1. Fourth Grade ELA Week Thirty, Day One
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.
Fourth Grade ELA
Week Thirty, Day One

2. Ticket in the Door
Place students in breakout rooms to complete and then review whole group

3. Our Class Mission Statement
As a respectful team, our mission is to participate, learn, try our best, get good grades, and help each other.

4. Group Norms Be respectful Be respectful Be prepared Be prepared
What are norms?
Norms are a set of rules or guidelines that will govern behavior/conduct within a group
Teacher
Students
Be respectful
Be prepared
Be positive
Try my best
Actively listen
Participate
Be respectful
Be prepared
Be positive
Try my best
Answer questions
Use saved slide to review norms.

5. Word Study/Phonics
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

6. Today’s “I Can” statement is:
I can use
Greek and Latin
roots
to help me determine the meanings of new words.

7. Many English words have parts that are from the ancient Greek language and the ancient
Latin language.

8. Now it’s time for some
Latin roots.

9. construction
structure
struct = build
Nero, a Roman leader

10. vision
visible
vis = see
Nero, a Roman leader

11. vocal
vocabulary
voc = speak
Minerva, Roman goddess
of wisdom

12. Reading Objectives
RL 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
RL 4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

13. Language Objectives
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
Recognize and explain the meaning of common idioms, adages, and proverbs.
Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

14. Your Learning Goals (in student friendly terms)
Throughout this unit, I can:
Make inferences
Examine the theme/moral of a story
Describe characters in depth
Identify examples of figurative language

15. Vocabulary Chapters 9 and 10

16. Vocabulary Chapters 9 and 10
Ask students to identify the correct word to fit the blanks, the brainstorm a sentence of their own. *Can do in buddy break out rooms or whole group.
A sentence of my own: ______________________________

17. Getting Ready to Read
Place students into ind breakout rooms and ask them to complete the quickwrite. Give students 3-5 minutes. Save a few student examples to share in main room.

18. Teacher Read Aloud
Do you think Edmund ran away or was taken? Support your answers with details from the text.

19. Teacher Read Aloud
What is the difference between a “mysterious and horrible feeling” and a “mysterious and lovely feeling”, as Edmund describes?

20. Teacher Read Aloud
Infer: Why do you think Edmund is working so hard to convince himself that the Witch is not so bad?

21. Teacher Read Aloud

22. Teacher Read Aloud
Predict: How do you think Edmund plans to become King of Narnia?

23. Teacher Read Aloud

24. Teacher Read Aloud
Do you think Edmund really hates Peter? Why or why not? Use examples from the text to support your answer.

25. Teacher Read Aloud
Predict: What do you think Edmund will do next?

26. Buddy Read Read the rest of the chapter with your buddy
Underline words/phrases that describe Edmund. Use these words to make inferences about what Edmund is thinking and feeling.
Highlight any examples of figurative language

27. Buddy Read
Who is the lion?
Why is Edmund so scared?

28. Buddy Read

29. Buddy Read
What would you do if you were in Edmund’s shoes? Would you be scared? Would do something bold like draw a mustache on Aslan’s face?

30. Buddy Read
Do you think that these are all just statues or were they once living creatures that the Witch turned to stone?

31. Buddy Read
Predict: What do you think the wolf said to Edmund?

32. Buddy Read

33. Buddy Read
Infer: Why is the Witch angry with Edmund? What do you think she wants to do with the children?

34. Buddy Read
Predict: What do you think will happen next?

35. 9
Complete the above activity with your buddy.

36. Closure
What does it say about Edmund that he is so willing to help the Witch, even if it hurts his siblings?
Ask students to respond in chat and on microphone

37. Responding to Reading Through Writing
Explain each element of the RACE strategy when answering a reading response question.

38. Responding to Reading Through Writing
Reading Response Task Four: What are Edmund's thoughts and feelings as he sneaks away to the castle? What would you be thinking and feeling? R: A: C: E:
Work through the strategy with the students

39. Homework Read Chapter 10. Respond to Task Four in Padlet
Password: wardrobe