thematic unit

Candidate’s Name: Paul De Carlo     

Grade Level: 4^th grade

Title of the lesson:  Sticky Reading Comprehension

Length of the lesson: 55 minutes                               

Central focus of the lesson Student will be able to comprehend and retell the text that they are reading.

Knowledge of students to inform teaching ●     Students currently read based on their skill or grade level. Students within the class read either at, above, or below their current grade level. Students currently have learned rhyme of words of similar families as well as prefix and suffix of words. Students work independently with the teacher as a reading buddy once a week, twice a week if needed. Students are given spelling and oral language quizzes every Friday to assess their knowledge.

Common Core State Standards RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Support literacy development through language (academic language) ●     Students will be able to describe the setting of the story as well as analyze the main idea. Vocabulary ●     Students will be able to analyze, categorize the main idea using word recognition of familiar and unfamiliar words. ●     students will write down any unfamiliar words or phrases on a sticky note and leave it attached to that page. Sentence Level ●     Suffix ending of a word and its sound to identify word tense. Sentence structure.Fluency. Discourse ●     Text structure would consist of the correct spelling, pronunciation, and recognition of different words. Conversation, discussion. Fluency.

Learning objectives Students will recognize similar spelling of words with different meanings. Students will decode words of one syllable. Students will understand how to self-correct mispronounced words. Students will reread and sound out unfamiliar words.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●    Formal assessment- Students will be required to share and show the perspective that they have developed and drawn to the class. Informal assessment- students will be required to express their feelings of the book by drawing. They will be required to notice key details and draw them through their own perspective.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●      The teacher will introduce the book The Day Dream Chronicles to the class. Each student will receive a stack of sticky notes to write down information on or unfamiliar words. 5 minutes. ●     The teacher will model what the students are intended to do. By drawing an example using an example text of what his perspective of the story. The teacher will begin reading the text a loud, and will give the students a few minutes to compose their drawings and reflect on what was just read. 20 minutes. ·         Students will be instructed to read a few more pages on their own independently and compose their sketches to describe what they read on that page. Students shouldn’t spend more than 2 minutes on a sketch.10 minutes. ·         At the conclusion of the reading the students will turn back to the first page that they read to retell the story using their drawing. Students should recall the main events, characters, problems/solutions, key facts learned, and sequence from the text. 10 minutes. Differentiation: Enrichment: Students will draw one picture per page to summarize a larger portion of the material. Support: Modify by having students draw pictures per paragraph. Using smaller sections helping them gain practice in summarizing and comprehending text.

Instructional resources and materials Smartboard Sticky notes Paper Reading material The Day Dream Chronicles. Large lined paper Pen/marker List of words Work sheet Quiz sheet

Dr. Hui-Yin Hsu Spring 2014

Candidate’s Name: Paul De Carlo     

Grade Level: 4th grade

Title of the lesson:  Informational Text: close reading

Length of the lesson: 55 minutes

Central focus of the lesson Student will be able to answer text based questions about informational passages.

Knowledge of students to inform teaching ●     Students currently read based on their skill or grade level. Students within the class read either at, above, or below their current grade level. Students currently have learned rhyme of words of similar families as well as prefix and suffix of words. Students work independently with the teacher as a reading buddy once a week, twice a week if needed. Students are given spelling and oral language quizzes every Friday to assess their knowledge.

Common Core State Standards RL.5. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Support literacy development through language (academic language) ●     Students will be able to identify and comprehend the informational text of what is important. Vocabulary ●     Students will be able to analyze and research, categorize the information that is presented in the text. ●     Earthquake, hurricane, tornado, tsunami. Sentence Level ●     Suffix ending of a word and its sound to identify word tense. Sentence structure.Fluency. Discourse ●     Text structure would consist of the correct spelling, pronunciation, and recognition of different words. Conversation, discussion. Fluency.

Learning objectives Students will recognize similar spelling of words with different meanings. Students will be able to research different natural disasters and create and complete worksheets similar to the ones that will be given. Students will decode words of one syllable. Students will understand how to self-correct mispronounced words. Students will reread and sound out unfamiliar words.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●    Formal assessment- Students will be required to complete and hand in for a grade the worksheet that will be given out. Informal assessment- Students will work in pairs to take turn read the given passages.

Instructional procedure: ·         The teacher will begin the lesson by explaining to the students that being able to comprehend informational text is a very important skill not only in reading, but also in other subject areas. 10 minutes. ·         The teacher will model to the students how to read aloud and pausing to talk about certain information that they should comprehend within the passage. 10 minutes. ·         The teacher will hand out a copy of the passage titled Hurricanes to each student. Students will be paired up to work together to take turns reading the material and stopping to talk at certain points to reflect on what they are learning.15 minutes. ·         Students will be given a copy of the passage titled earthquakes to read independently and to complete the required worksheet to be handed in at the end of class. 15 minutes. ·         Differentiation: ·         Enrichment: Challenge advanced students to research different natural disasters and create documents similar to the worksheets. ·         Support: Pair students who need support with students who have a firm grasp on the lesson material

Instructional resources and materials Smartboard Large lined paper Pen/marker List of words Work sheets Quiz sheet

Dr. Hui-Yin Hsu Spring 2014

Candidate’s Name: Paul De Carlo     

Grade Level: 4^th grade

Title of the lesson:  Close reading through Character emotion

Length of the lesson: 50 minutes

Central focus of the lesson Student will be able to use close reading strategies to read across a text and use character emotions to develop a theory about the character.

Knowledge of students to inform teaching ●     Students currently read based on their skill or grade level. Students within the class read either at, above, or below their current grade level. Students currently have learned rhyme of words of similar families as well as prefix and suffix of words. Students work independently with the teacher as a reading buddy once a week, twice a week if needed. Students are given spelling and oral language quizzes every Friday to assess their knowledge.

Common Core State Standards W.4.1.b, RL.4.2, RL.4.3, W.4.2.b, RL.4.1

Support literacy development through language (academic language) ●     Students will be able to describe the setting of the story as well as analyze the main idea, and express character emotions. Vocabulary ●     Students will be able to analyze, categorize the main idea using word recognition of familiar and unfamiliar words, using sticky notes as word book marks. Sentence Level ●     Suffix ending of a word and its sound to identify word tense. Sentence structure.Fluency. Discourse ●     Text structure would consist of the correct spelling, pronunciation, and recognition of different words. Conversation, discussion. Fluency.

Learning objectives Students will explain in their own words what a close reading means to them Students will reflect on the characters emotion throughout the book. Students will recognize similar spelling of words with different meanings. Students will decode words of one syllable. Students will understand how to self-correct mispronounced words. Students will reread and sound out unfamiliar words.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●    Formal assessment- Students will make up questions to assess their understanding of reading through the lens of character actions. Informal assessment- Students will work in groups to reflect on what the characters emotions are throughout the book.

Instructional procedure: ·         The teacher will begin the lesson by informing students what a close reading is and how it will benefit them. The students will be asked how they would define the meaning of a close reading. Once the students finished reflecting. The teacher will discuss and explain he real meaning of a close reading. ·         The teacher will than model what a close reading looks like and how it is done. The students will all be given a copy of the book The Other Side to read for their close reading assignment. 5 minutes. ·         The teacher will read aloud to the students a few pages as they follow along. The teacher will stop at places to reflect with the students of what is happening in the book as well as the characters emotions. 10 minutes. ·         Students will be required to work in pairs and highlight places in the book where the character shows emotion. ·         The class will regroup after 15-20 minutes to reflect on each group findings, and discuss new understandings. Differentiation: ·          Enrichment: Students who need more of a challenge should use their own reading books to fill out the chart with examples of character emotions. ·         Support: Arrange students in a small group. Walk through how to use the chart with their individual texts and find one example as a group to help the students start.

Instructional resources and materials Smartboard The Other Side by Jacqueline Woodson. Large lined paper Pen/marker List of words Work sheet Quiz sheet

Dr. Hui-Yin Hsu Spring 2014