has a listing of events that are ready to go into a story. The teacher will help the students get started on marking through the sentences that are not on the given topic.

The teacher will provide the students with a chart that is broken into parts for different details on one topic. The teacher will stress again the importance of focusing on one topic when writing. The teacher will have the students pick one person that they want to write about. The teacher will then have the students do a character sketch before writing about their person. After they have done the sketch, the teacher will look over it and allow the students to proceed to writing about their chosen person.

The teacher will introduce the students to a Cluster Diagram. The teacher will show the students how this tool is used to help writers to stay focused on one topic. The teacher along with the students will fill in the cluster diagram using information from a story that was just read. The teacher will show the students that they will have to identify four main ideas and give details for each. After the class cluster is finished, the teacher will have the students work in groups of two to work on their on cluster diagram.

The students will listen attentively to the story that the teacher reads to the class. They will most likely notice that the story does not go well since there are things that do not belong. They will help the teacher identify those sentences that do not belong. At the end, the students will be given their own listing of sentences that are ready for a story to pick out the sentences that do not belong in the story with the other sentences.

The students will write specific details in their character sketch about any one person that they want to be their topic. They will wait for the teacher to look over their character sketch. After the teacher has had a chance to look over the sketch, the student may proceed onto writing about their chosen person using the character sketch as a tool to help them to stay focused on one topic. DA: Visual learners will benefit from the diagrams because they will be able to see everything laid out and ready for the writing process.

The students will actively participate in activity of filling in the cluster diagram on the previously read story. They will help identify key points from the story along with providing the teacher with detail to include in the diagram. After the class diagram is finished, the students will work in groups of two to complete their own cluster diagram.

Day 116

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 24 Character Trait: Reliability Day 117 Day 118 Day 119

Day 120

HKSOL – E – 4 – 4.7 Writing; Focusing on Topic

HKSOL – E – 4 – 4.7 Writing; Developing a Plan

HKSOL – E – 4 – 4.7 Writing; Developing a Plan

HKSOL – E – 4 – 4.7 Writing; Developing a Plan

HKSOL – E – 4 – 4.7 Writing; Developing a Plan

The teacher will provide the students with their cluster diagrams that they completed last week. The teacher will inform the students that they will be using their diagrams to help them to stay focused on the one topic as they write about their topic. The teacher will make self available for any students who need help.

The teacher will provide the students with a paper that has questions for the students to answer about a topic. The teacher will show the student tips on choosing a topic to write on. The teacher will show that it is hard to come up with a topic on your own without any help. Then the teacher will show how much easier it is to come up with a topic using the questions. The teacher will model coming up with a topic using the questions. The students will actively participate in the activity of coming up with a topic. Once the class has chosen a topic through the questions, the students will each go through the same process on their own by answering the questions.

The teacher will help the students to brainstorm ideas to go along with their topic that they chose through the questions. The teacher will have the students make a web and connect the ideas/details to the topic that was chosen. The teacher will model making the web for the topic that the class chose through using the questions. The teacher will provide the students with an already constructed web with at least four places for ideas/details attached to the topic.

The teacher will now introduce making an outline to the students. The teacher will use the information in the class web to help show the students how to make an outline. After making the outline of the class information, the teacher will have the students make their own outline for their own information. The teacher will make self available for help to any student.

The teacher will take the students to the computer lab. The teacher will allow the students to type their stories on the computer. The teacher will make self available for help to any student.

The students will observe and help the teacher to complete the class web on their topic. After the class web is complete the students will complete their own web using the topic that they chose yesterday. They will have to provide at least for details/ideas on the web that is provided by the teacher.

The students will actively participate in making the outline for the class information from the web that was made yesterday. The students will construct their own outline for their information that they put in the webs yesterday.

The students will act responsibly in the computer lab. They will type their stories following the outline, cluster, and web that they made charting out their topic. They have to write at least two paragraphs.

The students will use their cluster diagrams to write three paragraphs on the topic that the diagram was completed. They will have to show that they can follow the diagram that they completed earlier. They will also be showing their writing abilities.

DA: Typing on the computer will help those who have poor handwriting and even those with poor motor skills.

Day 121

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 25 Character Trait: Cooperation Day 122 Day 123 Day 124

Day 125

HKSOL – E – 4 – 4.7 Writing; Organization

HKSOL – E – 4 – 4.7 Writing; Organization

HKSOL – E – 4 – 4.7 Writing; Organization

HKSOL – E – 4 – 4.7 Writing; Organization

HKSOL – E – 4 – 4.7 Writing; Paragraphs

The teacher will start the exploration of the world of organization for writing. The teacher will review the web that the students were introduced to last week. The teacher will give the students a topic and have them make a web on that given topic.

The teacher will review the organization tool of the cluster diagram with the students. The class will again make a cluster diagram together to ensure that everyone understands how the cluster works. The teacher will provide the student with the cluster diagram layout so that the students to do not have to spend their time drawing it.

The teacher will review outlining information with the students. The teacher will make an outline of the information gathered in the last two lessons with the help of the students. The teacher will also provide the students with an outline template that they will use to make an outline for their information.

The teacher will show examples of all three organization tools that were taught. The teacher will also prepare new topics for each student. The teacher will give the students the choice of which organization tool is used when organizing the ideas/details of their topic.

The students will review the concept of making a web with the teacher. The students will then be given a topic that they will each have to develop in a web. Each person will have the same topic. Each web will have at least seven stems from the main idea.

The students will actively participate in the review of the cluster diagram through helping the teacher fill out a cluster diagram. Then the students will complete their own diagram with a topic given by the teacher. All topics will be the same.

The students will actively participate in the review of the outline through helping the teacher to arrange the information in an appropriate manner. After the class outline, the students will make their own outline of their information.

The students will be given a new topic. The students will have to choose which type of organizational tool to use in order to organize their ideas and details for their new topic.

The teacher will give each student a paragraph to follow along with while the teacher reads it aloud. After reading the paragraph the students will be asked to take the paragraph apart. The teacher will ask for the main idea, some of the details, and if there was anything that did not belong. The teacher will have the students write one paragraph on one of the links from one of the webs that the students made a few days ago. The students will actively participate in the discussion about the paragraph that was read to the class. They will have to use their writing skills to write a paragraph using the information that they included in one of the links of the web.

DA: Being able to see the information laid out will help the visual learner.

Day 126

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 26 Character Trait: Cooperation Day 127 Day 128 Day 129

Day 130

HKSOL – E – 4 – 4.7 Writing; Paragraphs

HKSOL – E – 4 – 4.7 Writing; Paragraphs

HKSOL – E – 4 – 4.7 Writing; Paragraphs

HKSOL – E – 4 – 4.7 Writing; Utilizing Style

HKSOL – E – 4 – 4.7 Writing; Utilizing Style

The teacher will give the students their paragraphs back. The teacher will stress the importance of sticking to one topic and making sure that you follow a sequence. The teacher will have the students check all of their sentences for strays and eliminate any strays. The teacher will also have the student identify the main sentence and the key points in the paragraph.

The teacher will provide the students with their cluster diagrams. The teacher will have the students write an appropriate paragraph or two following the information that is in their diagram. The teacher will be looking for the consistency between the diagram and the paragraphs along with finding the main idea and no sentences that do not pertain to the topic at hand.

The teacher will give the students their paragraphs back. The teacher will stress the importance of sticking to one topic and making sure that you follow a sequence. The teacher will have the students check all of their sentences for strays and eliminate any strays. The teacher will also have the student identify the main sentence and the key points in the paragraph.

The teacher will give a second tip of using details for characters and the setting. The teacher will concentrate on developing the setting. The teacher will ask the students to brainstorm words that could be used to describe a place that is used for a setting. The teacher will give each student a specific setting and the student will have to use details to describe that setting.

The students will check their paragraphs for consistency of sticking to one topic. The students will also have to identify the main sentence and any key points that may be in the paragraph. The students may revise their paragraphs as needed.

The students will look over their cluster diagrams to familiarize themselves with the information again. The students will have to have a paragraph or two following their diagram.

The students will check their paragraphs for consistency of sticking to one topic. The students will also have to identify the main sentence and any key points that may be in the paragraph. The students may revise their paragraphs as needed. DA: Visual learners will benefit from being able to see the information in more than one way.

The teacher will have writing style tips on posters for the students to be able to view. The first tip will be to introduce the characters at the beginning. The teacher will help the students to find ways to develop their characters at the beginning instead of having the character develop all over the place. The students will be given the tip that the reader should get through the ‘get to know the character session’ at the beginning of the story. The students will actively participate in developing their characters in the beginning of the story. They will brainstorm with the teacher specific ways for them to be able to develop their characters ‘get to know you’ at the beginning. The students will practice developing their characters.

The students will have actively participate in coming up with words that describe the setting for a story. After the class setting is detailed, the students will be assigned their own setting. They will have to use specific details to describe the setting that was given by the teacher.

Day 131 HKSOL – E – 4 – 4.7 Writing; Utilizing Style The teacher will give a third tip for students to use timeorder words to make sure that the sequence of the events is clear to the reader. The teacher will have the student practice using timeorder words. To get the students started the teacher will brainstorm with them to find out which time-order words they know. After the brainstorming activity, the students will practice using the time-order words by using them in sentences appropriately.

The students will actively participate in the brainstorming activity of thinking of time-order words. Once they have completed the brainstorming activity, the students will practice using the time-order words by using them in sentences correctly.

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 27 Character Trait: Cooperation Day 132 Day 133 Day 134 HKSOL – E – 4 – 4.7 Writing; Utilizing Style A forth tip that the teacher will give the students is to write the story using dialogue to help their story to come alive. The teacher will have the students practice using dialogue by writing a story in partners and then having the students act out their story. The teacher will tell the students that they should write so that the reader can picture the story happening while they read it. The students will practice using dialogue. They will be in groups of two or three. Each group will have to write a story. Once each story is written, each group must act out their story. The students must keep in mind that they should be writing in a way that the reader will be able to see the story happening in their mind as the read the story.

HKSOL – E – 4 – 4.7 Writing; Poetry The teacher will start the exploration of the types of poems. The exploration will start with acrostics. The teacher will provide the students with examples of acrostics. The teacher will explain how an acrostic works. The teacher and the students will write an acrostic together. Once the class acrostic is finished, the teacher will have the students write their own acrostic. The students will actively participate in the exploration of poetry starting with acrostics. They will help the teacher write an acrostic as a class. Once the class acrostic is finished, each student will write their own acrostic.

Day 135

HKSOL – E – 4 – 4.7 Writing; Poetry

HKSOL – E – 4 – 4.7 Writing; Poetry

The teacher will look at poems that have an AB rhyme scheme. The teacher will help the students to think of rhyming words. The class will work with the teacher to write a poem that has an AB rhyming scheme. They will have to make sure that the words rhyme with each appropriate line. After the class poem is finished, each student will write their own poem.

The teacher will bring in appropriate songs for the class to listen to. The teacher will help the students to understand that songs are a form of poetry also. The teacher will look with the student at how the song is written and sung. After listening to multiple songs, the class will write a short song together. Once the song is written the class will sing it together.

DA: Singing will allow for students to be able to hear their work; hopefully help with understanding the concept. The students will participate in the discussion about the AB rhyme scheme of a poem. They will help the teacher to construct such a poem, helping to think of rhyming words. After the class poem is complete, the students will write their own poem, making sure that the appropriate lines rhyme with each other.

The students will listen to the songs that are brought in by the teacher to explore another type of poetry. They will also actively participate in writing the class song. Once the class song is finished, the entire class will sing the song together.

Day 136

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 28 Character Trait: Cooperation Day 137 Day 138 Day 139

Day 140

HKSOL – E – 4 – 4.7 Writing; Poetry

HKSOL – E – 4 – 4.7 Writing; Using Technology

HKSOL – E – 4 – 4.7 Writing; Using Technology

HKSOL – E – 4 – 4.7 Writing; Using Technology

HKSOL – E – 4 – 4.7 Writing; Using Technology

The teacher will display the examples of the three different types of poetry that were taught last week. The teacher will provide the students with topics for a poem. The teacher will also be made available for help to any student.

The teacher will reserve computer time. The teacher will also provide each student with his or her poem that they wrote. The teacher will help the students type their poems using WORD. The teacher will show the students how to insert clipart that goes along with their poem.

Computer Lab Time The teacher will show the students how to make a PowerPoint Presentation. The teacher will provide the information for the students. The teacher will show the many different options for the Presentation after the students have entered all of their information.

Computer Lab Time The teacher will provide the students with websites to go to. The teacher will monitor their use of the internet. The teacher will have the students use their research skills to gather information from the website. After the research is done, the teacher will have the students make their notes in WORD.

The students are to participate in the review of the poems. Once the review is done, each student will be given a topic for a poem. The student then will write one out of the three types of poetry. The type of poem that they write will be their choice. DA: Allow students who have poor handwriting, to draw their poem instead of writing it.

The students will act responsibly in the computer lab. The students will listen attentively to the teacher as instructions are given on how to type their poem and insert clipart. The students will then proceed to typing their poem and adding clipart that goes along with their poem.

The students will attentively listen to the instructions from the teacher on how to make a PowerPoint Presentation. They will enter the provided information. After everyone has entered their information, the teacher will allow the students to add transactions to the slides and other fun aspects.

The students will stay on the website that is provided by the teacher. The students will make notes of the information on the site. After the researching is done, the students will put their notes into Word and save for the next day.

Computer Lab Time The teacher will have the students on the same computer since they saved their work from yesterday. The teacher will help the students find their work on the computer. The teacher will then let the students know that they will be writing a paragraph or two on the information that they gathered yesterday from the website. Allow them to go back to that website if they did not get enough notes. The students will find their information that they saved about the website. They will have to write a paragraph or two about the website. They will write their information in WORD and add ClipArt that goes along with the information from the website.

Day 141

Laura Hostetler and Ava Kelley: 4th Grade Language Arts : Week 29 Character Trait: Cooperation Day 142 Day 143 Day 144

Day 145

HKSOL – E – 4 – 4.8 Editing; Subject-verb agreement

HKSOL – E – 4 – 4.8 Editing; Subject-verb agreement

HKSOL – E – 4 – 4.8 Editing; Subject-verb agreement

HKSOL – E – 4 – 4.8 Editing; Subject-verb agreement

HKSOL – E – 4 – 4.8 Editing; Prepositional Phrases

The teacher will remind the students of the rule for singular subject-verb agreement. When the subject is singular, the verb needs a ‘s’ on the end. The teacher will provided the students with a worksheet that will have singular subjects listed and the students will have to match the correct verb to the subject, choosing whether or not there should be a ‘s’ at the end of the verb. The students will listen attentively to the rule of singular subjects and verbs. They will practice this rule by completing the worksheet where they have to match the correct verb to the subject, choosing whether or not there should be a ‘s’ at the end of the verb.

The teacher will remind the students of the rule for plural subject-verb agreement. When the subject is plural, the verb does not change. The teacher will provide the students with a worksheet that will have plural subjects listed and the students will have to match the correct verb to the subjects, choosing between verbs with and without a ‘s’ on the end.

The teacher will review the two rules with the students. The teacher will have a mixed worksheet of plural and singular subjects. The teacher will be checking the students’ understanding and ability to identify the plural and singular subjects and match their verbs with them being mixed up together.

The teacher will reserve the computer lab in order for this lesson to take place. The teacher will take the students to this website. The teacher will instruct the students to select the prepositions they think would best fit in the sentence. The teacher will make sure that they know that it is okay if the get a question wrong. We will work on correcting that.

The students will listen attentively to the rule of plural subject-verb agreement. They will practice this rule by completing the worksheet where they have to match the correct verb to the subject, choosing between verbs with and without a ‘s’ on the end of the verb.

The students will actively participate in the review of the plural and singular subjects and verbs. The students will be given a worksheet with mixed subjects and verbs. The students will have to correctly match and identify each of the subjects and verbs.

The teacher will prepare a game of memory to do a final review of the subject-verb agreement rules. On one set of the cards there will be a sentence with the verb missing. On the other set of cards there will be the verbs that have to be matched up with the sentences. The teacher will let the students know how the game works and the rules in order to continue the game. The students will actively participate in the review MEMORY game for the subject-verb agreement rules. They must correctly match the verb with the sentence to keep the cards out. The student with the most cards at the end is the winner. Most likely do this in groups. DA: Game is a great way to have the student participate in a hands on activity especially to get the kinesthetic learners moving.

*This is going to be used as an assessment to see how much they know about prepositions.* http://www.betterenglish.com/grammar/prepositions.htm

The students will act respectfully and responsibly in the computer lab. The students will go to the above sight. They will choose the prepositions that they think would best fit in the given sentence. They do not need to worry about getting any of the questions wrong because this chance is a practice round.

Day 146

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 30 Character Trait: Cooperation Day 147 Day 148 Day 149

Day 150

HKSOL – E – 4 – 4.8 Editing; Prepositional Phrases

HKSOL – E – 4 – 4.8 Editing; Prepositional Phrases

HKSOL – E – 4 – 4.8 Editing; Prepositional Phrases

The teacher will provide the students with a review of the rules and examples of prepositions. The teacher will have sentences on the board and will model how to pick out the prepositions. The teacher will provide the students with several sentences. The teacher will have the students identify the prepositions.

The teacher will introduce the concept of prepositional phrases to the students. The teacher will help the students to be able to pick the prepositional phrases out of sentence and to be able to form them. The teacher will provide examples on the board. The teacher will also have a mixture of magnet words. The teacher will have the students come up one at a time to form a prepositional phrase. The students will then be given a short worksheet of sentences to identify the prepositional phrases. The students will actively participate in the discussion about prepositional phrases. They will also participate in the activity of forming prepositional phrases by using the teacher’s magnet words on the board. Then the students will be given a short worksheet of sentences where they will have to identify the prepositional phrases.

The teacher will take the students back to the computer lab to practice identifying prepositions by using the website from Day 145. The teacher will make sure that each students’ page is checked before the student closes the page. The teacher will use this activity as an assessment to see how much they have learned about prepositions.

The teacher will have parents to help chaperon the field trip. The teacher will also take pictures of the different rocks to be used when graphing the data that the students record.

The teacher will have two U shaped magnets. The teacher will show the students how the two negative end push against each other and they won’t work as a magnet. The teacher will use this example to lead into the discussion about double negatives. The teacher will explain that when there are two negatives in a sentence, the negatives are canceled out. The teacher will have a worksheet for the students to identify whether or not the have a double negative.

The students will go back to the computer lab to work on the site from Day 145. The students will have to correctly choose the prepositions that match the given sentence. This will be used as their summative assessment for this section.

The Students will collect data for writing a paragraph of the different characteristics of rocks (like color, shape, the appearance of texture) while acting respectful on the field trip. They will have to practice all of the writing rules that have been taught so far.

The students will actively participate in the activity. They will be allowed to try to get the negative ends of the magnet to connect. They will attentively listen to the teacher explaining the two negatives cancel a negative out. The students will also have a worksheet to complete where they have to identify whether or not a sentence contains a double negative.

The students will actively participate in the review of the prepositions. They will help the teacher to identify the prepositions. After the class has adequately reviewed and identified the prepositions the students will be provided with a worksheet of sentences where the students will have to identify the prepositions.

Field trip: Dixie caverns

DA: Field trip is an excellent way for all learners to have a hands on experience for all of the core content areas.

HKSOL – E – 4 – 4.8 Editing; Double Negatives

Day 151

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 31 Character Trait: Respect Day 152 Day 153 Day 154

Day 155

HKSOL – E – 4 – 4.8 Editing; Double Negatives

HKSOL – E – 4 – 4.8 Editing; Double Negatives

HKSOL – E – 4 – 4.8 Editing; Double Negatives

HKSOL – E – 4 – 4.8 Editing; Noun-pronoun agreement

HKSOL – E – 4 – 4.8 Editing; Nounpronoun agreement

The teacher will review double negatives with the students since it was introduce at the end of the week last week. The teacher will give the students a paragraph that has double negatives. The teacher will have the students correct the paragraph, getting rig of all of the double negatives in the paragraph give by the teacher.

The teacher will give the students some of their work back. The teacher will have the students check their work for any double negatives that they may have unknowingly included in their work. The teacher will make self available for any help needed by any student.

The teacher will provide the students with a worksheet full of sentences with and without double negatives. The teacher will have the students identify those that have the double negatives and correct those particular sentences. The teacher will make self available for any help needed by any student.

The teacher will review the concept of proper Nouns (pronouns) with the students. The teacher will give a definition of a Proper Noun. The teacher will also show examples of the Pronoun to the common noun. The teacher will also make a worksheet for the students to come up with a pronoun to make the common noun already on the worksheet.

The students will actively participate in reviewing the concept of double negatives. Then they will be given a paragraph containing double negatives. The students will have to correct the entire paragraph, getting rid of all of the double negatives in the paragraph.

The students will be given some of their past works. They will have to check their works for any double negatives that they may have unknowingly included in their works. If they find any double negatives they should go ahead and correct their works.

The students will be given a worksheet full of sentences with and without double negative. The students will have to identify the sentences with and without the double negatives. The students will also have to correct the double negative sentences. DA: Visual learners will benefit from this lesson because they will be able to see both regular negative and double negative sentences together.

The teacher will review with the students specifically nouns. The teacher will remind the students that common nouns are a person, place, or thing. They will also be remind that not all common nouns are capitalized unless that are the start of a sentence. The teacher will provide the students with a worksheet of mixed words of nouns and verbs. The students will participate in the review of common nouns. The students will have to complete the worksheet of mixed nouns and verbs. In this worksheet the students will have to identify all of the nouns while marking through the verbs,

The students will actively participate in the discussion and review of Pronouns and how they relate to common nouns. The students will have to complete a worksheet of common nouns. The student will have to come up with a pronoun to go with the common noun.

Day 156 HKSOL – E – 4 – 4.8 Editing; Noun-pronoun agreement The teacher will show the students that the proper nouns are the names of persons, places, or things. Another thing for the students to remember is that the pronouns are always capitalized. The teacher will prepare a worksheet of the names of places, persons, and things with errors in the capitalization. The teacher will have the students fix the capitalization.

The students will attentively listen to the explanation that the teacher gives about the pronouns. The students will be given a worksheet of the name of places, persons, and things with errors in the capitalization. The students will have to correct the capitalization. The students should double check things because there may be some common nouns thrown in so they won’t just go through and capitalize all of the words.

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 32 Character Trait: Respect Day 157 Day 158 Day 159 HKSOL – E – 4 – 4.8 Editing; Noun-pronoun agreement The teacher will compare the common nouns with the pronouns along with the students help. The teacher and the students will brainstorm the similarities and differences between the common nouns and pronouns. The teacher will provide the students with a worksheet of common and pronouns. The teacher will have the student come up with the missing common or proper noun. The students will actively participate in the comparison of common nouns and pronouns. The students will have to complete a worksheet of common and proper nouns. They will have to come up with the missing common or proper noun.

Day 160

HKSOL – E – 4 – 4.8 Editing; Comma Use

Field Trip: news station weather (review writing)

HKSOL – E – 4 – 4.8 Editing; Comma Use

The teacher will explore with the students the many areas where commas are used. The teacher will concentrate on the one area of commas with dates. The teacher will prepare sentence strips for the students to work with to put the commas in where they are needed. The teacher will assist the students as helped is wanted by the students.

The teacher, along with parents, will chaperon the students on the field trip. The teacher will make sure that the students behave in an appropriate manner. The teacher will also be sure that all of the students understand that they will have to write a paragraph on their favorite part of the field trip while remember to keep in mind the tips and strategies that were learned earlier in the year.

The teacher will explore another area where commas are used…with places. The teacher will help the students to understand that when they write a place like Lynchburg, Virginia; they must have a comma between the city and the state. The teacher will also help the students to understand that if they use a place in a sentence that they must have a comma after the state(except at the end of the sentence). The teacher will provide the students with examples where they have to add the commas in the appropriate places.

The students will participate in the discussion and the activity. The students will place commas in the appropriate places with the dates. The students will come to the understanding that commas are to be placed between the day and the year and after the year if the date is used in a sentence (except when the date is at the end of the sentence.

The students will use their organization skills and write a paragraph about their favorite part of the field trip. The students must use appropriate spelling and word choice along with staying on topic.

The students will participate in the discussion and the activity. The students will place commas in the appropriate places for the listed places. The students will come to the understand that commas are to be between a city and state (when listed together) and after the state (except when the place is at the end of the sentence.

DA: Field trip is an excellent way for all learners to have a hands on experience for all of the core content areas.

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 33: REVIEW WEEK FOR STANDARDIZED TESTING Character Trait: Respect Day 161 Day 162 Day 163 Day 164 Day 165 HKSOL 4.1-4.2 The teacher will review concepts concerning oral language with the students to help them to prepare for the standardized testing.

The students will actively and willingly participate in the review of oral language. They will participate in the review games and other review activities.

HKSOL 4.3-4.4 The teacher will review reading techniques for reading accuracy and fluency along with student comprehension of fiction to help the students to prepare for the standardized testing.

HKSOL 4.5 The teacher will review student comprehension in nonfiction. Through this review the teacher will be helping the students to become prepared for the standardized testing.

The students will actively and willingly participate in the review of techniques for reading accuracy and fluency along with reading comprehension of fiction. They will participate in review games and other helpful review activities.

The students will actively and willingly participate in the review of comprehending nonfiction. They will participate in review games and other helpful review activities.

HKSOL 4.6-4.7 The teacher will review students comprehension of research materials and steps along with reviewing techniques for writing narratives, poems, and explanations. Through this review the teacher will be helping the students to become prepared for the standardized testing. The students will actively and willingly participate in the review of comprehending research materials and steps along with writing techniques for writing narratives, poems, and explanations. They will participate in review games and other helpful review activities.

HKSOL 4.8 The teacher will review the student’s ability to edit their writing with using correct grammar, capitalization, spelling, punctuation, and sentence structure. Through this review the teacher will be helping the students to become prepared for the standardized testing.

The students will actively and willingly participate in the review of the ability to edit their writing with using correct grammar, capitalization, spelling, punctuation, and sentence structure. They will participate in review games and other helpful review activities.

Day 166

Laura Hostetler and Ava Kelley: 4th Grade Language Arts: Week 34 Character Trait: Respect and Citizenship Day 167 Day 168 Day 169

Day 170

Standardized Testing All Week

Day 171

Laura Hostetler and Ava Kelley: 4th Grade Language Arts : Week 35 Character Trait: Citizenship Day 172 Day 173 Day 174

HKSOL – E – 4 – 4.8 Editing; Comma Use

HKSOL – E – 4 – 4.8 Editing; Comma Use

HKSOL – E – 4 – 4.8 Editing; Adjectives/ Adverbs

The teacher will explore one more area where commas are used with the students. This area being in a listing of things. The teacher will show the students examples of this case. The teacher will provide the students with a worksheet where the students have to appropriately place the commas in the given instance.

The teacher will prepare a letter, where all three rules for commas are used, for the students. The teacher will also provide the students with elbow macaroni and liquid glue. The teacher will show the students that they are going to place commas in their appropriate places in the letter by using the noodles.

The teacher will explore the world of adjectives with the students. The teacher will give the definition of adjectives. The teacher will also give examples of five kinds of adjectives. The teacher will provide the students with a worksheet where they have to match the adjective with the type.

The students will actively participate in the lesson by participating in the discussion. The students will come to the understanding of where commas should be in a listing of things. They will show this understanding by completing a worksheet provided by the teacher by placing a comma in the specific spots where needed.

The students will have to apply all of their understanding of the three comma rules in gluing commas (noodles) in the appropriate places. The students will be expected to complete this assignment without misbehaving. They will be able to play with the noodles after they have finished their work.

The students will participate in the discussion about adjectives. They will come to understand what adjectives are and how they are used. They will complete the worksheet of matching the adjective with the type.

HKSOL – E – 4 – 4.8 Editing; Adjectives/ Adverbs The teacher will explore adverbs with the students. The teacher will give the definition of adverbs. The teacher will also give some examples of adverbs to help with the understanding of adverbs. The teacher will help the students to come to the understanding that the adverbs answer the question how, when, and where. The students will participate in the discussion about adverbs. They will have a worksheet to complete about answering the when, how, and where questions by looking at the adverbs. Colins, p. 8

Day 175 HKSOL – E – 4 – 4.8 Editing; Adjectives/ Adverbs The teacher will prepare a ‘fishing’ game. The game will consist of fishing poles labeled as adverbs and adjectives. The fish will be labeled with words that are adjectives or adverbs. In order for them to keep the fish, they have to catch a word that goes along with their fishing pole.

The students will actively participate in the fishing game. They will have to identify the fish as being adverbs or adjectives. They also can only keep the fish that match their fishing pole. The fish that they catch that do not match their pole, must be thrown back to the ‘pond’. DA: Game as a hands on activity for kinesthetic learners.

Day 176

Laura Hostetler and Ava Kelley: 4th Grade Language Arts : Week 36 Character Trait: Citizenship Day 177 Day 178 Day 179

HKSOL – E – 4 – 4.8 Editing; Use of articles (a, an, and the)

HKSOL – E – 4 – 4.8 Editing; Use of articles (a, an, and the)

HKSOL – E – 4 – 4.8 Editing; Use of articles (a, an, and the)

The teacher will introduce articles to the students by providing them with definitions. The teacher will have two articles on the board, a and an. The teacher will explain the uses of a and an as articles. After explaining how a and an are used, the teacher will provide the students with a worksheet where they have to identify whether a or an is used in the particular instance provided. The students will actively participate in the discussion and activity of a and an as articles. They will have to complete a worksheet on these two articles, identifying which article is appropriately needed in the particular instance provided.

The teacher will introduce the article ‘the’. The teacher will explain the use of ‘the’ as an article. Then the teacher will provide the students with a worksheet where they have to choose the correct article, a, an, or the for the appropriate instance.

The teacher will prepare an article game for the students as a review. This game will be played as Memory. The teacher will have six sentences in each group and a blank for the article in each sentence. The teacher will instruct the students to match the article with the appropriate sentence. The students will actively participate in playing the game of article memory. They will be in groups of two students. They will have to appropriately match the article with its matching sentence in order to be able to keep the match.

The students will actively participate in the discussion and activity of ‘the’ as an article. They will have to complete a worksheet on the three articles, a, an, and the. They will have to match the instance provide to the appropriate article.

DA: Game as a hands on activity for kinesthetic learners.

HKSOL – E – 4 – 4.8 Editing; Correct spelling for common words The teacher will provide the students with a listing of 12 of the fourth grade Dolch words. The teacher will help the students practice these words by helping them write the words, understand the meaning, and learning how to spell the words.

The students will learn the 12 Dolch words that are provided by the teacher. The students will actively participate in learning the sight words by writing, understanding the meaning, and practice spelling the words.

Day 180 HKSOL – E – 4 – 4.8 Editing; Correct spelling for common words The teacher will prepare Bingo boards ahead of time with the spelling words. The teacher will inform the students that they are going to play BINGO to help review their words. The teacher will read the words aloud as the students locate the words on their BINGO boards.

The students will actively participate in the BINGO game for their sight words. They must cover the correct words as they are read by the teacher. The first student to cover their board wins that round.

KEY A – art CI – community involvement – collaboration with the community CC – collaboration with colleagues CL – cultural literacy and diversity CM – communication CZ – citizenship DA – differentiation / accommodation E – evaluation GA – group activity L – literacy LA – Language Arts LI – listening LS – life skills H – health HS – home / school connection – collaboration with families HW – homework M – math MA – manipulative activity MO – movement / physical education MU – music OL – oral language / public speaking PS – problem solving / critical thinking R – reading S – science SS – social studies T – technology TX – text W – writing

References. Allington, R. L. (1993). Celebrate reading! [Grade 4, level A], [Don't wake the princess]. Glenview, Ill: Scott, Foresman. *** Bauer, K., Drew, R., Mouri, G., & Bruno, J. (1992). Alternatives to worksheets. Cypress, CA: Creative *** Carratello, P. (1988). Literature and critical thinking. Book 3. Sunset Beach, CA: Teacher Created Materials. *** Collins, S. Harold.(1988). Straight Forward: English Series: Adjectives and Adverbs. Oregon: Garlic Press. Cooper, J. David. (2002). Virginia Teacher’s Edition: Grade 3, Level 3.1: Rewards: Them 2: Celebrating Traditions: Focus on Trickster Tales. Boston: Hougton Mifflin: Reading. Cooper, J. David. (2002). Virginia Teacher’s Edition: Grade 3, Level 3.1: Rewards: Them 3: Incredible Stories. Boston: Hougton Mifflin: Reading. Cooper, J. David. (2002). Virginia Teacher’s Edition: Grade 3, Level 3.2: Horizons: Them 6: Smart Solutions. Boston: Hougton Mifflin: Reading. DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, Mass: Candlewick Press Discovery Communications, Inc. (2006). Playing it safe. Skills for healthy living. Silver Spring, MD: Discovery Communications Hazzard, S. (2003). The great fire. New York: Farrar, Straus and Giroux. National Geographic Society (U.S.). (1959). National geographic. [Washington, D.C.]: National Geographic Society National Geographic Society (U.S.), & National Geographic Society (U.S.). (1984). Inside your body. Washington, D.C.: National Geographic Society, Educational Services. Nesbit, E., & Tavares, M. (2006). Jack and the beanstalk. Cambridge, Mass: Candlewick Press. O'Brien-Palmer, M., Stephens, H., & O'Brien, P., Michelle. (1998). Plot 15 creative projects that help kids become better readers and writers. Let's learn about story elements. New York, NY: Scholastic Professional Books. *** Perrault, C., Marcellino, F., & Arthur, M. (1990). Puss in boots. New York: Farrar Straus Giroux

Scott, Foresman and Company. (1993). We're all in this together how families matter. Celebrate reading!, 4C. Glenview, Ill: ScottForesman. *** Selden, G. (1960). The cricket in Times Square. New York: Ariel Books Sendak, M. (1963). Where the wild things are. [New York]: Harper & Row. Steele, W. O. (1958). The perilous road. New York: Harcourt, Brace. Viorst, J., & Cruz, R. (1972). Alexander and the terrible, horrible, no good, very bad day. New York: Atheneum. Winter, J. (1988). Follow the drinking gourd. New York: Knopf