week at a glance -...

Uintah County School District2011

Week At A Glance ExLL ModelUnit: ____3_____Week: ___1_____

Focus Standards:

1. RL 4.5 Poetry & Prose Assessment2. RI 4.2 Main Idea & Supporting Details3. RF 4.4c Sprints on Water Cycle with comprehension questions4. W 4.1 Start Pioneer Journal5. L 4.5 Figurative/Literal Word Meanings6. SL 4.5 Water Cycle writing create a power point to illustrate story

a. Teach power point7. RF.4.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as

necessary.

Student Objectives:

1. Read and discuss a variety of fiction and nonfiction texts about water cycle and pioneers.2. Read informational texts about water cycle and pioneers.3. Discuss and interpret poetic techniques and forms.4. Explain major differences between poetry and prose.

Terminology:

character traits limerick narration (review of) poetic devices (continued): rhyme

scheme, meter, simile, metaphor Main Idea & Supporting Details

Comprehension Strategy:Determining Importance/Main Idea/Supporting Details

Genre Focus: Historical Fiction/ Expository Text/ Journal/ Poetry

Vocabulary:

evaporation, water, cycle, condensation, precipitationfigurative , literal, simile

Read AloudFigurative

Language/main

Shared ReadingCompare/Contrast Prose and

Poetry

Guided Reading/Book Clubs/Reciprocal

Teaching

Independent Reading

Word WorkSelect two Nifty Thrifty

Fifty for word wall


idea/supporting details Main Idea/Supporting Details/ Determine Importance

Use context to confirm meaning of words

Tucket’s Travel by Gary Paulson(L 4.5; RI 4.2)

Water DanceBy T. Locker

I Am Water by Marzollo(L 4.5)

“Wagon Train Adventure” (nonfiction)Trophies pg. 290(RI 4.2)

Orange Science Bookpp. 382-393Topic 4(RI 4.2)

“I Have Heard of a Land” Trophies p.640 RL 4.5 (poetry)

Water Cycle Poetrywww.k12.hi.us/~shasincl/poems _prop_ cycle _weather.html (RL 4.5)

Read a pioneer diary/journal (see guided reading list)

“Wagon Train Adventure”Trophies pg 290(RI 4.2)

Water Cycle Sprints (TRB)(RF 4.4c)

Poetry Reading:Water Cycle Poetrywww.k12.hi.us/~shasincl/poems _prop_ cycle _weather. html (RL 4.5)

-e drop spelling rule using:

Create a vocabulary activity using:evaporate/evaporationcondense/condensationprecipitate/precipitation

Nifty Thrifty Fifty

Interactive Writing/Edit

Independent Writing Vocabulary Assessment/Rubrics Technology

Figurative/literal language and simile IAW chart(L 4.5)

Resource: Use YPP exercise or Brainpop

Model pioneer journal, and students start their own. Student generates, in first person, a daily journal of a fictional pioneer character. (W 4.1)

Modeling resources:Dear Levi, Letters from the Overland Trail by Elvira Woodruff

Dear America, Across the Wide and Lonesome Prairie, the Oregon Trail Diary of Hattie Campbell by Kristiana Gregory

evaporation, water, cycle, condensation, precipitation

figurative , literal, simile

Poetry and Prose(RL 4.5) Write: What are the differences in poetry and prose?

Pioneer Journal Rubric(W 4.1; L 4.5)

Teach PowerPoint format(SL 4.5)

http://www.k12.hi.us/~shasincl/poems_prop_cycle_weather.html







Unit: ____3_____Week: ____2_____

Focus Standards:

1. RL 4.5 Add Drama to Poetry and Prose (Venn Diagram)2. RI 4.2 Main Idea/Supporting Details3. RF 4.4 Sprints4. L 4.5 Figurative/Literal Language (adding metaphors)5. W 4.1 Opinion Pieces: Write an opinion piece about modern day school/pioneer school. Pioneer Journal6. SL 4.5 Water Cycle writing create a power point to illustrate story

a. Teach power point 7. RF.4.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Objectives:

1. Explain major differences between poetry, drama, and prose.2. Read informational texts, and create a Venn diagram comparing factual information.3. Write a variety of responses to stories and poetry.4. Find similarities and differences in pioneer life using figurative language such as personification, metaphor, similes, and idioms.

Terminology:

first-person third-person Venn diagram (three circle) drama

Comprehension Strategy:Determining importance/ main idea/ supporting details

Genre Focus:Historical fiction; journal writing; drama (reader’s theater)

Vocabulary:transpiration, percolation, sublimation,


groundwater, Metaphor,

Read AloudFigurative Language:

MetaphorsUsing Context Clues

Shared ReadingCompare/Contrast Prose, Poetry add

dramaMain Idea/Supporting Details/ Determine

Importance


Teaching


Independent Reading Word WorkSelect two Nifty Thrifty

Fifty for word wall

Tucket’s Travels by Gary Paulson

A Drop Around the World by Barbara McKinney(RI 4.2)

Teacher Resource Book“Water, More Precious Than Gold” RI 4.2

Readers’ theater Script: Water Cycle Adventure (From www.enchantedlearning.com)(RL 4.5) Also see the drama appendix for key elements from USOE.

Read a pioneer diary/journal and a Water cycle book(see guided reading list)

Water Cycle Sprints (TRB) RF 4.4

-e drop spelling pattern for the words:transpire/transpirationpercolate/percolationsublimate/sublimationL.4.5(b)

compound words (i.e. groundwater)

Nifty Thrifty Fifty



Water Cycle Anchor chart

Add metaphor to

Students Continue Pioneer Journals. (Write during centers)

transpiration, percolation, sublimation, groundwater,

Pioneer Journal Rubric

Rubric for opinion

Continue teaching PowerPoint format add insert media and cut/paste

http://www.enchantedlearning.com/



figurative language chart.(L 4.5)

Create a 3 circle venn diagram on poetry, prose, drama

Opinion Pieces: Write an opinion piece about modern day school/pioneer school.(W 4.1)

Metaphor, writing

Formative: What are the elements of a play?


Unit: _____3_____Week: ____3_____

Focus Standards:

1. RL 4.5 Compare Drama, Poetry, Prose2. RI 4.2 Main Idea/Supporting Details/Summary3. RF 4.4 Sprints4. L 4.5 Figurative/Literal Language (adding personification)5. W 4.1

Opinion Pieces: Would you like to go to pioneer school or today’s school? Pioneer Journal

6. SL 4.5 Water Cycle writing create a power point to illustrate storya. Teach power point (by computer teacher, if possible)

7. RF.4.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Objectives:

1. Collaborate with classmates in order to publish their water cycle PowerPoint.2. Participate in group discussions about the facts and fiction of pioneers.3. Find similarities and differences in pioneer life using figurative language such as personification, metaphor, similes, and idioms. (Demonstrated in the pioneer journal.)

Terminology:

personification summary essay

Comprehension Strategy:Determining importance/ main idea/ supporting details/ summary


Vocabulary: accumulation, collection, runoff, saturationpersonification


Read Aloud Figurative Language:

PersonificationSummary

Context Clues

Shared Reading Compare/Contrast Prose and

PoetryMain Idea/Supporting Details/

Determine ImportanceSummary

Elements of a play


TeachingUse context to

confirm meaning of words

Independent Reading



Fifty for word wall

Tucket’s Travels by Gary PaulsonRF.4.4(c) L 4.5

Children of the Wild West by Russell Freedman

Utah Water, a Precious Resource Utah DNR RF.4.4(c)

A Drop Around the World by Barbara McKenny

Reader’s Theater Script: Water Cycle Adventure (From www.enchantedlearning.com) (RL 4.5)

Children of the Wild West by Russell FreedmanRF.4.4(c)

Water Cycle Sprints (TRB)

RF.4.4(c)

Compound words (i.e. runoff) L.4.5(b)

tion, ation and ion

Nifty Thrifty Fifty



Add personification to figurative language chart. (L 4.5)

IAE/IAWUtah Water, a Precious Resource Utah DNRRF.4.4(c)

Pioneer Journal (Write during centers)

Continue Opinion Pieces: Write an opinion piece about modern day school/pioneer school.

accumulation, collection, runoff, saturationpersonification

Figurative/Literal language assessment

Rubric for opinion writing

Rubric on Water Cycle PowerPoint

Start PowerPoint on water cycle.




Unit: _____3_____Week: ____4_____

Focus Standards:

1. RL 4.5 Formative Assessment on poetry, prose, and drama2. RI 4.2 Main Idea, supporting details, summary

a. Somebody Wanted But…So Formative Assessment3. RF 4.4 Sprints4. L 4.5 Figurative/Literal Language adding idioms5. W 4.1

Summary Writing Prompt (Stagecoach Cat) Pioneer Journal

6. SL 4.5 Water Cycle writing create a power point to illustrate story 7. RF.4.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Objectives:

1. Write a variety of responses to stories and poetry. (summary writing prompt)2. Collaborate with classmates in order to publish their water cycle Powerpoint.3. Find similarities and differences in pioneer life using figurative language such as personification, metaphor, similes, and idioms.

Terminology:

Summary idiom Essay

Comprehension Strategy:Main Idea/Summary fiction and nonfiction text

Genre Focus:Historical fiction/ drama (reader’s theater)Vocabulary:

historical, colonize, settlement, handcart, prairie schooner


idioms,

Read AloudSummary

Context CluesMultiple meaning

words/idoms

Shared ReadingContinue with elements of

a play


TeachingElements of a play

Independent Reading Word WorkSelect two Nifty Thrifty

Fifty for word wall

Tucket’s Travels by Gary Paulson L4.5

Utah Water, a Precious Resource Utah DNRDrama Resources: See “Play” from Rigby resource list in unit plan


Plays from Rigby (see resource list)

Water Cycle Sprints (TRB)

-ize, -al, -ment suffixes(i.e. colonize, historical, settlement)

Nifty Thrifty Fifty



How to Write a Summary (Bronco Charlie) RI 4.2

Add idioms to figurative language IAW chart.

Continue Water Cycle IAE/IAE

Model how to write a summary; students begin summaries. Use the writing prompt “Stagecoach Cat”. RI 4.2

Pioneer Journals (Write during centers)

historical, colonize, settlement, handcart, prairie schooner idioms

Pioneer Journal Rubric

“Somebody Wanted But… So” Strategy (Formative Assessment)http://wvde.state.wv.us/strategybank/Somebody-Wanted-But-So.html


Rubric for Summary

Continue PowerPoint on water cycle.

http://wvde.state.wv.us/strategybank/Somebody-Wanted-But-So.html




(Stagecoach Cat)

Formative Assessment for Poetry, Prose and Drama (RL 4.5) Complete a 3 circle venn diagram using poetry, prose , drama. (Take down the class venn diagram.)


Unit: _____3_____Week: ____5_____

Focus Standards:

1. RL 4.5 Continue Comparing poetry, prose, drama2. RI 4.2 Main Idea, supporting details, summarizing3. RF 4.4 Sprints4. L 4.5 b/c Synonyms/Antonyms/homophones, multiple meaning words5. W 4.1

Summary Writing Prompt Pioneer Journal

6. SL 4.5 Water Cycle writing create a power point to illustrate story 7. RF.4.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Objectives:

1. Recite poetry for classmates. (water cycle and pioneer song)2. Collaborate with classmates in order to publish their water cycle PowerPoint.3. Write a variety of responses to stories and poetry.

Terminology:

Synonym Antonym Homonym

1. Homophone2. Multiple-Meaning words3. Homographs (bow, read, wind, etc…)

Comprehension Strategy: Main Idea/Summary fiction and nonfiction text


Vocabulary:

route, isolate, barren, cooperate, self-sufficient


Read AloudSummary; Context

Clues; multiple meaning words

Shared ReadingSynonym/Antonym

Homophones/Multiple Meaning Words


Teaching

Elements of a play

Independent Reading



Fifty for word wall

Tucket’s Travels by Gary Paulson RI. 4.2; RF 4.4c

The Search for the Water Cycle UWRL (USU/Water Conservancy District) RF.4.4(c) RI.4.2

Select a play from the resource list (Rigby)

“Pioneer Song” from Utah Songs CD.


Plays from Rigby resource list

Water Cycle Sprints (TRB) RF4.4

Compound words

-ate suffix (i.e. cooperate)

Nifty Thrifty Fifty



IAW What are synonyms/antonyms/homophones L 4.5 bL 4.5 c

Continue summary of “Stagecoach Cat.” RI 4.2

Pioneer Journals (Write during centers)

route, isolate, barren, cooperate, self-sufficient L.4.5a


Stagecoach Cat summary rubric RI 4.2

Assessment on synonyms/antonyms/homophones

Continue Water Cycle PowerPoint


Unit: _____3_____Week: ____6_____

Focus Standards:

1. RL 4.5 Assessment (Explain major differences in prose, poetry, and drama; Refer to structural elements of poems; Casts of characters, settings, etc.)

2. RI 4.2 Main Idea, supporting details, summarizing3. RF 4.4 Sprints4. L 4.5 Synonyms/Antonyms/homophones/multiple meaning words5. W 4.1

Summary Writing Prompt Pioneer Journal

6. SL 4.5 Water Cycle writing create a power point to illustrate story

Student Objectives:

1. Compare print and film versions of Sarah Plain and Tall.2. Write a variety of responses to stories and poetry.

Terminology:

Compare Contrast Essay

Comprehension Strategy:Main Idea/Summary fiction and nonfiction text


Unit Vocabulary Review

Read AloudUsing Context

Clues

Shared ReadingCompare/contrast


TeachingUse context to confirm

meaning of words

Independent Reading



Fifty for word wall

Sarah, Plain and “Pioneer Song” from Read a pioneer Water Cycle Assessment of unit


Tall by Patricia Mac Lachlan

Utah Songs CD.

Compare/Contrast Sarah Plain and Tall movie and book using a Venn Diagram (SL.4.1, RL.4.5)

diary/journal and a Water cycle book(see guided reading list)

Sprints (TRB) suffixes/prefixes

Nifty Thrifty Fifty


Find similarities and Differences


IAE The Utah Adventure Ch. 5-6 (select passage of your choice)RF.4.4(c)

IAW: T-Chart of life today and life as a pioneer, using ch.5.

Share Pioneer JournalComplete Summary Writing (Stagecoach Cat) RI 4.2

Review and Assess Unit Vocabulary

Summary Writing Assessment Rubric (Stagecoach Cat) (RI 4.2)

Summative Assessment for Poetry Prose and Drama (RL4.5)

Using the venn diagram from the movie/book activity, write an essay about the similarities and differences.

Pioneer Journal Rubric assessment

Share Water Cycle PowerPoint


Appendix 1

KEY ELEMENTS in UTAH K-6 THEATRE CORE

FOUR BASIC AREAS OF STUDY :

1. Script2. Actor3. Design4. Audience

SCRIPT ELEMENTS:1. Events2. Characters3. Setting4. 5 W’s5. Beginning, Middle, End6. Conflict7. Overall Message8. Dialogue9. Plot Structure10. Theme11. Use of tension12. Mood13. Character Motivation and Objectives14. Dramatic Unity

ACTOR ELEMENTS1. Mental Skills

listening imagination pretending concentration


relaxation transformation observation of detail the five senses sensory recall visualization emotional recall emotional range

2. Voice imitation volume diction pitch tempo rhythm expressive voice character voice combinations of voice elements

3. Body imitation qualities of movement purposeful movement expressive movement

DESIGN

costumes props transformed space/set sound effects light color


musical sound

AUDIENCE Audience Behaviors Preferences Messages/Interpretations Thoughts and emotions evoked Roles of Theatre/Film Evaluation Skills


KEY ELEMENTS in UTAH K-6 THEATRE COREWITH AGE-APPROPRIATE VOCABULARY DEFINITIONS

FOUR BASIC AREAS OF STUDY :

1. Script—The text that tells a story for a play, film, etc. 2. Acting—Using one’s mind, voice, and body to portray a character in a dramatization3. Design—The visual and aural elements of a dramatization4. Audience—The act and behaviors of watching others or self in a live or recorded

performance.

SCRIPT ELEMENTS:1. Events—what happens in a story2. Characters—persons, animals, or objects in a story3. Setting—the place a story happens4. 5 W’s—who, what, when, where, why5. Beginning, Middle, End—structure of a story6. Conflict—the tension between opposing characters, needs, ideas or goals7. Overall Message—the meaning communicated8. Dialogue—when characters talk to each other9. Plot Structure—sequence of events leading to a climax and resolution10. Use of tension—atmosphere created by unresolved inharmonious situations11. Mood—the feel of a piece12. Character Motivation—the underlying reasons why characters act the

way they do.13. Character Objective—a character’s goal or intention14. Dramatic Unity—the feeling of wholeness in a dramatization when all the parts

work together.

ACTOR ELEMENTS1. Mental Skills—qualities of mind used in visualizing, cdreating, and portraying a character

listening—conscious effort to hear


imagination—mental images used to create characters and events pretending—make-believe concentration—focused attention on task relaxation—releasing of tension in preparation for drama work transformation—the act of changing an object, character or space observation of detail—watching closely for details the five senses—taste, sight, hearing, smelling, and touching sensory recall—the ability to remember and almost feel again a particular sensory experience visualization—the transformation of a mental image or picture emotional recall—bringing back to mind various feelings associated with certain situations emotional range—the ability of an actor to experience and portray depth of emotion in a character

2. Voice—qualities of voice used in creating and portraying a character imitation—to copy or reproduce voice qualities volume—variations of voice from loud to soft diction—clear pronunciation of words pitch—the highness or lowness of voice tempo—fast/slow rhythm—the patterns of beats and accents in vocal production expressive voice—using voice qualities of pitch, tempo, and rhythm to enhance sensory/emotional experience character voice—using animated voice techniques to imitate or create the individual and distinctive traits of a character’s voice combinations of voice elements

3. Body—qualities of body and movement used in creating and portraying a character imitation qualities of movement purposeful movement expressive movement

DESIGN—conception and arrangement of visual and aural (sound) elements of a production

costumes—clothing worn in a drama to depict character props—any object used on the stage to define/enhance character or setting transformed space/set—changing a space to communicate a different setting


sound effects—sounds used to enhance dramatizations (i.e. body percussion, voices, electronic sources, found sound) light/color—visual sensations to help create mood musical sound—melody or sound created by voice or musical instruments used to enhance dramatizations

AUDIENCE Audience Behaviors Preferences Messages/Interpretations-- Thoughts and emotions evoked Roles of Theatre/Film Evaluation Skills

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