Reading Lesson Planning Guide-Literary | Fourth Grade 1 Glendale Elementary School Process Throughout the Year Strand 1: Reading Process Concept 6:
Comprehension Strategies PO1.
Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key predictions about text for accuracy.PO3.
Generate clarifying questions in order to comprehend text.PO4.
Use graphic organizers in order to clarify the meaning of the text.
Connect information and events in text to experience and to related text and sources.
Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend elements and / or content in an appropriate graphic a written selection including the main idea(s) and relevant details.
Instructional Period 2 Topic:
Literary Text Comprehension - Prose and Poetry Strand 2: Literacy Text Comprehension Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.Concept 1:
Literary Elements Students need to identify, analyze, and apply knowledge of the structure and elements of literature.
How did the author develop the characters?
Why did the author write this?
How does this story/poem connect to my own life?
Authors weave stories with the artful use of the elements.
Performance Objective Process Integration
(skills to use) Explanations and Examples Resources Assessment S2C1PO8.
Compare (and contrast) the characters, events, and setting in a literary graphic organizers in order to clarify the meaning of the Response Write a response that demonstrates an understanding of a literary selection, and depending on the selection, includes:
evidence from the text, personal experience, and comparison to other text.Explanation:
The students will list common attributes of characters, setting and plot and identify similarities and differences among the attributes point by point both within one text and between/among other texts.
The teacher will model the meta-cognition comparing two characters from familiar picture contextual evidence.
es by Madonna
Use the organizer below to compare and contrast Mr.Peabody and Billy, attribute by attribute.
Harcourt Edition, Theme 2, p.T200
How are the characters ___ and ___ similar or different from one another?
What are the attributes of both characters?
How did the setting in the beginning remain the Reading Lesson Planning Guide-Literary | Fourth Grade 2 Glendale Elementary School District
6/17/2010 Use this process to compare setting as well
Other examples: Construct a plot diagram for two stories which include the rising action, climax, and falling action.
Compare the number of events in the rising action, climax, and resolution of two stories.
Keep a chart of the types of stories based on the types of problems or conflicts for comparison.
same or change?
When ____(List event) happened, it was similar to what other event?
Character ( (B) Reading Lesson Planning Guide-Literary | Fourth Grade 3 Glendale Elementary School characteristics and structural elements (imagery, rhyme, verse, rhythm, and meter) of poetry.R-S1C5PO1.
Read from a familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text.
Determine the difference between figurative and literal language.
Identify figurative language, including similes, personification, and students will label distinctive and structural elements (imagery, rhyme, verse, rhythm, and meter) of will display a poem and model coding the poem for: numbers of lines, number of syllables, the rhyming words, a, b pattern rhyming pattern (this might be color coded before symbols or letters are introduced), stanzas and the number of verses.
ONE INCH TALL Shel Silverstien If you were only one inch tall, you'd ride a worm to school.The teardrop of a crying ant would be your swimming pool.A crumb of cake would be a feast And last you seven days at least, A flea would be a frightening beast If you were one inch tall.
If you were only one inch tall, you'd walk beneath the door, And it would take about a month to get down to the store.
A bit of fluff would be your bed, You'd swing upon a spider's thread, And wear a thimble on your head If you were one inch tall.
You'd surf across the kitchen sink upon a stick of gum.You couldn't hug your mama, you'd just have to hug her thumb.You'd run from people's feet in fright, To move a pen would take all night, (This poem took fourteen years to write-- 'Cause I'm just one inch tall).
The teacher will then model doing the same coding using a known song.The teacher will have the students listen for the rhythm and then code the song for the above features.
America the Beautiful Words By: Katherine Lee Bates O beautiful for spacious skies, For amber waves of grain, For purple mountain majesties Above the fruited plain! America! America! God shed His grace on thee, And crown thy good With brotherhood, From sea to shining sea! Introduction Lessons:
Imagery- TE p 248
Free Verse-TE p 246 SE p 333
Rhyme/ Thyme Scheme TE p 253 SE 340
Rhythm TE p 254 SE 341
Stanza TE 256 SE 343 Imagery:
Handbook Lesson Plan Book pp.148; Student Edition pp.313-314, 335 Rhythm and Rhyme: Lesson Plan Book pp.151; Student Edition pp.340-341 Verse/Stanza: Student Edition pp.343
Figurative Language: Question Stems:
How many verses/ stanzas does this poem h
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