1

Teacher: Nall
Grade/Subject: 4th Community
Lesson: Nonfiction/ACP Review
Monday
Tuesday
READING
Written
Curriculu
m:
Learning
Standards

Week of: Dec. 1-5

Wednesday

Thursday

Friday

4.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts
and provide evidence from the text to support their understanding. Students are expected to:
(A) summarize and explain the lesson or message of a work of fiction as its theme. (SS)
4.4 Reading/ Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support
their understanding. Students are expected to:
explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).(SS)
4.10 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the authors purpose in cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. (SS) Students are expected to explain the difference between a stated and an implied purpose for an expository text.
4.11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their
understanding. Students are expected to:
(B) distinguish fact from opinion in a text and explain how to verify what is a fact.(SS)
(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison.(RS)
Figure 19.110.15 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an authors message. Students
will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(D) make inferences about text and use textual evidence to support understanding. Fiction and Informational Text (RS) Literary Nonfiction, Poetry and Drama (SS)
(E) summarize information in text, maintaining meaning and logical order. Fiction and Informational Text (RS) Literary Nonfiction, Poetry and Drama (SS)
(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.(RS

READING
Learning
Objective
Demonstration of
Learning

LO: Scholars will

summarize and
paraphrase in a way that
maintains meaning and
logical order within a
text. (Fig. 19E)
DOL: Given
The Johnson Space
Center, scholars will
accurately summarize a
passage by order of
events with 3 textual
details and 100%
accuracy

LO: Scholars will

describe explicit
relationships among ideas
in texts organized by
cause-and-effect (4.11C)
DOL: Given an t-chart,
Scholars will describe 3
cause and effect
relationships with 100%
accuracy

Field Trip

LO: Scholars will explain

how the structural
elements of poetry (e.g.
rhyme, meter, stanzas,
line breaks) relate to
form (e.g. lyrical poetry,
free verse). (4.4)
DOL: Given Revenge,
scholars will explain the
meter, stanza, and line
break in a free-verse
poem with 100% accuracy

LO: Scholars will

make a connection
between and across
multiple texts of
various genres. (e.g.,
thematic links, author
analysis) (Fig. 19F)
DOL: Given a graphic
organizer, Scholars
will make 3
connections between 2
articles of various
genres

Dallas ISD

Reading
Taught
Curriculum:
Instructional
Considerations
Student
Practice
Guided and
Independent
(INCLUDE
MRSs)
Instructional
Resources
Vocabulary
Development

Teacher: Nall
Grade/Subject: 4th Community
Lesson: Nonfiction/ACP Review
Monday
Tuesday
DLR: Editing
Istation (time permitting)
Review PLORE:
Whole Group: Review Text
Reading Comprehension
Organization
Quiz
(Re-introduce anchor chart)
Review Summaries and Main
Ideas: A Summary holds the
highlights of the story, much
like a sports game recap:
http://espn.go.com/video/clip
?
categoryId=2459789&id=118
72892
In this video, does it discuss
everything thing that
happened? NO! It just talks
about the MAIN IDEAS-the
key concepts. Now lets turn
this on our reading:
Pg. 65&Modeled 66 (WB)
Guided: (TT) Tower Racers
(p. 68)
- 1.) identify the main idea
and supporting details in
Think About ShareOut
2.) QW write me a quick
summary
3.) RC Multichoice Q (pg. 69)
DOL: The Johnson Space
Center (pg. 70-73)
Resources: STAAR Ready
Instruction (Purple Book))

We are pretty good at

identifying cause and effect
and sequences. Lets review
a few others.
Review: Compare and
Contrast:
https://www.youtube.com/wat
ch?v=wPoxKFQlIgA
TT: What are some clue
words?
Review: Problem/Solution
https://www.youtube.com/wat
ch?v=P-PnCBQ60PA
TT What are some clue
words?
TEXT STRUCTURE
JEOPARDY
Text Structure Cards: Give each
group 5 cards and have identify
the structure. Students MUST
indicate key words.
QW: Each answer.
Instruct students to refer back to
the Text Structure Worksheet
previously handed out (10 min.)

Its important to be able to

understand the information
so you can better answer
questions:
Partner Work: The History of
Baseball (EDUCATION.COM

Week of: Dec. 1-5

Wednesday

Thursday
DLR: Editing

FIELD TRIP

Istation
Review Poetry: TT vocab
(stanza, line break, rhyme,
lyrics, free-verse)
Introduce w/ Pg. 49
Pass out Pg. 50 Late for
School to each scholar.
WHOLE GROUP identify
(TPS) rhyme pattern, stanza,
and whie space via think
aloud. Use highlighter
Guided: The Poets Blues pg.
51
Pg. 54-56 DOL
Centers:
Istation
Sm. Group
Resources: STAAR Ready
Instruction (Purple Book)

Friday
DLR: Editing
Vocab Quiz
Lets review all the
connections we discussed
this week!
Paired Passaged: Blue Book
pg. 38-43
Today Im going to present
you with 2 things that
appear very differentlets
find the connections
between them
https://www.youtube.com/w
atch?v=6aspJD9LeNI

TT How are the two

dancers similar? Explain two
skills that both dancers
display?
When youre looking at your
tests, comparing middle
schools, watching
commericals for the SAME
product just different
brand think about the real
connections
Demonstrate STRATEGY
T-Chart next to Answer
Choices

Wksht)

SHOW EXAMPLES OF
Question Stems
DOL: Isamu Taniguchi (Pg.
94-96)

Guide w/ What Will Nathan

Read and Calendars Count
Question #19
Pg: 61-62; 67(Orange TAKS
Book)

Dallas ISD

Extra
Language Arts
Sm. Groups
Taught
Curriculum:
Instructional
Considerations

Teacher: Nall
Grade/Subject: 4th Community
Lesson: Nonfiction/ACP Review
Monday
Tuesday
Wednesday
Language Arts: Subject-Verb
Language Arts Small Group:
Language Arts Review Sm.
PwrPt
Review Antonyms/Synonyms
Group: Paragraph
Group Work: Review SubjectPwrPt
organization
Verbs (Phineas and Verb Cards)

Week of: Dec. 1-5

Thursday
Language Arts Review:
Subject/Predicate

Language Arts Review:

Whole Class Jeopardy

Editing Passage

Editing Passage

Editing
Editing Passage

Editing Passage

READING
Tested
Curriculum:
Informal or
Formal
Assessment

Informal:
DOL
Editing/Revising
Daily Proofreading Practice

Informal:
DOL
Formal: istation

Formal: Reading Quiz

Intervention/
Extension
Curriculum:
Differentiation
Tier 1
Tier 2
Tier 3

Sm. Group

Fluency Checks
Sm. Groups intervention

Sm. Groups- Vocab

Development of Question
Stems on Test

For Tier 3, partner w/ a Tier

1 or 2 student for stronger
group work
Pull for Sm. Group to review
vocab and provide structure

Friday

Pull small group and check

comprehension skills and
check for correct
understanding text structure

Formal: istation
Informal:
DOL
DLR

Formal: Vocab Quiz

Sm. Group: Check

comprehension between
2 diff. genres

Pull out small groups and

check reading
comprehension

Extension

Dallas ISD