Name of Student Teacher: Taylor Childers Subject: Reading (4th Grade) Date: 03/31/14 ALCoS Standards: Make connections

s between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7] Specific Objectives: Students should be able to write a prediction of a books plot based on the text and illustrations on the cover. Required Materials: Dear Mrs. LaRue: Letters from Obedience School Prediction sheet (attached) Pencils Step-by-Step Procedures: Remind students of what a prediction is. Have them share ideas for evidence they can use to predict what will happen in a story. Show students the cover of Dear Mrs. LaRue: Letters from Obedience School. Have them use the cover to fill in the prediction sheet. After students have completed the prediction sheets, have them share their predictions with each other. Assessment Based on Objectives: Students will be assessed on their completed prediction sheets. Adaptations/Accommodations: The students with IEPs spend their entire reading block in the resource room. The small group nature of the lesson is an accommodation for them. Also, the prediction sheet serves as an organizer for their thoughts when creating their predictions. An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained. Extensions: This lesson can lead into lessons on writing persuasive letters. Notes/Reflections: This book will be used all week to teach students about the connections between text and illustrations.

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Book Title:

I think this story is about

The words on the cover tell me

The pictures on the cover tell me

The words and the pictures are connected because

Name of Student Teacher: Taylor Childers Subject: Language (4th Grade) Date: 03/31/14 Alliteration Tongue Twisters ALCoS Standards: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.4.5] Specific Objectives: Students should be able to use alliteration to write a tongue twister. Required Materials: Bad Kitty by Nick Bruel Construction paper o Cut pink construction paper into strips Computer paper Crayons Pencils Sticky notes Glue Tongue twister sheet for each student (one attached) Step-by-Step Procedures: Give students a copy of tongue twister sheet and have them try to read different tongue twisters aloud. Ask students what kinds of patterns they notice in the tongue twisters. Explain that the matching initial letters/sounds of words are called alliteration. Ask students why they think an author would use alliteration. Read Bad Kitty to the students. Have them give a thumbs up each time they hear an example of alliteration. Have students share an example they heard after the reading. After the reading, have students write the main idea of the story on a sticky note. Give each student a sheet of construction paper, a sheet of computer paper, and a strip of pink construction paper. Explain that they will be creating and writing their own tongue twisters. Have the students draw a face on the computer paper and write the alliterative tongue twister on the pink strip. They will glue the strip to the mouth to resemble a tongue. (Example at this link: \http://tinyurl.com/p2gbl98) Assessment Based on Objectives: Students will be assessed on their completed tongue twisters. Adaptations/Accommodations: The students with IEPs spend their entire reading block in the resource room. The small group nature of the lesson is an accommodation for them. The quick main idea check gives the teacher an idea of the students retell/comprehension abilities as noted on their IEPs. An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained. Extensions: This lesson can lead into other lessons on literary devices. Notes/Reflections: The students love wordplay and rhymes, so I think that tongue twisters will be a fun and effective way to teach and demonstrate alliteration.

TONGUE TWISTERS

Angela Abigail Applewhite ate anchovies and artichokes. Bertha Bartholomew blew big, blue bubbles. Clever Clifford Cutter clumisily closed the closet clasps. Dwayne Dwiddle drew a drawing of dreaded Dracula. Elmer Elwood eluded eleven elderly elephants. Floyd Flingle flipped flat flapjacks. Greta Gruber grabbed a group of green grapes. Hattie Henderson hated happy healthy hippos. Ida Ivy identified the ivory iris. Julie Jackson juggled the juicy, jiggly Jello. Karl Kessler kept the ketchup in the kitchen. Lila Ledbetter lugged a lot of little lemons. Milton Mallard mailed a mangled mango. Norris Newton never needed new noodles. Patsy Planter plucked plump, purple, plastic plums. Quinella Quist quite quickly quelled the quarreling quartet. Randy Rathbone wrapped a rather rare red rabbit. Shelly Sherman shivered in a sheer, short, shirt. Trina Tweety tripped two twittering twins under a twiggy tree. Uri Udall usually used his unique, unusual unicycle. Vicky Vinc viewed a very valuable vase. Walter Whipple warily warned the weary warrior. Xerxes Xenon expected to Xerox extra x-rays. Yolana Yarger yodeled up yonder yesterday. Zigmund Zane zig-zagged through the zany zoo zone.

*I will be absent on 4/01/14, and Mrs. Ellis will be teaching reading on that day. On 4/01/14, the teacher will read aloud Dear Mrs. LaRue: Letters from Obedience School. Also, Mrs. Ellis will be teaching a lesson on personification.

Name of Student Teacher: Taylor Childers Subject: Reading (4th Grade) Date: 04/02/14 ALCoS Standards: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7] Specific Objectives: Students should be able to list the differences in points of view from the text and illustrations in Dear Mrs. LaRue: Letters from Obedience School. Required Materials: Dear Mrs. LaRue: Letters from Obedience School Text and illustration connection sheet (attached) Pencils Step-by-Step Procedures: Finish reading Dear Mrs. LaRue: Letters from Obedience School. While reading, pause and discuss the similarities and differences in Ikes letters, his imaginative pictures, and the reality pictures in the book. After reading, have each student share his or her favorite illustration from the story. Give each student a text and illustration connection sheet and have students fill out the sheet with information from the story. Assessment Based on Objectives: Students will be assessed on their completed text and illustration connection sheets. Adaptations/Accommodations: The students with IEPs spend their entire reading block in the resource room. The small group nature of the lesson is an accommodation for them. Also, the text and illustration connection sheet serves as an organizer for their thoughts on the connections in the story. This sheet also acts as a quick comprehension check on what the students recall from the story. An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained. Extensions: This lesson can lead into lessons on writing persuasive letters. Notes/Reflections: This book will be used all week to teach students about the connections between text and illustrations.

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Text and Illustration Connections

Igor Brotweiler Canine Academy Ikes Letter Ikes View What the pictures really show

How the School Grounds Look

The Other Students

What the Teachers are Like

How Ike is Treated

Dining at the School

Health Care

Name of Student Teacher: Taylor Childers Subject: Language (4th Grade) Date: 04/02/14 Hyperbole in Poetry ALCoS Standards: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.4.5] Specific Objectives: Students should be able to write a statement containing a hyperbole. Required Materials: Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out by Shel Silverstein (attached) Dry erase board and marker Sticky notes Hyperbole sheet (attached) Step-by-Step Procedures: Write I am so hungry I could eat a horse on the dry erase board. Ask students if they have ever heard the expression before and what they think it means. Explain that this is an example of hyperbole (and define hyperbole). Have students share other ideas of examples of hyperbole. Read the poem Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out aloud to the students. (Give each student his or her own copy.) Have students give a thumbs up each time they hear an example of hyperbole in the poem. After the reading, have students write the main idea of the poem on a sticky note. Give each student a copy of the hyperbole sheet and have them write and illustrate their own statement including a hyperbole. Have students share their completed hyperbole sheets. Assessment Based on Objectives: Students will be assessed on their completed hyperbole sheets. Adaptations/Accommodations: The students with IEPs spend their entire reading block in the resource room. The small group nature of the lesson is an accommodation for them. The quick main idea check gives the teacher an idea of the students retell/comprehension abilities as noted on their IEPs. An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained. Extensions: This lesson can lead into other lessons on literary devices. Notes/Reflections: I think that this fun poem will make hyperboles memorable for the students.

Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out!

Shel Silverstein, 1974

Sarah Cynthia Sylvia Stout Would not take the garbage out! She'd scour the pots and scrape the pans, Candy the yams and spice the hams, And though her daddy would scream and shout, She simply would not take the garbage out. And so it piled up to the ceilings: Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. It filled the can, it covered the floor, It cracked the window and blocked the door With bacon rinds and chicken bones, Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, Pizza crusts and withered greens, Soggy beans and tangerines, Crusts of black burned buttered toast, Gristly bits of beefy roasts. . . The garbage rolled on down the hall, It raised the roof, it broke the wall. . . Greasy napkins, cookie crumbs, Globs of gooey bubble gum, Cellophane from green baloney, Rubbery blubbery macaroni, Peanut butter, caked and dry, Curdled milk and crusts of pie, Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, Cold french fried and rancid meat, Yellow lumps of Cream of Wheat. At last the garbage reached so high That it finally touched the sky. And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, "OK, I'll take the garbage out!" But then, of course, it was too late. . . The garbage reached across the state, From New York to the Golden Gate. And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. But children, remember Sarah Stout And always take the garbage out!

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Name of Student Teacher: Taylor Childers Subject: Reading (4th Grade) Date: 04/03/14 ALCoS Standards: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7] Specific Objectives: Students should be able to connect text and pictures by writing and illustrating a letter. Required Materials: Dear Mrs. LaRue: Letters from Obedience School Letter sheet Pencils Crayons, colored pencils Step-by-Step Procedures: Have students orally retell the events in Dear Mrs. LaRue: Letters from Obedience School. Have students share their favorite letter and illustration in the book. Explain to students that they will be writing and illustrating an additional letter from Ike to Mrs. LaRue. They should write the letter as if Ike had written it and should include an illustration of Ikes point of view and an illustration of reality. Assessment Based on Objectives: Students will be assessed on their completed text letter sheets. Adaptations/Accommodations: The students with IEPs spend their entire reading block in the resource room. The small group nature of the lesson is an accommodation for them. Also, the letter sheet serves as an organizer for their ideas on how to write and illustrate the letter. Also, this lesson includes a quick check on what the students recall from the story. An administrator will be called if the student with a behavior-based IEP has a meltdown and needs to be restrained. Extensions: This lesson can lead into lessons on writing persuasive letters. Notes/Reflections: This book will be used all week to teach students about the connections between text and illustrations.

Name: __________________________ Ikes Point of View Reality

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