ࡱ> g TbjbjVV ;r<r<fLCvv8\]z***yyyyyyy$}zz**z**yyow*B#ZrJy-z0]zrGGwGwzz]zGv : Short Text Unit 4th Grade February 2013  Desired Results for the UnitGOALS (What are our relevant goals for this unit?) -Student become able to navigate different kinds of text in complexity and genre (fiction, plays, poems, historical, instructional, visual, technical -Students walk away with deeper understanding of the short text by reading closely by using a variety of strategies appropriate for each genre - Students gather evidence to support a position, main idea, character traits, comparing characters, comparing ideas, comparing points of view -Students understand how successfully find word meaning in context -Students understand that information is presented in a particular structure. That Paragraphs, sentences and entire pieces has a purposeful structure so that as reader we understand the text. Students synthesize the big idea, theme of pieces of literature OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) Characteristics of different genres for both fiction and non-fiction Structures unique to a genre Identify context clues to figure out new vocabulary Identify that fictional texts have a theme that teaches a life lesson Identify the difference between figurative language ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide our actions?) Working in partners students will read closely and discuss their findings What are the character traits based on the characters actions and words? What are the main events of the story based on setting, actions, interactions, and transition words? What is the turning point, how did the character actions lead to the theme or life lesson? What is the structure of this text (historical). Why or how something happens (Cause) What happened (Effect) Technical, such as recipes, What would happen if the steps or instructions were out of order? Assessment EvidenceCULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: Students will be able to support with evidence, characters traits Students will be able to identify the main events in fiction Students will find the theme in fiction, and explain it with evidence Students compare two characters, two ideas, two types of text, two points of view and support those with evidence from text INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data should be collected?) Writers Notebook Graphic organizers for each skill Short response notebook Adaptations from fiction to play ResourcesUNIT RESOURCES: (What materials and resources are needed to support this unit?) Rich well crafted text from previous text preparations (realistic fiction, fables, myths, non-fiction articles, historical, feature articles, pictures, advertisements, plays, announcements, adds, pictures, diagrams, maps Articles from Time for Kids Scholastic Read About Spectrum Reading Reading for the Gifted Student Individual Teacher Collection STUDENT RESOURCES: Reading response   Date Day 1 Day 2Day 3Day 4Day 5 Focus: Character Analysis ***Also use with biographiesReaders preview a text to get a sense about what the subject is about and what genre (structure) it is to get their mind ready to read. Read the title Ask yourself: What is the literal meaning and what is an inferential or fantasy-like meaning Get ready for the genre: Think about the features of the genre Use an example of a traditional story such as folktale, fairytale, tall tale, myth, poem, play, other fictional structures : Problem and solution structure Sometimes told in magical ways Solution usually contains a message Readers ask themselves What do I know about this subject, have I read a story like this? What kind of predictions can I make based on my knowledge of the genre and my prior knowledge about the subject? Readers need to be on the look-out for character development and problem/solution like structures. readers visualize the characters living through the story events and retelling/summarizing how they have handled the challenge or problem they were faced with readers visualize or go back into text to consider which story events caused the characters to change and can retell in sequence readers then draw conclusions about the character - (traits and actions) readers make statements, judgments and opinions and do some big thinking about the topic or message -make life statements or themes People shouldnt All girls areReaders examine how the character acts and reacts during the story. Readers also examine how other characters react to the protagonist (major and minor characters). Readers identify the main events and the turning point or climax. The turning point is the event where the character will change his/her attitude. You can tell that this is the turning point because We see the characters emotion change (give example) We see a change in the characters actions, feelings, words. (give specific example..model) There is an event that happens that causes these things to change. Also pay attention to the setting. There may be changes in character interactions(major/minor characters)/relationshipsA characters actions, thought and words tell us what the characters traits are. We can use this information to predict future actions. This is called understanding their motivation. Students: Follow the character actions, thoughts, and words Ask -What kind of person is this?> Determines what the adjective or trait that best describes this character. Compare the characters actions to other characters actions. ***Thinking Deeply About Characters Packet from Rosanne use this to model. Characters behaviors and choices ultimately teach us life lessons. Characters behaviors and choices teach us a life lesson. The lesson may also be called the theme. In the short text, the character learns the lesson_______. I know this because__________. Yesterday we saw that the character learned the lesson. Turn and talk about the life lessoned learned today in the text we just read. I need to think about the entire story It is better... than ... Friendship.... Helping...Focus: Visual Literacy ***Integrate into other weeks.Readers analyze visuals to infer what the text will be about and to activate prior knowledge. Students: Read the title and analyze the visuals. Ask themselves- What do I think this text will be about? Activate prior knowledge and ask themselves What do I already know about this subject? How do the title and the picture help me to understand?Readers use visuals to help them infer what the main idea will be about. Students: Look at all visual images and text in a short text Connect the visuals in order to make an inference based on the visuals.Readers use visuals (text features, pictures, captions, photographs, bold, title, etc.) to help them determine meaning of unfamiliar words (context clues). Students: Scan the text for unfamiliar words and write them down and/or highlight words Scan to see if unfamiliar words have a visual in order to determine meaning Will be mindful of unfamiliar words during reading in order to find context clues to determine meaning. Create a graphic organizer to plug in unfamiliar words Readers use visuals to help them comprehend and make meaning of the text. Students will: Compare the text to the visuals to sharpen our mental pictures of what is in the text. The picture helps to clear the fuzziness of our reading. Read the text an d continue to check for visuals or refer to the visuals as the text refers to them in order to make connections to the text. Think about what the picture/visual tells us that adds to the meaning of the text. What information is present in the visual that is not in the text? Readers ask questions as they analyze visual images to help them prepare for what they will read next. Students: Allow their curiosity to be piqued and ask questions about the visual to help prepare them to what they Coming up with questions and looking for answers as they read.Focus: Theme/Main Idea Looking at Fiction Text for Theme Looking at Non-Fiction Text for Main Idea. Main Ideas and Details from Informational Texts Good readers look for main ideas and details in a text. The main idea is the most important idea in a text. Key details support the main idea. Readers lok at specific sections to determine what each section/paragraph is about. Students: Look at headings and subheadings Summarize information into their own words Determine what is the most important information ***Spend a second day looking at another text. Genre: -recipe -interview -email -blog -how to -all about -biographies - feature articles -essays Readers think about the theme or message of a text the same as they would think about the theme of a movie. We do this by: Thinking about the life lesson the character learns. Think about the actions, reactions, and feelings of the character. Looking for the big change with a character/turning point. Genres: -folktales -fairytales -myths -tall tales - narrative poems -realistic fiction -play -fable -historical fiction Readers identify the main events by noticing the big actions of the main character, the setting, interactions with new characters and transition words. Stories have themes symbols, and ideas. As you read, can you identify the main event We can retell the main events by : -annotating /highlighting the important events as they read in the margins - by paraphrasing (who, where, when, and why character, setting, problem, main events, and solution) - Fill out a graphic organizer **Story Mountain Folktales, fairy tales, Myths Readers are able to pinpoint changes that are happening inside characters (internal thinking, emotional changes, events happening) that we can use as EVIDENCE for the THEME. We do this by: Noticing characters internal thinking/dialogue a character with themselves. Noticing words in the text that describe their thinking and actions. Readers stop and jot (annotate) what the character learns to help them figure out what the theme of a text is. We do this by: Making notes in the margin or on a post-it, Stopping at major events to annotate Underlining specifc words/phrases that show how the character has changed. Asking yourself how did the character change, what did the character learn Noticing what the character did not know before (what they didnt know about themselves or another character)Focus: Whole Text/Internal Text StructuresReaders identify and describe the features of a problem/solution text structure by: Looking for signal words problem, solution, challenge, fixed, issue, and resolved. Circle words that tell the reader how the writer organized their ideas **Readers should visualize/determine what type of graphic organizer could be used to organize the information that they have read. Readers identify and describe the features of a compare/contrast text structure and identify similarities and differences of events, ideas, concepts, and information in a text or part of a text by: Look for signal words both, alike, unlike, similar, different, etc. Looking for different perspectives Looking for evidence that shows that there is a difference/similarities between two or more. ideas, topics, or subjects.Readers identify the text structure cause and effect by: Looking for what happened and what made the event happen. Looking for signal words, because, therefore, so, and as a result To find the cause you ask yourself what happened. To find the effect you ask yourself why it happened.Readers identify and describe the features of a chronological text structure and describe sequence in a text by: Looking for an order of events Looking for signal words such as before, after, during, then, finally, first, second, next, later, after, thereafter. Readers look for how authors structure their paragraphs. Many times an author may write a paragraph in one of the following structures: Compare/Contrast Cause/Effect Chronology Description Problem/Solution There may be multiple structures within one short text. Readers look closely at each paragraph to see how it each is organized. This lesson should be multiple days/ongoing. You could use one text that has multiple internal structures. See Ready NYFocus: Authors Purpose/ Point of View/PerspectiveReaders of short text recognize that writers have a specific purpose for writing: to persuade, to inform, to entertain. To find the authors purpose, Multiple ways Laugh = to entertain If you learn something new= to inform Change your opinion or to act = persuade. Readers of short text can identify the difference between persuasive and informative text by noticing the language an author uses. Informative text has facts only. Persuasive text has facts mixed with opinions. Have an inquiry activity that has student look at short text and identify evidence that shows opinion. Readers should be aware of the authors point of view because authors have bias.theres always two sides to every story. For ex a person who tries to persuade you to not smoke has the point of view that..smoking is bad! Readers figure out what the authors point of view is by identifying the following evidence: The argument or topic of persuasion. Sometimes the author states his/her perspective. Recognize and describe how an authors background and culture effect the authors perspective What is the authors point of view? According to the author How are the points of view on this topic different? TWO DAYS - Comparing Accounts on the Same Topic (Non-Fiction) Readers recognize and identify firsthand and secondhand accounts and how the perspectives differ. (pg. 142 of teachers book READY) Comparing Points of View (Fiction) Use t-chart similarities/differences Readers of short text compare and contrast points of view from which different stories are told (pg 169 READY).Focus: VocabularyReaders approach unknown words in text by: Decoding the word. Reading the sentence that the word is in to look for a definition. Identify how the word is being used (part of speech) Read the entire paragraph to see if you can figure out what the author is trying to say or to see if the word is defined for you. Use what you already know from your own experiences and what you have read before about the subject to help you understand the new word. Readers look for clues in the text to determine the meaning of an unknown word. Ex. One way is to look at the sentence before and after, or near the new word. As you read, can you give evidence of how you figure out the meaning of the word? Word in the sentence Sentence before Sentence after Sentence Before Sentence with new word Sentence After Readers use another way to use context clues by substituting similar words to make meaning of an unknown word. If you know one word, then you know the new word. We walk from class to class distributing the boxes, making sure that we were giving them to the right owners. We substitute the unknown word with a word we know, and reread the sentence to make sure it makes sense.Readers use still another way to use context clues. Readers look at the definitions or examples of the word in the text. Sometimes, the author defines the meaning of the word in the paragraph. This requires us to closely read and examine what the author meant Look at the examples. Sometimes we can figure out the meaning by reading examples of the word. NF Example: Jane Goodall is probably the most famous primatologist in history. She has spent 45 years studying monkeys in the wild Fiction Example: Annies teacher gave her a confidential letter to take home to her parents. The teacher told her not to reveal the contents to anyone but her mom and dad. Once Annie got home, she took out the letter and shared it together in private with her parents. Readers continue to use context clues by looking at the descriptions an author uses to determining the meaning of the new word. For example: The worlds largest predatory shark is the great white. It has strong jaws, rows of bone-cutting teeth, and attacks dolphins and whales. It could tell you what the new word does. In this example, predatory = attacks dolphins and whales. What are the descriptions of the word? In this example, predatory = strong jaws, rows of bone-cutting teeth, Focus: VocabularyReaders are always thinking about the multiple meanings a word might take on. Readers reread the word and ask themselves questions about the word. They may substitute each of the meanings you know to make sure to choose one that makes the most sense. Example: Whenever he is up to bat, the fans root for him. Im thinking to myself that I can use root in different waysRoot can mean the part of a plant that soaks up water to help it growit can also mean to cheer someone on to make them feel confident and proud of themselves. Readers look for punctuation that describe the meaning of the word (dash, commas, parenthesis) and signal words such as or, is called, this means. Example: Deforestation, or loss of forests, lead to loss of soil Fords early cars were all handcrafted. This meant that each automobile was slightly different from the next. It also meant that each took a long time to make. It as a lot of work to make a mummy. First, priest washed the dead body. Then they removed the organseven the brain!Readers look for the parts of the word you already know. They pay attention to the prefix attached to a word they may know from another language, root words, etc. Example: Readers must PREVIEW a text before they get down to business. PRE before VIEW lOOKReaders look for the parts of the word you already know. They pay attention to the suffix attached to a word they may know from another language, root words, etc. Example: -ful -less He felt POWERFUL when he spoke up for himself. He was HOMELESS for a long time before he found a place to live. Idioms/figurative languageGenre Specific Lessons Skill: Identifying structures of a Play Identify that plays are fiction. The structure of the play is important since I notice Title Scene Cast of Characters Parenthesis or brackets for actions Narrator or summary written in italics Notice the punctuation, feelings Read plays and present them in front of class  Skill: Character Traits in a Play/Theme Comparing/Contrasting 2 settings Identify character traits, Plays theme Comparing two setting Skill: Identify structures of poems/look for meaning behind words. Identify that poems just like plays has not scenes but stanzas. The author uses strong images by painting picture with words to support the theme Figurative language Metaphors Similes Personification Literal vs. figurative Rhyming patterns Skill: Cause/Effect Historical Fiction Students pay attention to key details in historical events to find the cause and effects What happens tells us the effect, why it happens tells us the causeRecipes/How-tosBased on what the character learned, what is the life lesson of this story? Can I prove why I think this is the theme? What is the evidence in the story through the events and the actions/reactions of the character?       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