1. Week Seven, Day Three Novel Unit: The Tale of Despereaux
Fourth Grade ELA
Week Seven, Day Three
Novel Unit: The Tale of Despereaux
This session will be recorded for learning purposes.  Learning purposes include: a lesson review for students who are absent, students who want to review for a test, etc. and will be distributed for learning purposes.

2. Daily Review RL 4.3 Character Analysis
Complete with students to review what they know about these characters so far

3. Phonics RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding words. Objective: Identify prefixes and suffixes and their meanings.
Intro each prefix and ask students to brainstorm words containing these prefixes in the chat

4. Vocabulary
obsession = that which preoccupies a person’s mind; fixation
illumination = lighting or light
confessor = one who hears the confessions of others
solace = comfort in time of sadness
chandelier = a decorative hanging light
Ask students to read definitions on mic and discuss meanings WG

5. Teacher Read Aloud
Ask for student responses in chat and on microphone; Students should observe that both characters like the light and are not like their peers
Why is it important that Roscuro did not look away from the light? Are there any similarities between Despereaux and Roscuro? (RL 4.3)

6. Teacher Read Aloud
Ask for student responses in chat and on microphone
How does Botticelli describe darkness? What can we learn about the rats from what he says? (RL 4.2)

7. What do you think Roscuro will do next? (RL 4.1)
Teacher Read Aloud
Teacher Read Aloud
Ask for student responses in chat and on microphone
What do you think Roscuro will do next? (RL 4.1)

8. Do you think Roscuro cares about the prisoner at all? (RL 4.3)
Teacher Read Aloud
Ask for student responses in chat and on microphone
Do you think Roscuro cares about the prisoner at all? (RL 4.3)

9. Teacher Read Aloud Teacher Read Aloud
Ask for student responses in chat and on microphone
How would you describe the prisoner? What do you think about his “other crime”? (RL 4.3)

10. Teacher Read Aloud Teacher Read Aloud
Why didn’t Roscuro feel better after he stole the tablecloth? (RL 4.3)
What do you think Roscuro will do once he gets upstairs? (RL 4.1)
Ask for student responses in chat and on microphone

11. Teacher Read Aloud Buddy Read
How is Roscuro feeling right now? How do you know? (Hint: Find evidence in text!)
(RL 4.1)
Place students into BO rooms and ask students to read text and discuss questions

12. Teacher Read Aloud Buddy Read
Highlight examples of light and dark that you find in the text.
What do you think will happen if the guests see Roscuro? (RL 4.1)
Place students into BO rooms and ask students to read text and discuss questions

13. Teacher Read Aloud Buddy Read
Do you think the Princess will be as kind to Roscuro as she was to Despereaux? Why or why not?
(RL 4.1)
Place students into BO rooms and ask students to read text and discuss questions

14. What do you think will happen next?
Buddy Read
Teacher Read Aloud
What do you think will happen next?
(RL 4.1)
Place students into BO rooms and ask students to read text and discuss questions

16. Closure
Which character do you like better, Roscuro or Despereaux? Why?
Review with students

17. Responding to Text: Roscuro’s name comes from “chiaroscuro” which means “shades of light and dark”? Does Roscuro have shades of light and dark or is he all one or the other? W 4.4
Exit Ticket; Independent; Save student work

18. Homework
Discussion board?