Language Arts- 4th Grade Standards:

October 29th- October 31st

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). 4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. 4.RFS.4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. Essential Questions: Why is it important to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text? How can we compare and contrast two or more characters, settings, or events in a story, drawing on specific details in the text? How does an author help us understand the characters in the stores we read? How can we compare the point of view from which two different stories are narrated?

Goals/Outcomes: Students will know and be able to Make predictions about a characters actions including how it will happen Understand that characters are complicatedthink about when they act out of character, and use precise language to describe characters and their actions Read, write, and apply rules with contractions

Day 1: Tuesday-

Begin with the first 15-20 minutes having students silent read to themselves Bring students back to their desks and read pages 151-173 in Wonder. While reading wonder, gear questions towards character traits, character development, and comparing and contrasting different characters. Utilize think-pair-shares for discussion Show Smart board file on poetry through Wonder Give students time to finish up their points of view poems Have students share their poems to their group members and then collect the poem for assessment Give students time to work independently in their literacy packet. They will either be working on their book club, writing, or social studies packet. While students are working independently, pull the low reading group to the back for a guided reading. They will be working through Soar to Success, reading a book called Potatoes. Follow the guided reading lesson printed out at the table.

Day 2: Wednesday Begin the day with silent reading for the first 15-20 minutes. Bring students back to their desks and have them do a quick write by responding to this prompt: Describe the importance of the letters, texts, and messages in yesterdays chapter. Explain using two specific examples from the text. Review the text messages and emails portion of the chapter that was read the day before. Give students ten minutes to complete the writing prompt. Read pages 174-185 in Wonder. Again, ask questions related to character traits, development, etc. Conclude reading with a chalk talk. Draw on the board a Venn diagram. On one side of the diagram, write Auggie. On the other side, write Jack. On the top write a key event from the story of Wonder that Auggie and Jack narrated a little differently. Explain to the students that you want them to compare and contrast the different points of view of these two characters related to this event. Tell them they are not allowed to talk during this chalk talk. They are only allowed to write to engage in the class discussion. Give about 5 minutes for the chalk talk, and write responses when necessary. Conclude chalk talk by discussing the different things the students wrote. Have students do the antonym/ synonym Bat activity, using key vocabulary words from Wonder that they have listed in their reading response journals. Conclude language arts time with independent work in their literacy packets, while pulling low reading group for guided reading. Also, meet with the book club fro the book Mr. Poppers Penguins. Check in on status of their reading and comprehension through questioning. Make sure to have students support their discussion with details from the text. Day 3: Thursday Silent reading for the first 15-20 minutes

Read Pages 186-201 in Wonder. Again, ask questions related to character traits and point of view. Give vocabulary quiz and have students do final reading response to Wonder/ administer vocabulary quiz. Independent work time- Pull low reading group for guided reading. Also, pull the book club that is reading Holes. Check in on the status of their reading and comprehension of the book through questioning and make sure to have students support their reading using key examples from the text.

Differentiation: Low readers will be pulled everyday to be given more intervention time with the teacher for reading. There are multiple ways to involve oneself in discussion, including think-pairshares, group sharing, and chalk-talk. Literacy packets are adjusted for those with special needs through the use of graphic organizers, etc. Assignments are flexible, which allows AG students to put forth their creativity in writing, poetry, etc.

Assessment: Poem will be collected Writing responses Observation during discussion and chalk talk Vocabulary quiz